The design and implementation of a longitudinal Integrated Practice Training Curriculum for midwifery education

Background In China, community health service institutions play an important role in the perinatal health care of pregnant and postpartum women at present, there are few detailed descriptions of how to design and implement longitudinal core curricula that is depth into link with community maternal and midwifery students. This study aimed to develop a longitudinal practice training curriculum for midwifery education, linking with community pregnant women and compare the effect on the empathy, communication skills and professional exam result of midwifery students. Methods This study focuses on 70 students of 2020 grade and 89 students of 2021 grade. Students were taught knowledge related to pregnancy and childbirth in two vital systems through two approaches (IPTC and routine educational methods with non-IPTC). The data were obtained utilizing a three-part assessment instrument, which consisted of a demographic information questionnaire, the JSPE-NS, and the SCS for measuring the students' skills. Data were analyzed using SPSS software version 22.0 and descriptive and analytical statistical tests. Results The mean final exam scores of students in the 2021 grade increased significantly than 2020 grade (P < 0.05). The T-text showed that improve students’ scores for standing in patient's shoes, compassionate care, perspective-taking and total score of JSPE-NS in the 2021 grade compared to the 2020 grade (P < 0.05). Furthermore, the students’ scores for consultative-counseling, negative feedback, supportive communication and total score of SCS in 2021 grade were improved which grade comparisons with 2020 grade are statistically significantly different (P < 0.05) Conclusions The longitudinal integrated practice training curriculum (IPTC) is more effective than the routine methods for knowledge related to pregnancy and childbirth skills to midwifery students. Midwifery education can use the longitudinal integrated social practice curriculum in training midwifery students, and it is recommended to add the IPTC served as a connection between theoretical learning and clinical internship and exchange it from a purely theoretical teaching or purely clinical internship to a mixture of theoretical and clinical-based training. The IPTC was better experience and comfortable for pregnant women during pregnancy, also improved students' professional performance, and achieved having a win-win situation for both students and pregnant women.