Clinical Placement Information

Clinical Encounters

A “clinical encounter” is defined as any client interaction where clinical assessment and care management or planning has taken place.

Students will attend at least 15 antenatal or postnatal encounters on average per week. These include clinic, home, and hospital visits in addition to intrapartum and perioperative care. 

Virtual clinical encounters, including returning pages, can count towards continuity of care. In cases where a visit is broken into two parts (e.g. a phone or video call, followed by an in-person assessment for the same purpose), these two portions should be considered the same, single encounter.

Please note, reporting a normal lab result by phone should not be counted as a clinical encounter. However, a phone call where you are reporting a lab result where assessment and/or follow up is performed, does count.

In addition to clinical encounters, students should plan to attend department and practice meetings, educational forums such as rounds, peer review sessions, telehealth or online consultations with clients and consultants, and pre or postnatal education sessions, with an expected minimum of 2 and maximum of 4 of these activities per month.

Clinical Experience (Birth Requirements and Continuity of Care)

 Students begin attending births in MIDW 200. Their level of involvement progresses from observation to assisted or guided hands-on to solo hands-on during the placement and as circumstances allow. By the time the student reaches their clerkship, the management of clinic, call and birth is completely in the hands of the student under the direct supervision of the preceptor. Clinical experience enables the application of theory to practice, provides the venue for skill development, and enables formative and summative evaluation of those skills. 

Midwifery is a competency-based program and, therefore, does not set a specific number of required clinical experiences for progression through the program or for graduation. The program evaluates learners’ acquisition of competencies through Objective, Structured Clinical Examinations (OSCEs), and clinical placement evaluations. Some students will master certain areas of skill and knowledge with less exposure, and others will need more experiences. The numbers listed in the following table are a guide only. If numbers are lower in one course, they should be planned to be higher in the next term. Students are responsible for keeping track of their experiences and should notify their Course Tutor if their numbers in any area are significantly less than outlined in this guide. 

The BC College of Nurses and Midwives has established a minimum number of quantifiable experiences, as listed above, which are required for registration. Students must meet these numbers in order to practice in most jurisdictions in Canada.

Guide to planned birth numbers during the program.

MIDW Course	# weeks in placement	Births Attended	Births Primary	Continuity of Care	Primary @ Home	Primary @ Hospital
200	6	variable	variable	variable
240	9	variable	variable	variable
320	10	10	9	6
322	8	8	8	4
350	6-12	variable	variable	n/a
420	12	12	8-10	8
440	13	15	10-12	12
Goal Totals	64-70	60+	43-47	30	5+	5+
Minimum required for registration*		60	40	30	5	5

*Total numbers can include up to 20% transfers of care. For homebirth, 1 of the min 5 may be counted if a transfer from home occurred prior to the birth. 

For more information regarding birth number tracking expectations and definitions, refer to the Defining and Counting Clinical Experiences section on this page.

Background

Continuity of Care (CoC) provided by midwives has been repeatedly shown to provide positive outcomes for pregnancy and birth.(1) It is delivered through the provision of midwifery care by a known provider or providers during pregnancy, labour, birth and the postpartum period.(2) It allows for relationship-building, and is foundational to positive outcomes for clients and their families.

The Midwifery Program faculty believes that sequentially observing growth during pregnancy, labour and birth, and postpartum recovery is sound pedagogy, and the faculty recognizes the value of providing care across the perinatal period as an important aspect of the Midwifery Model of Care. However, as the landscape of how maternity care is delivered continues to change, the Program’s ability to provide midwifery education within a continuity model is constrained. The limited availability of clinical placements has also impacted these opportunities. 

The definitions outlined below are the minimum numbers required for graduation. Students are encouraged to explore and pursue the model of continuity of care throughout their program of study, at every level of learning, and at every opportunity. Moreover, clients should be offered the opportunity to develop a relationship with students, as part of their midwifery team.

The BC College of Nurses and Midwives (BCCNM) Standards of Care (Standard 6) reads: 

The midwife shall provide continuity of care to the client. The midwife:

• 6.1       provides comprehensive care during pregnancy, labour, birth, and postpartum⁵;
• 6.2       either individually or within an established group, provides care with 24 hour on-call      availability;
• 6.3       either individually or within an established group, maintains a coordinated approach to clinical practice consistent with BCCNM’s Philosophy of Care;
• 6.4       ensures, within reason, that no more than four primary care providers known to the client provide them with care during their pregnancy, and throughout labour, birth, and postpartum; 
• 6.5       informs every client early in care of their on-call schedule and how care is organized and provided within their practice; and
• 6.6       endeavours to develop a relationship of therapeutic trust with each client.(3)

⁵ Unless registered as Temporary (limited scope) or receives an exemption per the Policy on Alternate Practice Arrangement.

⁶ Exemptions allowable per Policy on Alternate Practice Arrangements.

