It is widely acknowledged that the preceptorship model is the primary mode of transmission of clinical knowledge within the profession of midwifery. It is natural that a power imbalance resides between preceptor and student; however, research has revealed that this inequality bears not only the potential for facilitating the conveyance of wisdom, but as well for mishandling. The concept of power within the student-preceptor relationship of Direct-Entry Midwives (DEMs) within the U.S. has not been explored through existing literature, despite the fact that increased understanding of this educational relationship may impact the institution of DEM education. Qualitative inquiry was conducted in collaboration with individuals who recently concluded a course of DEM education, and phenomenological analysis of the findings was performed. A summary of themes was compiled, eliciting insight into the nature of power within this relationship and as well the implications of this dynamic upon the profession.
|Commitee:||Delorme, Lisa, Hays, Karen|
|School Location:||United States -- Washington|
|Source:||MAI 52/04M(E), Masters Abstracts International|
|Subjects:||Medicine, Womens studies, Medicine, Vocational education|
|Keywords:||Apprenticeship, Direct-entry midwifery, Midwifery education, Preceptor, Professional issues, Student|
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