Abstract
According to the Nursing and Midwifery Council (NMC, 2009), pre-registration midwifery programmes of study must be made up of no less than 50% practice and no less than 40% theory. The programme must also include a variety of teaching and learning strategies. Programmes of study are enhanced when midwifery teaching is complemented with input from other experts such as service users, midwives and other members of the multidisciplinary team. This is the first of a series of articles discussing teaching by a range of health
professionals, each of which will include the featured professional’s role and responsibilities, their motivations to teach, the topics they cover and, where appropriate, how this input is evaluated by student midwives.
professionals, each of which will include the featured professional’s role and responsibilities, their motivations to teach, the topics they cover and, where appropriate, how this input is evaluated by student midwives.
| Original language | English |
|---|---|
| Pages (from-to) | 123 |
| Number of pages | 1 |
| Journal | British Journal of Midwifery |
| Volume | 24 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2 Feb 2016 |
Bibliographical note
This document is the Accepted Manuscript version of a Published Work that appeared in final form in British Journal of Midwifery, copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://doi.org/10.12968/bjom.2016.24.2.123Keywords
- theory-practtice gap
- midwifery education
- student midwives