Views and Experiences of South Australian Midwifery Students who Completed a Conflict Resolution and Resilience Building Workshop
DOI:
https://doi.org/10.63385/ipt.v1i3.148Keywords:
Midwifery Students, Education, Bullying, Conflict Resolution, ResilienceAbstract
Midwifery is recognised as having a culture of workplace bullying. Bullying impacts midwives and midwifery students. Experiencing workplace bullying has negative consequences for midwifery students (professionally and personally). Developing midwifery students’ skills to manage conflict and maintain their well-being is important. We aimed to explore midwifery students' experiences of a bespoke education program to develop skills in conflict resolution, build resilience, and identify self-care strategies. This study was the second phase of an explanatory sequential mixed-methods research project. Twelve second-year midwifery students were interviewed between February and December 2024. Students had the option of attending an interview in person, by phone, or online (via Microsoft Teams/Zoom). Braun and Clarke’s six-phase framework was utilised to undertake a reflexive thematic data analysis. A previously published research protocol guided this study. Results demonstrated that participants perceived an improvement in their knowledge and understanding of workplace bullying, following workshop attendance. Upon reflection, the students acknowledged that their confidence in addressing bullying behaviour was still evolving. Several students described their resilience levels as improved and recognised the importance of good support in building individual resilience. Conflict resolution education appeared to be beneficial for midwifery students and enabled them to develop skills to identify and manage workplace bullying. Incorporating a bespoke educational workshop on conflict resolution into a Bachelor of midwifery degree, with subsequent reminder sessions, may improve students’ knowledge, ability, and confidence to manage workplace bullying. This education could also enable students to build resilience to deal with such conflict, which may improve workplace culture.
References
[1] Hastie, C.R., 1995. Midwives Eat Their Young, Don’t They? Birth. 4(3), 5–9.
[2] Killingley, J., 2016. Training for Resilience – Why Are You Leaving, You’ve Just Got Here? An Examination of Attrition in Pre-Registration and Preceptorship Midwives. Royal College of Midwives. 52–54. Available from: https://repository.mdx.ac.uk/download/82d83c4eee42c644b87dd7d41bf821cc304f951284d88f7c9391c9992788bb13/1277490/052-54_MID_FEATURE_Attrition.pdf
[3] Pich, J., 2019. Violence in Nursing and Midwifery in NSW: Study Report. Review of the 2018 Review of the Model Work Health & Safety Laws. NSW Nurses and Midwives Association: New South Wales, Australia. pp. 1–87. Available from: https://www.nswnma.asn.au/wp-content/uploads/2023/08/2018-Review-of-the-Model-Work-Health-Safety-Laws.pdf
[4] Capper, T., Muurlink, O., Williamson, M., et al., 2020. Midwifery Students’ Experiences of Bullying and Workplace Violence: A Systematic Review. Midwifery Journal. 90, 102819. DOI: https://doi.org/10.1016/j.midw.2020.102819
[5] Simpson, N., Wepa, D., Vernon, R., et al., 2023. Midwifery Students’ Knowledge, Understanding and Experiences of Workplace Bullying, and Violence: An Integrative Review. International Journal of Nursing Studies Advances. 5, 100144. DOI: https://doi.org/10.1016/j.ijnsa.2023.100144
[6] Hassard, J., Teoh, K., Visockaite, G., et al., 2018. The Financial Burden of Psychosocial Workplace Aggression: A Systematic Review of Cost-of-Illness Studies. Work & Stress. 32(1), 6–32. DOI: https://doi.org/10.1080/02678373.2017.1380726
[7] Catling, C., Reid, F., Hunter, B., 2017. Australian Midwives’ Experiences of Their Workplace Culture. Women and Birth. 30(2), 137–145. DOI: https://doi.org/10.1016/j.wombi.2016.10.001
[8] McKenna, L., Boyle, M., 2016. Midwifery Student Exposure to Workplace Violence in Clinical Settings: An Exploratory Study. Nurse Education in Practice. 17, 123–127. DOI: https://doi.org/10.1016/j.nepr.2015.11.004
[9] Primanzon, N., Hogan, R., 2015. Keeping ‘Super’ Students in the Midwifery Profession: Addressing Bullying in the Workplace. Women and Birth. 28(1), S4. DOI: https://doi.org/10.1016/j.wombi.2015.07.022
[10] Gillen, P., Sinclair, M., Kernohan, G., et al., 2009. Student Midwives’ Experiences of Bullying. Evidence-Based Midwifery. 7(2), 46–53.
[11] Hegney, D., Eley, R., Plank, A., et al., 2006. Workplace Violence in Queensland, Australia: The Results of a Comparative Study. International Journal of Nursing Practice. 12(4), 220–231. DOI: https://doi.org/10.1111/j.1440-172X.2006.00571.x
[12] Hunter, B., Warren, L., 2014. Midwives’ Experiences of Workplace Resilience. Midwifery. 30(8), 926–934. DOI: https://doi.org/10.1016/j.midw.2014.03.010
[13] Pezaro, S., Maher, K., 2025. Surviving and Thriving in Midwifery. Wiley-Blackwell: Hoboken, NJ, USA.