Required Numbers and Definition

30 Continuities of Care for are required for graduation. These must include, a minimum of:

• 15 smaller-scope continuity of care
  Participate in the provision of antenatal, intrapartum, and postpartum care, for the same client including:
  • 1 antenatal visit,
  • the labour and birth, and
  • 1 postpartum visit

• 15 full-scope continuity of care
  Participate in the provision of care, in a practice which provides continuity of care across the perinatal period, including, a minimum of:
  • 5 visits, plus the labour and birth, including:
    • at least 2 antenatal visits, and
    • at least 2 postpartum visits

Important Considerations

The definition of full-scope continuity of care as 5 visits plus the birth, including at least 2 antenatal and 2 postpartum visits, reflects an experience of “full continuity of care,” and is aligned with professional standards in other provinces.

• Only full antenatal or postpartum visits may count towards continuity of care. Visits may be conducted in-person or online (if that is the practice model). Calling a client to discuss lab results, for example, may not be counted as a “visit”.
• A discrete early labour assessment visit can count as an antenatal visit (for either smaller- or full-scope CoC). The goal is to establish a relationship with the client. Connecting with a client in early labour, who you will then support later in labour, is an important and valued aspect of midwifery care.

As always, students are encouraged to keep T-Res up to date, documenting births and visits as soon as possible after they occur. This will assist the Clinical Placement Coordinator to plan future placements appropriately and in a timely manner.

References

1. Bradford BF, Wilson AN, Portela A, McConville F, Fernandez Turienzo C, Homer CSE (2022) Midwifery continuity of care: A scoping review of where, how, by whom and for whom? PLOS Glob Public Health 2(10): e0000935. https://doi.org/10.1371/journal.pgph.0000935
2. BCCNM. Midwifery scope and model of practice. BCCNM. [Updated 2021 Mar; Cited 2023 Feb 7]. Available from: https://www.bccnm.ca/Documents/standards_practice/rm/RM_Scope_and_Model_of_Practice.pdf
3. BCCNM. Standards of practice. BCCNM. [Updated 2022 Sep; Cited 2023 Feb 7].  Available from: https://www.bccnm.ca/Documents/standards_practice/rm/RM_Standards_of_Practice.pdf

UBC Midwifery clinical faculty and their clients donate their time and considerable experience to help students gain the competencies they need to become midwives. They are vital to student education. It is important to establish effective communication with the clinical preceptor several weeks prior to starting the placement and arrange adequate time to ensure a comprehensive orientation to the clinic and hospital setting as well as meet the team midwives and clinic staff. The following guidance allows for some flexibility in initiating contact and establishing mutually acceptable timelines for moving forward.

Students are required to ensure the following steps are undertaken after they are assigned a clinical placement:

1. No later than 2 months prior to placement: Provide a biography to the Student Services Manager. This will be formatted and sent to the preceptor by UBC Midwifery.
2. No more than 3 weeks prior to placement: Contact preceptor and arrange a meeting in the 1st week of the placement.
3. In the 1st week and ideally prior to clinical care: Set aside time with the preceptor to review:
   1. Course syllabus
      • Learning objectives
      • Evaluation timelines
      • Tutorial times/dates
      • Assignment/exam dates
   2. Use of T-Res
      • Evaluations Tools: Birth and Skills Logs
      • Establish plan for ensuring T-Res entries are checked and signed off on, regularly
   3. Learning Plan and clinical experience to date
   4. Undertake an orientation to the practice and hospital – Clinic Orientation Checklist, Hospital Orientation Checklist, and Health Safety Checklist.
   5. Establish schedule for clinic, call and off call times, and logistics for communication with and among your team.
   6. Book Midterm and Final Evaluations.

Students may perform non-client related work in the practice if it is work that practice members normally do and if it contributes to the student’s understanding of the functioning of the practice and the nature of midwifery care, i.e., checking supplies, sterilizing equipment.

Students complete seven clinical placements during Years Two, Three, and Four of the UBC Midwifery Program. Several combinations of clinical placements are possible over the duration of the Program. Clinical placements occur in the province of British Columbia, with the exception of the MIDW 350, 370 and MIDW 380 cluster of electives. MIDW 370 is the Global placement which occurs outside Canada, and MIDW 350 370 are interprofessional placements which may be located outside BC if so desired and possible to arrange.

Clinical Placements
Year	Course	Weeks	Location
2	MIDW 200	6	BC
	MIDW 240	9	BC
	MIDW 320	10	BC
	MIDW 322	8
3	MIDW 350 or	12	BC or other provinces
	MIDW 370	6-8	Uganda or Nepal
	or
	MIDW 380	10 (+/-2)	BC or other provinces
4	MIDW 420	11	BC
	MIDW 440	13
2, 3, 4	MIDW 499	as per need	BC

Guiding Principles of Placement Allocation

• All placements must be arranged by the Midwifery Program, through the Clinical Placement Coordinator.
• Each student is expected to be in at least two different practices during the program.
• Each student is expected to have to relocate from their home community at least one time (and likely several times) throughout the program.

