Senior midwives' perspectives on the transition experience of newly graduated undergraduate midwives in China: a qualitative study

Abstract

Introduction: Newly graduated (NG) midwives face various challenges during their transition from school to clinical practice, which can impact their long-term professional satisfaction and development. In China, there are currently no formal support programs for NG midwives. Senior midwives, as direct supervisors and mentors of NG midwives, hold valuable insights and recommendations that could inform the development of NG midwives training programmes in clinical practice, However, these perspectives remain largely underexplored. To address this gap, this study aims to explore senior midwives' perspectives on the transition experiences of NG midwives and their suggestions to support better adaptation to clinical practice, contributing to improvements in midwifery training systems.

Methods: Senior midwives (n = 23) from seven tertiary teaching hospitals in Guangzhou, Dongguan and Shantou participated in this study using a purposive and snowball sampling approach. Focus group interviews were conducted between February 2023 and December 2023. Data were analysed thematically using NVivo 11.

Results: This study explored senior midwives' perspectives and suggestions regarding the transition experiences of NG midwives, and identified four major themes: professional quality, maternal and newborn care knowledge and skills, public health care & integrative competency, and career development and professional identity. For professional quality, NG midwives were considered to require a deeper understanding of natural birth, the ability to build trusting relationships with women, provide emotional support, and establish appropriate emotional boundaries. In terms of improving NG midwives' knowledge and skills in maternal and newborn care, senior midwives emphasized the need to expand NG midwives' professional knowledge and effectively integrate theoretical knowledge with practice through diverse learning approaches. In the area of public health care and integrative competency, NG midwives should be equipped to prevent and manage occupational exposure and possess cooperation ability. Senior midwives suggested that rational allocation of human resources could help reduce exposure risks, facilitate teamwork, and support the integration of NG midwives into the clinical environment. In addition, senior midwives generally expressed concern and expectations for the career development of NG midwives, indicating that clear career plan during the transition period could enhance their sense of satisfaction and professional belonging, thus promoting the formation of their professional identity and retention.

Conclusion: The transition period is a critical phase in the career of NG midwives. Currently, NG undergraduate midwives are not fully equipped with the competency and supportive environment needed for a smooth transition. Recognizing the significance of this transition is essential for training and retaining qualified practitioners. The perspectives and suggestions of senior midwives provide valuable insights into this period, complementing existing research on the transition of NG midwives. It is imperative to refine undergraduate midwifery education systems and create stable professional environments to ensure the sustained and robust development of a qualified midwifery workforce.

Keywords: Midwife; Newly graduated; Transition period; Undergraduate.