[14] Capper, T., Muurlink, O., Williamson, M., et al., 2021. The Parents Are Watching: Midwifery Students’ Perceptions of How Workplace Bullying Impacts Mothers and Babies. Midwifery. 103, 103144. DOI: https://doi.org/10.1016/j.midw.2021.103144
[15] Steen, M., 2011. Conflict Resolution for Student Midwives. The Practicing Midwife. 14(3), 25–27.
[16] Simpson, N., Vernon, R., Briley, A., et al., 2025. Evaluating the Effectiveness of a Conflict Resolution and Resilience Building Bespoke Educational Workshop for South Australian Midwifery Students: A Pre-Post Intervention Study. Midwifery. 147, 104436. DOI: https://doi.org/10.1016/j.midw.2025.104436
[17] Hogan, R., Orr, F., Fox, D., et al., 2018. Develop Nursing and Midwifery Students’ Capacity for Coping with Bullying and Aggression in Clinical Settings: Students’ Evaluation of a Learning Resource. Nurse Education in Practice. 29, 89–94. DOI: https://doi.org/10.1016/j.nepr.2017.12.002
[18] Jonas-Dwyer, D., Gallagher, O., Saunders, R., et al., 2017. Confronting Reality: A Case Study of a Group of Student Nurses Undertaking Management of Aggression Training (MOAT) Program. Nurse Education in Practice. 27, 78–88. DOI: https://doi.org/10.1016/j.nepr.2017.08.008
[19] Martinez, A.J.S., 2017. Implementing a Workplace Violence Simulation for Undergraduate Nursing Students. A Pilot Study. Journal of Psychosocial Nursing and Mental Health Services. 55(10), 39–44. DOI: https://doi.org/10.3928/02793695-20170818-04
[20] Choi, H.-G., Ahn, S.H., 2021. Effects of a Conflict Resolution Training Program on Nursing Students: A Quasi-Experimental Study Based on the Situated Learning Theory. Nurse Education Today. 103, 104951. DOI: https://doi.org/10.1016/j.nedt.2021.104951
[21] Creswell, J., Clark, V., 2011. Designing and Conducting Mixed Methods Research. SAGE Publications: Thousand Oaks, CA, USA.
[22] Hothersall, S., 2018. Epistemology and Social Work: Enhancing the Integration of Theory, Practice and Research through Philosophical Pragmatism. European Journal of Social Work. 22(5), 860–870. DOI: https://doi.org/10.1080/13691457.2018.1499613
[23] Simpson, N., Steen, M., Vernon, R., et al., 2022. Developing Conflict Resolution Strategies and Building Resilient Midwifery Students: Protocol for a Mixed Methods Research Study. JMIR Research Protocols. 11(2), e35558. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC8900901/
[24] Ruslin, R., Mashuri, S., Rasak, M., et al., 2022. Semi-Structured Interview: A Methodological Reflection on the Development of a Qualitative Research Instrument in Educational Studies. IOSR Journal of Research & Methods in Education. 12(1), 22–29.
[25] Ryan, A.B., 2006. Post-Positivist Approaches to Research. In Researching and Writing Your Thesis: A Guide for Postgraduate Students. MACE: Maynooth Adult and Community Education: Maynooth, Ireland. pp. 12–26.
[26] Byrne, D., 2022. A Worked Example of Braun and Clarke’s Approach to Reflexive Thematic Analysis. Quality and Quantity. 56, 1391–1412. DOI: https://doi.org/10.1007/s11135-021-01182-y
[27] Braun, V., Clarke, V., 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology. 3(2), 77–101. DOI: https://doi.org/10.1191/1478088706qp063oa
[28] Braun, V., Clarke, V., 2019. Reflecting on Reflexive Thematic Analysis. Qualitative Research in Sport, Exercise and Health. 11(4), 589–597. DOI: https://doi.org/10.1080/2159676X.2019.1628806
[29] Gabriel, D., 2013. Inductive and Deductive Approaches to Research. Available from: https://deborahgabriel.com/2013/03/17/inductive-and-deductive-approaches-to-research/ (cited 25 June 2025).
[30] Warton, C., Small, K., Bradfield, Z., et al., 2025. The Future Midwifery Workforce: A Survey of the Education Experiences of Midwifery Students in Australia. Nurse Education in Practice. 84, 104321. DOI: https://doi.org/10.1016/j.nepr.2025.104321
[31] Smith, C.R., Palazzo, S.J., Grubb, P.L., et al., 2020. Standing Up Against Workplace Bullying Behaviour: Recommendations for Newly Licensed Nurses. Journal of Nurse Education Practice. 10(7), 35. Available from: https://pmc.ncbi.nlm.nih.gov/articles/PMC8205445/
[32] Bass, J., Sidebotham, M., Creedy, D., et al., 2020. Midwifery Students’ Experiences and Expectations of Using a Model of Holistic Reflection. Women and Birth. 33, 383–392. DOI: https://doi.org/10.1016/j.wombi.2019.06.020
[33] Burleigh, A., Wylam, J., Millar, B., et al., 2023. #Sayno to Bullying in Midwifery: This report contains accounts of bullying behaviours + consequences + may trigger those who have experiences of bullying. Available from: https://www.amazon.co.uk/Saynotobullyinginmidwifery-behaviours-consequences-experiences-bullying-ebook/dp/B0CLKWFLNC/ref=sr_1_1?crid=E6WOULFVI7P6&keywords=amanda%2Bburleigh%2Bmidwifery&qid=1699873593&sprefix=amanda%2Bburleigh%2Bmidwifery,aps,86&sr=8-1 (cited 12 April 2025).
