ISSN: 2639-2038
Authors: Rawdon CM*, Goshomi U and Goshomi O
Introduction: All teaching and learning styles address how students view themselves as learners and their realisation of the learning experiences for skill development in the activities which define them. Aim of Study: To explore the learning approaches of students on a hospital-based midwifery training model for better understanding of their learning needs and facilitate their readiness to competence and confidence development. Methods: A qualitative approach hinged on Grounded theory design for exploring participants’ characteristics, learning orientations and readiness through in-depth interviews. Sampling Approaches: Data saturation was achieved with 30 Participants through purposive and theoretical sampling and theoretical sensitivity. Constant comparative analysis concurrent with data collection was used. Findings: Emergent categories from the student narratives: “Being a Midwifery Student” the main category and “bio psychosocial characteristics”, “time and being”, “‘dexterity attainment promptness” and “learning orientation” as subcategories. Conclusion: The positionality of the teachers and learners, in particular the Bio Psychosocial Uniqueness, ‘Time and Being’, ‘Dexterity Attainment Promptness’ and ‘Learning Orientations’ facilitated development of an Individualistic- Collectivistic Learner Styles Typology. Implications: Students are individuals who should be treated with respect and dignity irrespective of their gender and background to allow wholesome development of a qualified midwife.
Keywords: Learning Approaches; Learning Readiness; Midwifery Student; Hospital-Based Training Model
