Abstract

Aim: This paper proposes a strategic approach for midwifery education, based on the empirical findings from a grounded theory study and relevant literature. Method: The study is presented in detail in two previous papers (Thomas 2006, Thomas 2007) but a synopsis of the research is described here. The research was based on grounded theory and had four phases of data collection with two groups of midwives- fourteen who worked in an NHS maternity unit and nine who are employed outside of conventional services. Findings/ results: Student midwives benefit from repeated participation in birth without intervention and from being supported by role models with the confidence to advocate for women in their care. This impacts on the place of students’ practice learning in their programme, the types of midwives with whom they practice and the pattern of care delivery to which they are exposed as well as on the learning and teaching methods used. A strategic approach to programme development may promote positive experiences which help students to develop their belief in women, normal physiological birth and the abilities of midwives, and to become ‘woman-centred’ midwives. Conclusion: A strategic approach to midwifery education, which helps students learn to believe in women’s abilities to give birth without routine intervention and in their own abilities to support this, may benefit midwives and women.