Support for pre-registration midwifery students and mentors in clinical practice: a small scale evaluation of the duty teacher role

At least 50% of the pre-registration midwifery education programme in the United Kingdom (UK) is based in clinical practice. Midwifery lecturers are therefore expected to spend a proportion of their time supporting student learning in practice. A duty teacher role was designed to provide indirect support for practice-based learning through placement visits mainly associated with offering pastoral support and academic guidance, narrowing the theory–practice gap, and supporting students and mentors in the use of practice assessment documentation and in the event of failing students. This role involved a visible presence within two maternity units where a ‘duty teacher’ would be available for one day per week at each of the units. A small scale evaluation was conducted to explore experiences and perceptions of the role. A convenience sample of 26 midwives and six student midwives were interviewed. Thematic content analysis revealed three broad themes: lack of understanding of the role, mismatched ideals, and partnership working. Lack of clarity resulted in the duty teacher not being utilised for the intended purpose, and therefore having limited impact on practice learning. However, the regular and frequent clinical visits were valued particularly by those clinicians who were not working as a sign-off mentor.