Initial and continuing education needs for the professional development of midwifery preceptors

Midwifery education in Québec, Canada, is delivered through a baccalaureate of midwifery. Its content consists of at least 50 % of practical supervised training, which is based on a one-on-one model. Each student is paired with an experienced midwife, called preceptor. Preceptors have been informally requesting some educational activities to improve their preceptorship. However, their professional development needs are not known, neither for their initial education nor their continuing education. In order to respond to their demand, a descriptive exploratory study was conducted with preceptors and preceptors-to-be. Data were collected during two focus groups of midwives. This study aims to initiate a systematic approach to describe midwifery preceptors' needs regarding their professional development. To achieve this, four objectives are pursued regarding the midwife preceptors: (a) Determine their initial education needs. (b) Determine their continuing education needs. (c) Determine the preferred delivery mode for initial and continuing education. (d) Determine the most appropriate timing for initial and continuing education. The results indicate that preceptors' needs are similar regarding the initial education needs and the continuing education needs. Participants emphasized the importance of being prepared in the pedagogy of practicums, the relationship with student midwives and what preceptorship encompasses. The preferred modes of delivery for professional development are in person for the initial education and through remote communication platform for the continuing education. The most appropriate timing for professional development activities is annually and just before starting a practicum with a student. The results will be used to develop a professional development program for midwife preceptors.