Open dialogue - A grounded theory study on peer learning at birthing units.

Area of Science:

• Midwifery Education
• Clinical Pedagogy
• Healthcare Simulation

Background:

• Peer learning is established in nursing but under-researched for student midwives.
• Birthing units present a unique clinical setting for peer learning exploration.

Purpose of the Study:

• To develop a theoretical model for peer learning specifically within birthing unit contexts.
• To understand the dynamics and outcomes of peer learning for student midwives.

Main Methods:

• Grounded theory methodology (Straussian approach) applied in Stockholm maternity units.
• Data collected via interviews with 15 student midwives and 21 preceptors.
• Analysis of 6 peer learning seminars involving 14 preceptors and ~200 midwives.

Main Results:

• The core finding is the 'Open dialogue' model, fostering communication between students, preceptors, and expectant parents.
• This dialogue reduces hierarchy, enhances participation, and builds communication skills.
• Peer learning facilitated a dynamic educational environment, improving midwifery training.

Conclusions:

• Peer learning, with proper preparation and structure, is viable for student midwives in clinical settings.
• The 'Open dialogue' model aligns with woman-centered care, promoting support, safety, and involvement of the birthing family.
• Identified pedagogical benefits are consistent with prior nursing student research.