Pre-registration midwifery education: do learning styles limit or liberate students?

Alison Power, Robert Farmer

Research output: Contribution to JournalArticle

Abstract

In 1995, all pre-registration health education moved into higher education, signalling a shift from the apprenticeship model to an academic one. Since 2008, the Nursing and Midwifery Council has required all pre-registration midwifery programmes to be offered at degree level only, with a required practice-to-theory ratio of no less than 50% practice and no less than 40% theory. Individual education institutions vary in how these requirements are met in terms of learning and teaching strategies. This article explores literature in relation to the ‘learning styles’ pedagogical approach, which advocates that all students have a particular preferred learning style and will learn best if they are allowed to learn in their preferred style. The key question is: What are the most appropriate learning and teaching strategies to support student midwives to develop the skill set required to meet the demands of contemporary practice?
Original languageEnglish
JournalBritish Journal of Midwifery
Volume25
Issue number2
DOIs
Publication statusPublished - 1 Feb 2017

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teaching strategy
learning strategy
learning
education
midwife
student
apprenticeship
health promotion
nursing
literature

Keywords

  • Pre-registration midwifery education
  • learning styles
  • competence

Cite this

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Pre-registration midwifery education: do learning styles limit or liberate students? / Power, Alison; Farmer, Robert.

In: British Journal of Midwifery, Vol. 25, No. 2, 01.02.2017.

Research output: Contribution to JournalArticle

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