Pre-registration midwifery education: adapting infant feeding observed simulated clinical examinations

Carolyn Moorhead*, Lorna Lawther*, Felicity Agwu Kalu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


Digitally developed and virtually provided midwifery education has gathered momentum as a result of the COVID-19 pandemic. Preparing students for professional practice in a virtual environment creates challenges and creative opportunities for midwifery educators. Course designs and structures have been adapted to enable students to gain knowledge and experience of practicing in a virtual environment and approaches to assessment have also required adaptation. This article outlines how observed simulated clinical examinations were modified in conjunction with stakeholders from clinical practice and the breastfeeding community to ensure that they aligned with the local reality of virtual infant feeding support. Collaboration was required to ensure that the reality of student's experiences was captured in the assessment process. Challenges encountered included being sensitive to the fluidity of the clinical setting and ensuring that scenarios were relevant and created a sufficient challenge for students. Mitigating against students' concerns regarding virtual simulated clinical assessment should be incorporated into future adaptations of educational interventions and assessments.
Original languageEnglish
Pages (from-to)99-103
Number of pages5
JournalBritish Journal of Midwifery
Issue number2
Early online date01 Feb 2023
Publication statusPublished - 02 Feb 2023


  • Maternity and Midwifery


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