AIM: This study explored student midwives in their transition into clinical practice during their programme, aiming to identify key enablers and barriers influencing their development into confident and competent practitioners. BACKGROUND: While educational programmes focus on developing clinical competence, less attention has been given to the nuances of student midwives transition. These factors are increasingly recognised as central to student well-being, learning and workforce retention. DESIGN: A hermeneutic phenomenological approach was adopted within a mixed-methods design to capture both the depth and breadth of student experience. METHODS: Data were collected from student midwives at one UK university using an online survey, focus groups and semi-structured interviews. Methodological triangulation enabled exploration of shared patterns while preserving individual lived experience. Reflexive thematic analysis was used to interpret the data within a strong conceptual framework, allowing themes to emerge beyond surface-level descriptions. RESULTS: Findings revealed strong intrinsic motivation rooted in vocational commitment and care, yet frequently challenged by emotionally demanding placements, inconsistent supervision, fragmented support structures and performance-driven clinical culture. Where students experienced emotionally intelligent supervision, continuity and peer support, they reported enhanced confidence, psychological safety and professional identity development. CONCLUSIONS: Supervision should be reframed as a relational and reflective practice rather than a procedural requirement. Greater investment in protected supervisory roles, including Professional Midwifery Advocates (PMAs) and Clinical Practice Facilitators (CPFs), is essential. Embedding structured emotional support and reflective opportunities within clinical placements may enhance learning, well-being and long-term retention in the midwifery workforce.
Killingley et al. (Tue,) studied this question.