Introduction
As a midwifery student undertaking clinical placement on a maternity ward, I have encountered a transformative journey that has shaped my understanding of the profession. This reflective essay aims to explore the key tasks I have performed, the challenges I have faced, and the personal and professional growth that has emerged from these experiences. By focusing on specific components of ward duties—such as antenatal assessments, emotional support provision, and time management—I will critically analyse the difficulties encountered and consider their implications for my development as a competent midwife. Drawing on academic literature and personal insights, this essay will demonstrate an awareness of the complexities of midwifery practice and the importance of reflective learning.
Key Tasks on the Ward
One of the primary tasks during my ward placement has been conducting antenatal assessments under supervision. This involves measuring maternal vitals, performing abdominal palpations, and monitoring fetal heart rates. These tasks are essential for ensuring the well-being of both mother and baby, aligning with guidelines outlined by the National Institute for Health and Care Excellence (NICE, 2019). However, executing these assessments with precision while maintaining a reassuring demeanour for the mother is a skill I am still refining. I have noticed that even minor errors in technique, such as incorrect positioning during palpation, can lead to inaccurate findings, underscoring the need for consistent practice and feedback.
Another significant task has been providing emotional support to expectant mothers. Midwifery is not solely clinical; it is deeply relational. Supporting women through anxiety, pain, or uncertainty requires empathy and active listening skills. Indeed, studies highlight that emotional care is as critical as physical care in improving maternal outcomes (Hunter et al., 2016). I have found great satisfaction in building rapport with patients, yet this task often demands balancing emotional involvement with professional boundaries, a challenge I discuss further below.
Difficulties Encountered
One of the most prominent difficulties I have faced is time management amidst the unpredictable nature of the ward. Labour and delivery are rarely linear processes, and sudden emergencies often disrupt schedules. This has occasionally left me feeling overwhelmed, particularly when juggling multiple responsibilities such as documentation, assisting in deliveries, and liaising with multidisciplinary teams. Literature suggests that effective prioritisation is a core competency for midwives (Nursing and Midwifery Council, 2018), and I am gradually learning to identify urgent tasks while seeking guidance when needed.
Furthermore, maintaining emotional resilience has proven challenging. Witnessing distressing situations, such as complications during labour, has tested my ability to remain composed. While I strive to offer unwavering support, I sometimes struggle to detach from emotionally charged scenarios after my shift. Reflective models, such as Gibbs’ Reflective Cycle, have helped me process these experiences and identify strategies for self-care, a critical aspect of sustainable practice (Gibbs, 1988).
Implications for Personal and Professional Growth
Reflecting on these tasks and difficulties, I recognise both my progress and areas for improvement. My growing confidence in clinical skills, such as antenatal checks, demonstrates the value of hands-on learning, though I must remain vigilant about addressing knowledge gaps through continued study. The emotional demands of midwifery have taught me the significance of resilience and the necessity of debriefing with peers or mentors, aligning with recommendations in midwifery education (Hunter et al., 2016). Moreover, grappling with time management has highlighted the importance of organisational strategies, which I intend to develop further by observing senior midwives’ approaches.
Conclusion
In conclusion, my time on the maternity ward as a midwifery student has illuminated the multifaceted nature of the role, encompassing clinical expertise, emotional intelligence, and adaptability. Key tasks such as antenatal assessments and emotional support provision have been instrumental in shaping my skills, while challenges like time management and emotional resilience have tested my limits. Reflecting on these experiences has not only fostered personal growth but also underscored the importance of ongoing learning and self-care in midwifery. As I progress, I aim to build on these foundations, ensuring I provide safe, compassionate care in line with professional standards. This reflective process, therefore, serves as a stepping stone towards becoming a competent and empathetic midwife.
References
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Hunter, B., Henley, J., Fenwick, J., Sidebotham, M. and Pallant, J. (2016) Work, Health and Emotional Lives of Midwives in the United Kingdom: The UK WHELM Study. Midwifery, 41, pp. 61-66.
- National Institute for Health and Care Excellence (NICE). (2019) Antenatal Care for Uncomplicated Pregnancies. NICE.
- Nursing and Midwifery Council (NMC). (2018) Standards of Proficiency for Midwives. NMC.
