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Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’
The context of healthcare and of healthcare education has radically changed as a result of the Covid-19 pandemic. To identify positive strategies for midwifery education in this context, five case studies from the UK and beyond were conducted using an appreciative enquiry approach, from the perspect...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Elsevier Ltd.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9756382/ https://www.ncbi.nlm.nih.gov/pubmed/33450714 http://dx.doi.org/10.1016/j.midw.2020.102915 |
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author | Renfrew, Mary J Bradshaw, Gwendolen Burnett, Alicia Byrom, Anna Entwistle, Francesca King, Kay Olayiwola, Wendy Thomas, Grace |
author_facet | Renfrew, Mary J Bradshaw, Gwendolen Burnett, Alicia Byrom, Anna Entwistle, Francesca King, Kay Olayiwola, Wendy Thomas, Grace |
author_sort | Renfrew, Mary J |
collection | PubMed |
description | The context of healthcare and of healthcare education has radically changed as a result of the Covid-19 pandemic. To identify positive strategies for midwifery education in this context, five case studies from the UK and beyond were conducted using an appreciative enquiry approach, from the perspectives of students, the maternity services, cross-university collaboration, and digital learning. A health system analysis was used to identify strategies to cope, adapt, and transform for the future, at the levels of individuals, teams, and the whole system. Findings showed that the implementation of effective responses was possible. Responding effectively and rapidly to a shock as profound as this pandemic requires courageous, respectful, evidence-based, innovative, collaborative, cross-sectoral working and leadership across education institutions, practice settings, the regulator, government, and with students themselves. Pre-existing trusting relationships and collaborative systems supported rapid responses. Effective digital learning requires a pro-active, student-centred approach, and addressing the problems of inequitable access to equipment and space. Joint problem-solving and focussing on the key outcomes that matter contribute to developing successful strategies and robust processes. The pandemic provides an opportunity for student midwives to be re-imagined as essential members of midwifery teams and not ‘just students’. Transformative actions identified include whole-system working, tackling longstanding problems including racism, poverty, prejudice, and systemic discrimination, and keeping students at the heart of the education system. |
format | Online Article Text |
id | pubmed-9756382 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-97563822022-12-16 Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’ Renfrew, Mary J Bradshaw, Gwendolen Burnett, Alicia Byrom, Anna Entwistle, Francesca King, Kay Olayiwola, Wendy Thomas, Grace Midwifery Article The context of healthcare and of healthcare education has radically changed as a result of the Covid-19 pandemic. To identify positive strategies for midwifery education in this context, five case studies from the UK and beyond were conducted using an appreciative enquiry approach, from the perspectives of students, the maternity services, cross-university collaboration, and digital learning. A health system analysis was used to identify strategies to cope, adapt, and transform for the future, at the levels of individuals, teams, and the whole system. Findings showed that the implementation of effective responses was possible. Responding effectively and rapidly to a shock as profound as this pandemic requires courageous, respectful, evidence-based, innovative, collaborative, cross-sectoral working and leadership across education institutions, practice settings, the regulator, government, and with students themselves. Pre-existing trusting relationships and collaborative systems supported rapid responses. Effective digital learning requires a pro-active, student-centred approach, and addressing the problems of inequitable access to equipment and space. Joint problem-solving and focussing on the key outcomes that matter contribute to developing successful strategies and robust processes. The pandemic provides an opportunity for student midwives to be re-imagined as essential members of midwifery teams and not ‘just students’. Transformative actions identified include whole-system working, tackling longstanding problems including racism, poverty, prejudice, and systemic discrimination, and keeping students at the heart of the education system. Elsevier Ltd. 2021-03 2020-12-26 /pmc/articles/PMC9756382/ /pubmed/33450714 http://dx.doi.org/10.1016/j.midw.2020.102915 Text en © 2021 Elsevier Ltd. All rights reserved. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Article Renfrew, Mary J Bradshaw, Gwendolen Burnett, Alicia Byrom, Anna Entwistle, Francesca King, Kay Olayiwola, Wendy Thomas, Grace Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’ |
title | Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’ |
title_full | Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’ |
title_fullStr | Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’ |
title_full_unstemmed | Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’ |
title_short | Sustaining quality education and practice learning in a pandemic and beyond: ‘I have never learnt as much in my life, as quickly, ever’ |
title_sort | sustaining quality education and practice learning in a pandemic and beyond: ‘i have never learnt as much in my life, as quickly, ever’ |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9756382/ https://www.ncbi.nlm.nih.gov/pubmed/33450714 http://dx.doi.org/10.1016/j.midw.2020.102915 |
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