When Student Midwives Make Clinical Mistakes: A Qualitative Study in Brunei Darussalam
DOI:
https://doi.org/10.31436/ijcs.v7i1.349Keywords:
Midwifery, Mentors, Students, Working conditions, Delivery of health care, MotivationAbstract
Background: This study aimed to understand how student midwives perceive clinical mistakes and describe how they are supported by healthcare professionals when mistakes are made.
Methods: The study adopted an exploratory qualitative research design with a sample of 9 undergraduate midwifery students from a higher institution in Brunei Darussalam. Data was collected through semi-structured online interviews with five open-ended questions.
Results: Three broad themes were identified, namely: (1) Clinical mistakes as lessons, (2) Toxic work environment, and (3) Value of appropriate guidance.
Conclusion: The findings indicate the student midwives’ perceptions regarding mistakes encountered in the clinical setting. The student's capacity and motivation to learn were impeded by the unsupportive environment and unwelcoming attitudes demonstrated by certain midwives, including the mentors. However, they viewed clinical mistakes as opportunities to grow and learn. Furthermore, the students emphasised the significance of guidance and mentorship from clinical educators in developing proficient midwives. Thus, by recognising mistakes as learning opportunities and receiving the appropriate support from mentors, students may be better prepared to provide high-quality care for mothers and infants.
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