Exploring students’ experiences of a blended learning pre-registration midwifery education programme

Background/Aims Blended learning is increasingly adopted in pre-registration midwifery education because of its pedagogical benefits, yet little research explores student midwives’ lived experiences of such programmes. This study examined the experiences of final-year student midwives undertaking a 3-year blended learning programme, to enhance educator understanding. Methods This qualitative interpretative phenomenological study involved four purposively selected students from a university in southeast England. Semi-structured interviews were conducted, transcribed verbatim and analysed using interpretative phenomenological analysis. Results Four experiential themes were found: the safety and welfare of learning, ownership and autonomy, the gravitational pull of friendships, and the nurturing aspect of peer relationships. Students reported increased self-efficacy, academic and professional growth, and the significance of connection and belonging. Conclusions Conclusions Blended learning supports recruitment, retention and student wellbeing, encouraging a compassionate learning environment that enhances preparedness for midwifery practice. Implications for practice It is suggested that blended learning supports the development of compassionate and more autonomous individuals who are equipped to work as professional midwives in a digitally evolving clinical environment.