LIVED EXPERIENCES OF MIDWIFERY STUDENTS CONCERNING THE PREVENTION OF MOTHER TO CHILD TRANSMISSION PROGRAMME

Aim & objectives: The aim of this study was to gain an understanding of the lived experiences of undergraduate midwifery students concerning the Prevention of Mother To Child Transmission (PMTCT) programme in the clinical placement, to inform future teaching and learning methods when integrating PMTCT into the undergraduate midwifery programme. The objective of the study is to describe and explore the lived experience of midwifery students concerning PMTCT in the clinical placement. Methods used: Design: A hermeneutic interpretive phenomenology was used to describe and explore the lived experiences of nursing students concerning PMTCT in the clinical setting. Sampling: Purposive sampling was used. All the students who were doing Midwifery modules in the first semester of 2012 were included in the study. Data collection: Students were instructed to keep a reflective journal during their seven-week clinical placement. The journals was assessed as this contributed towards their mark for the module. Data analysis: Content analysis was done through ATLAS.ti 7. Data saturation was reached after 16 journals. Data was coded independently and compared. Possible relationships between categories were identified. Results: Four themes emerged. The themes were "knowledge", "practice", "attitude" and "emotions". Various relationships were identified across the themes such as cause and effect relationships. Recommendations/Conclusions: It is clear that lack of knowledge significantly influenced students' practices, attitudes, and emotions. In order to address lack of knowledge, it is suggested that more in-depth preparation of students for future clinical placement in the PMTCT facilities are offered, for example including all the core competencies of PMTCT in the orientation period and a pre-test of HIV knowledge and universal precautions at the start of orientation to identify gaps, address them and intensify remedial efforts. Emphasis must also be placed on the emotional and psychological needs of the students