Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.728830
Title: What expectations and learning experiences do midwives and lecturers have of the European Master's in Midwifery science?
Author: Woodward, Lesley
ISNI:       0000 0004 6496 6824
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2017
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Abstract:
This qualitative descriptive study explores what expectations and experiences midwives and lecturers have of the European Master’s in Midwifery Science (MSc). Following the Bologna Process in 1999, which was a pledge by 29 European countries to enhance mobility and employability through the creation of a European space for higher education and the adoption of a standard degree structure which allows degree programmes awarded in one country to be acknowledged and accepted in another international graduate and post graduate degree programmes are being developed. As technology continues to improve new opportunities for midwives and nurses to study together in an international online community, such as the European MSc in Midwifery are becoming possible. Distance learning has increased rapidly over the last two decades but research around nursing or midwifery students, studying on international distance learning programmes is sparse. The search strategy highlighted only ten relevant studies, and only two other international distance learning post graduate programmes have been discovered and been the focus of research studies. Data were collected via individual interviews and one focus group. Five students were interviewed at the beginning of their programme and again following the successful completion of two modules, three past students were interviewed individually and four lecturers from four different collaborating countries were interviewed via a focus group. Data were digitally recorded and transcribed verbatim. A thematic data analysis framework was used from which 5 broad Themes, each with their own sub - themes emerged. The findings highlight the crucial importance of peer and lecturer support and the requirement for students studying in a second language to have clear and written feedback to avoid misunderstandings. Constructivist teaching methods have been shown to increase students’ engagement, improve foreign language skills and enhance the exchange of cross - cultural theory and knowledge.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.728830  DOI: Not available
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