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Protected learning time – an innovative approach to a learner-led clinical environment
Webster-Benwell, Frances Johnson, Eliza
Webster-Benwell, Frances
Johnson, Eliza
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Affiliation
University Hospitals Birmingham NHS Foundation Trust
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Publication date
2025-05-20
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Abstract
As part of an endeavour to increase learning and development within clinical practice, we have evaluated midwifery students’ Protected Learning Time (PLT) experiences whilst undertaking placements in a Learner-Led Clinical Environment (LLCE) on a postnatal ward.
The English NHS Long Term Workforce Plan (2023) highlights pressing quality placement challenges. A creative solution to the demand for clinical placements to better support the preparation of midwifery students has been the development of a postnatal ward LLCE. This has the benefit of providing high-quality learning experiences, whilst ensuring best practice and promoting leadership skills. The LLCE concept focuses on the innovative approach of a clinical educator facilitating clinical and pastoral support through a coaching model underpinned by protected learning. PLT is a critical component of the LLCE, using clinically relevant and applicable teaching/skills sessions to create a more holistic approach to linking theory with practice. A multisite NHS Trust adopted this model, a new approach within midwifery placements, to better prepare newly qualified midwives for autonomous leadership.
An online survey via QR code was administered after every PLT session (n=54) and survey data were analysed using descriptive statistics. Qualitative comments were an optional inclusion on survey. Undergraduate midwifery students from two UK universities completed the survey, 44 students participated in the LLCE from Jan-Dec 2024, 54 PLT sessions were evaluated and elicited 173 responses. Most felt the PLT sessions placement met expectations (87.7%) and reported increased knowledge post-PLT (pre-test 60%, post-test 80%, statistically significant difference of 25%) and application of learning to the workplace (88%). Qualitative data indicated students developed their knowledge, skills, confidence and competence.
This evaluation of PLT whilst on a postnatal LLCE demonstrated significant benefits for midwifery students, increasing confidence, and enabling the development of applicable clinical knowledge and skills. LLCE’s offer an innovative opportunity for improved clinical learning.
Citation
Webster-Benwell, F. and Johnson, E. (2025) 'Protected learning time – an innovative approach to a learner-led clinical environment'
Type
Conference Output