TITLE:
The Construction of Midwifery Professional Identity through Integration Situations: Daily Experience and Expectations of Midwifery Trainee Learners
AUTHORS:
Aline Mulunda Kankolongo, Tshisuyi Muyaya Théodore, Augustin Tshitadi Makangu, Augustin Kadiata Bukasa, Marie Claire Omanyondo Ohambe
KEYWORDS:
Professional Identity, Midwife, Integration Situations, Daily Life, Waiting, Learners, Trainees
JOURNAL NAME:
Open Access Library Journal,
Vol.11 No.9,
September
4,
2024
ABSTRACT: Introduction: The professional identity of midwifery trainee learners is built through contact with peers and colleagues during integration situations organized by the school. The aim of this study is to explore the experiences and expectations of midwifery trainee learners in the final year of the process of constructing professional identity through integration situations. Methods: This study is part of the field of leadership and development of the midwifery profession. It is a cross-sectional study using a qualitative design and the grounded theory approach given the interactions between learners and midwives during integration and teaching situations. It is carried out at the higher institute of medical techniques of Kinshasa with midwifery trainee learners in the final class, from October 19 to November 6, 2021. Results: The construction of the professional identity of midwifery trainee learners through integration situations is done through motivation for the profession, differentiation with other health professionals, the perception and representation of the midwife identity, the formation of the midwife identity and their expectation of integration situations. The final year midwifery trainee learners express their expectations regarding integration situations which allow them to build their professional identity. They would like credits to be added to the hourly charge reserved for integration situations in order to allow them to master certain sequences of the workshop and practice on their own. This wish proves how much interest learners place in integration situations in training. Conclusion: The section of midwives of the Higher Institute of Medical Techniques of Kinshasa must devote at least three-quarters of hours to integration activities in training and to professional midwives and researchers, to deepen the themes that emerge from this study. By integrating the contribution of supervisors into the process of constructing professional identity through integration situations.