Resumo

RAMAHLO, T N  e  MAYERS, P M. Nursing students' self-perceived preparedness for midwifery practice in the Western Cape, South Africa: A quantitative descriptive study. Afr. J. Health Prof. Educ. (Online) [online]. 2025, vol.17, n.1, pp.2-7. ISSN 2078-5127.  https://doi.org/10.7196/ajhpe.2025.v17i1.1963.

BACKGROUND: To improve the quality of care provided to women in their reproductive years, midwives need to be competent, confident and safe practitioners. Investment in education and training is necessary to ensure midwives are prepared for practice after entering the profession OBJECTIVE: To investigate final-year university nursing students' self-perception of preparedness for midwifery practice in the Western Cape, South Africa (SA METHOD: A quantitative descriptive study was conducted with final-year undergraduate nursing students at a university in the Western Cape, SA, after completing the midwifery component of their four-year integrated programme. The self-administered Casey-Fink Readiness for Practice Survey assessed respondents' perceived ability to perform independently, manage multiple women during childbirth and demonstrate confidence in vital practice skills RESULTS: The survey achieved a 53% response rate. Most respondents indicated difficulty performing fundamental midwifery skills independently. Low confidence levels were reported in independently managing the care of multiple women, delegating tasks to nursing support staff, dealing with ethical issues related to patient care responsibilities and assuming the midwife role CONCLUSION: Nursing students lacked confidence and perceived themselves as unprepared to practise as registered midwives upon completion of the midwifery component of the undergraduate nursing programme. In integrated nursing programmes, limited time for midwifery clinical experience may hinder the development of students' competence and confidence. Mentorship training and dedicated facility preceptors are recommended to support students and newly qualified midwives. Structured support and continuous professional development should be integral to new graduate induction programmes to promote learning and competence

Palavras-chave : Midwifery; clinical placement; preparedness; undergraduate midwifery education.

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