Experiences in midwifery practices in online education from the student perspective: a phenomenological study

This study was conducted to examine midwifery students’ experiences with midwifery practices in online education. A qualitative descriptive phenomenological design was used in the study. The Information-Motivation-Behavioral Skills (IMB) Model was used as a complementary theoretical framework for interpreting participants’ experiences. Participants were selected according to criterion sampling, a type of purposive sampling. The inclusion criteria were having received online education for at least one month and having taken practice courses during the online education period. The study group consisted of 12 students studying at a university in Turkey. In this study, interviews were used as a data collection tool. Following a literature review and expert opinions, a semi-structured interview form was prepared. The interviews were conducted face-to-face and audio-recorded with the permission of the participants. Data were collected through semi-structured interviews and analyzed using directed (deductive) qualitative content analysis supported by descriptive analysis. After the audio recordings were transcribed, codes, categories, and themes were developed from the participants’ responses, and the categories were subsequently interpreted within the conceptual framework of the IMB Model. Direct quotations from participants’ statements were used in the findings to enhance the credibility of the study. The findings revealed that students perceived online education as a challenging and multidimensional experience. Participants reported difficulties with technological infrastructure, limited access to materials required for practical training, insufficient opportunities to perform clinical applications, and concerns about transferring theoretical knowledge into practice. Students also expressed feelings of inadequacy and lack of readiness regarding future clinical practice. This study demonstrated that online practice-based education created important challenges for midwifery students, particularly in developing clinical skills, applying theoretical knowledge in practice, and feeling prepared for professional practice. The findings emphasize the need to strengthen practical learning opportunities in online and hybrid education models through improved technological infrastructure, enhanced instructor support, and alternative clinical learning experiences. Developing effective strategies for practice-based education may contribute to improving students’ professional competence and the quality of midwifery education during future distance education processes and emergency situations.