Abstract

Reflective practice has been an integral part of preregistration preparation for several decades. To date the focus of this development has been associated with enhancement of cognitive skills. This article reports on the qualitative exploration of story sharing which formed part of a larger action research study undertaken by the Bournemouth University Midwifery Programme (BUMP) group. Analysis of the data revealed four themes: Selecting, preparing and timetabling the sharing of stories; sharing experiences; listening and being listened to and issues related to the tutors and the structuring of the learning. Students reported that learning via the preparation and sharing of their stories supported their development as midwives by enhancing their intrapersonal communication skills, creativity and problem solving.