Bridging the gap: findings from focus groups on challenges and solutions in the transition from midwifery education to clinical practice

To explore the experiences of student midwives as they transition into clinical practice. This study, conducted as part of a Professional Doctorate, aims to enhance support, supervision and training by identifying the factors that facilitate or hinder a successful transition during their programme.

A qualitative approach, using purposeful recruitment to select participants who can provide in-depth insights into the challenges and experiences faced during this critical phase. Data were collected through focus group discussions, transcribed verbatim, and thematic analysis was conducted to identify key themes and patterns within the data. Ethical consent was obtained through the university's Middlesex Online Research Ethics (MORE) form.

The transition from education to clinical practice in midwifery is marked by several consistent themes across all three focus groups. Participants commonly faced a discrepancy between their expectations and the realities of clinical practice, primarily due to inconsistent mentorship and varying levels of support. The lack of hands-on practical training, exacerbated by the COVID-19 pandemic, was a significant challenge, highlighting gaps in their education. Emotional resilience and personal motivation were crucial for navigating these challenges, with participants relying on their passion for midwifery to persevere.

Suggestions for improvement included better integration of practical training with theoretical learning, more consistent mentorship and early placement experiences in less intense environments to build foundational skills. Overall, the themes underscore the need for a more supportive structure and a hands-on approach to midwifery education and training, to better prepare students for the demands of clinical practice.

Killingley J. MIDIRS Midwifery Digest, vol 35, no 1, March 2025, pp 37–42. Original article. © MIDIRS 2025. MIDIRS (https://www.midirs.org/) retains the copyright of this article.
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