[34] Hills, D.J., Ross, H.M., Pich, J., et al., 2020. Education and Training for Preventing and Minimising Workplace Aggression Directed Toward Healthcare Workers. Cochrane Database of Systematic Reviews. 9(9). DOI: https://doi.org/10.1002/14651858.CD011860
[35] Stagg, S.J., Sheridan, D., Jones, R.A., et al., 2011. Evaluation of a Workplace Bullying Cognitive Rehearsal Program in a Hospital Setting. The Journal of Continuing Education in Nursing. 42(9), 395–401. DOI: https://doi.org/10.3928/00220124-20110823-22
[36] Fink-Samnick, E., 2015. The New Age of Bullying and Violence in Health Care. The Interprofessional Impact. Professional Case Management. 20(4), 165–174. DOI: https://doi.org/10.1097/NCM.0000000000000099
[37] Cochran, N., Charlton, P., Reed, V., et al., 2018. Beyond Fight or Flight: The Need for Conflict Management Training in Medical Education. Conflict Resolution Quarterly. 35(4), 393–402. DOI: https://doi.org/10.1002/crq.21218
[38] Kumari, A., Sarkar, S., Ranjan, P., et al., 2022. Interventions for Workplace Violence Against Health-Care Professionals: A Systematic Review. WORK: A Journal of Prevention, Assessment & Rehabilitation. 73(2), 415–427. DOI: https://doi.org/10.3233/WOR-210046
[39] Provost, S., MacPhee, M., Daniels, M., et al., 2021. A Realist Review of Violence Prevention Education in Healthcare. Healthcare. 9(3), 339. DOI: https://doi.org/10.3390/healthcare9030339
[40] Unjai, S., Forster, E.M., Mitchell, A.E., et al., 2024. Interventions to Promote Resilience and Passion for Work in Health Settings: A Mixed-Methods Systematic Review. International Journal of Nursing Studies Advances. 7, 100242. DOI: https://doi.org/10.1016/j.ijnsa.2024.100242
[41] Han, P., Duan, X., Jiang, J., et al., 2022. Experience in the Development of Nurses’ Personal Resilience: A Meta-Synthesis. Nursing Open. 10(5), 2780–2792. DOI: https://doi.org/10.1002/nop2.1556
[42] Garcia, M.A., 2024. ‘I Don’t Want to Be a Buffer: Workplace Bullying and the Challenges of Seeking and Receiving Social Support’. Atlantic Journal of Communication. 33(3), 395–414. DOI: https://doi.org/10.1080/15456870.2024.2437790
[43] Shapiro, J., Boyle, M., McKenna, L., et al., 2018. Midwifery Student Reactions to Workplace Violence. Women and Birth. 31(1), e67–e71. DOI: https://doi.org/10.1016/j.wombi.2017.06.020
[44] Capper, T., Muurlink, O., Williamson, M., et al., 2021. Social Culture and the Bullying of Midwifery Students Whilst on Clinical Placement: A Qualitative Descriptive Exploration. Nurse Education in Practice. 52, 103045. DOI: https://doi.org/10.1016/j.nepr.2021.103045
[45] Pan, L., Lei, M., Zhang, Z., et al., 2024. Bullying Experience of Undergraduate Nurse Students during Clinical Placement in Henan Province, China. Teaching and Learning in Nursing. 19(2), 139–144. DOI: https://doi.org/10.1016/j.teln.2024.01.014
[46] Australian Nursing and Midwifery Accreditation Council (ANMAC), 2021. Standard 3: Program of Study. In Midwife Accreditation Standards 2021. pp. 14–17. Available from: https://anmac.org.au/sites/default/files/2025-08/06920_anmac_midwife_std_2021_online_05_fa.pdf (cited 8 May 2025).
[47] Benmore, G., Henderson, S., Mountfield, J., et al., 2018. The Stopit! Programme to Reduce Bullying and Undermining Behaviour in Hospitals: Contexts, Mechanisms and Outcomes. Journal of Health Organisation and Management. 32(3), 428–443. DOI: https://doi.org/10.1108/JHOM-02-2018-0047
[48] Nursing and Midwifery Board of Australia (NMBA), 2018. Standard 2: Engages in Professional Relationships and Respectful Partnerships. In Midwife Standards for Practice. Available from: https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards/midwife-standards-for-practice.aspx (cited 14 July 2025).
[49] Guess, G., Bunce, A., Johnson, L., et al., 2006. How Many Interviews Are Enough?: An Experiment with Data Saturation and Variability. Sage Journals. 18(1). DOI: https://doi.org/10.1177/1525822X05279903
PDF