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Dynamic learning experiences for student s
In last month’s issue, my colleague Alison Power welcomed students embarking on their midwifery journey and emphasised the growing need for inter professional collaboration. The importance of midwives at all levels lear ning and collaborating with fellow professionals cannot be overstated, and creating lear ning environments that offer dynamic, authentic and engaging exper iences is a challenge that educators must meet.
In my role as Director of Inter professional Education, I am committed to growing the opportunities available for healthcare students to come together and lear n ‘with, from and about’ one another (Centre for the Advancement of Inter-Professional Education, 2016). For the past few years, work has been underway in growing inter professional simulation‑based education across professions at Northumbria University. Last year, we brought year 2 student midwives together with final year medical students from Newcastle University for 3 days of inter professional simulation‑based education, with great results.
Delivered in a purpose-built clinical skills centre, with hi-fidelity mannequins and mock up maternity wards and delivery rooms, midwifery and medical facilitators came together to offer four scenar ios of pregnancy and childbirth emergencies. Faculty worked together to wr ite the scenar ios, ensur ing that they provided ample opportunity for the midwifery and medical students to practice their skills and work together as a team in managing these situations.
This approach to lear ning was delivered to 120 students (60 medical and 60 midwifery) and provided a dynamic and engaging exper ience, foster ing a deeper understanding of respective roles, responsibilities and contr ibutions. Through shared lear ning exper iences, students gain insights into var ious aspects of care, from recognition, assessment and pathophysiology, as well as emotional and social support needs (Sanko, 2020).
Claire Leader Editorial Board member
Throughout the pre-br ief and de-br ief the pr inciples of inter professional working were demonstrated and emphasised. Students need to be able to relate this teamworking to practice. Integrating lessons lear ned from reports such as Ockenden in relation to inter professional working and what happens when professionals fail to collaborate effectively, will br ing the scenar ios and the lear ning overall to life.
Our initiative was evaluated extremely positively by students and it is anticipated that this will be repeated in the next academic year. Integrating inter professional simulation into curr iculums may seem like a mammoth task, but with thought and planning can be delivered safely and effectively with students, staff and future maternity service users reaping the benefits. Higher education institutions deliver ing healthcare programmes can better prepare their students to navigate the complexities of modern healthcare environments and collaborative working through inter professional simulation‑based education. Care is safer and of higher quality where professionals work together, and starting at pre-registration level is imperative to embed these pr inciples from the onset. BJM
Centre for the Advancement of Inter-Professional
Education. Statement of purpose. 2016. https:// tinyurl.com/rysf99rw (accessed 2 October 2024) Sanko J, Mckay M, Shekhter I, Motola I, Birnbach
DJ.What participants lear n, with, from and about each other dur ing inter-professional education encounters: s qualitative analysis. Nurse Educ Today. 2020;88:104386
British Journal of Midwifer y, November 2024, Vol 32, No 11 | https://doi.org/10.12968/bjom.2024.0097
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