One midwife, one student: Exploring continuity of preceptorship in midwifery education

A Mountford; J Fenwick; K Small; M Anderson; H Konowec; R Gasparotto; C Catling; H Roth; K Baird; D Fox

doi:10.1016/j.wombi.2026.102194

One midwife, one student: Exploring continuity of preceptorship in midwifery education

Women Birth. 2026 Apr 7;39(3):102194. doi: 10.1016/j.wombi.2026.102194. Online ahead of print.

Authors

A Mountford¹, J Fenwick², K Small³, M Anderson⁴, H Konowec⁴, R Gasparotto⁴, C Catling², H Roth², K Baird², D Fox²

Affiliations

¹ University of Technology, faculty of Health, 235 Jones St, Sydney, NSW 2007, Australia; Bankstown Lidcombe Hospital, Eldridge Rd, Bankstown, NSW 2200, Australia. Electronic address: amanda.mountford@uts.edu.au.
² University of Technology, faculty of Health, 235 Jones St, Sydney, NSW 2007, Australia.
³ Maternal, Child and Adolescent Health Program, Burnet Institute, Melbourne, VIC, Australia.
⁴ The Royal hospital for women, Barker St, Randwick, NSW 2031, Australia.

PMID: 41950733
DOI: 10.1016/j.wombi.2026.102194

Abstract

Background: In Australia, undergraduate midwifery students spend a substantial component of the degree undertaking Midwifery Practice Experience (MPE) placements. The quality of this experience, particularly the consistency of preceptorship, plays a critical role in shaping student learning and professional identity. Continuity of preceptorship, where a student undertakes midwifery professional experiences under the supervision of the same midwife, has been shown to enhance learning outcomes.

Aim: To investigate and compare students' perceptions and experiences within both the newly implemented 'One Midwife - One Student' (OMOS) continuity of preceptorship model and the conventional standard midwifery preceptorship model.

Method: A qualitative descriptive approach was used. Fourteen Bachelor of Midwifery students submitted 59 video diary entries reflecting on their MPE. Seven students participated in the OMOS model, while seven followed the standard model involving multiple preceptors. Data were analysed using qualitative content analysis.

Findings: Five key categories identified: midwives' support for student's learning; advantages of having continuity of a single midwife preceptor; advantages of exposure to multiple preceptors; disadvantages of not having a known preceptor; and challenges in midwife assignment and access to learning opportunities. Students in the OMOS model reported reduced anxiety, increased confidence, stronger relationships with preceptors, and more individualised learning opportunities, whereas those in the standard model described fragmented learning, feelings of disconnection, and the need to self-advocate for learning experiences.

Conclusion: The OMOS model was perceived as a supportive and effective approach to facilitating MPEs. Continuity of preceptorship fostered relational safety, enhanced learning, and contributed to students' sense of belonging and professional development. These findings suggest that continuity models may improve educational outcomes and support midwifery workforce sustainability. Further research is needed to explore broader implementation and long-term impacts.

Keywords: Clinical placement; Continuity; Mentorship; Midwifery education; Preceptorship; Professional identity; Student experience.