• All changes to placements, including changes in dates and primary preceptors, must be approved by the Course Lead. Significant changes must be made in consultation with the Midwifery Student Support Committee.
• The program is not able to guarantee that any placements will be available in student’s preferred communities.

For further details, please see the Clinical Placement Allocation Procedure.

The Midwifery Program uses the TRes platform for clinical evaluations for the 3^rd and 4^th year courses. In 2024-25, we are trialling a new Clinical Evaluation Tool (CET) on Qualtrics, which will be piloted in the 2^nd year clinical placements.  

Access the September 18th CET information session recording via the button below. Transcript captions are available by clicking the cc icon at the bottom right of the media window. Please select ‘CET Info Session September 2024’ to display the captions.

Instructions for using TRes for clinical evaluations.

• Completing a Course Evaluation as a Preceptor (Midwifery)

Instructions for using CET for clinical evaluations.

• Clinical Evaluation Tool (CET) Guide
• Clinical Evaluation Tool (CET) Survey [Printable reference only.]

For questions regarding T-Res or the new CET, please contact the Student Services Manager and Advisor.

Student Responsibilities 

• Provide the course evaluation tool to the preceptor at the beginning of every term. 
• Take primary responsibility for scheduling the midterm and final evaluations several weeks in advance based on the course syllabus. This must be done with the preceptor and course tutor. 
• Complete a self-evaluation at least 48 hours prior to meeting with the clinical preceptor. 
• Provide examples to substantiate evaluation. 
• Confirm all births are entered in T-Res including 
  • Births attended: all Observed, 2nd attendant, or primary total. 
  • Continuity from all births attended (COC = attended birth plus 6 other visits) 
  • Births in Primary role: student hands on baby at delivery as expected for level of program, or student managed care and intended to deliver but a transfer of care was required; 
  • Place of Birth of all Primary births: Home or Hospital 
  • Ensure year to date and term birth numbers are accurately recorded on evaluation tool. 
• Provide copy of the self-evaluation to the preceptor. 
  [For the CET this will be done automatically, when submitted.]
• Review preceptor evaluation of student received from the preceptor. 
  [For the CET this must be done in person.]
• Meet with the preceptor to discuss both self-evaluation and preceptor evaluation of student prior to meeting with the Course Tutor. 
• For T-Res Ensure evaluations are completed and verified at least 24 hours prior to formal evaluation with Tutor. 
  [For CET, verification will take place at the evaluation meeting.]

Preceptor Responsibilities 

• Review the Preceptor Evaluation of Student tool provided by the student at the beginning of the term. 
  [For T-Res only.]
• Work with student to schedule the midterm and final evaluations at the beginning of the term based on the course syllabus. 
• Verify the student’s experience log weekly, just prior to completing mid-term and final evaluations. This must include confirming all births based on the definitions outlined on the evaluation tool: 
  • Births attended: all Observed, 2nd attendant, or primary total. 
  • Continuity from all births attended (COC = attended birth plus 6 other visits) 
  • Births in Primary role: student hands on baby at delivery as expected for level of program, or student managed care and intended to deliver but a transfer of care was required; 
  • Place of Birth of all Primary births: Home or Hospital 
• Review the student’s self-evaluation. The student is required to post this 48 hrs prior to meeting with the preceptor. 
• Complete the preceptor evaluation of student form on T-Res, or CET, at least 48 hours prior to the scheduled meeting with the course tutor. 
  • Comments and examples should be documented. 
  • Ensure Birth numbers accurately reflect verified T-Res log. 
  • Recommend Pass, P minus, or Fail. [CET will only have Pass or Fail.]
  • Ensure all concerns are clearly documented with descriptive examples are provided. 
• Meet with the student to review the evaluation PRIOR To meeting with tutor. 
• Meet with the course tutor and student as scheduled. Review materials, make revisions as needed, ensure mid-term and final grade noted. Complete and sign the final page. 

Course Leader / Tutor Responsibilities 

• Schedule the formal evaluation in person or by teleconference: 
  • Formal evaluations periods are established in the course syllabus twice per term. 
• Review the written appraisal of the student and preceptor. 
• Meet with the preceptor and student for the midterm and final evaluations in person or via teleconference. 
• Ensure the adequacy of the supporting documentation including clinical experience log tally. 
• Assign the final course grade. 
• Ensure all signatures are on the preceptor evaluation of the student and arrange to have placed in the student’s file. 
• Ensure students are aware of any issues identified during the evaluation process. 

The preceptor/student relationship is a professional relationship, best founded on mutual respect and a commitment to good communication. Both the student and the preceptor often experience stresses due to the unique demands placed upon them. Most problems that occur in clinical placements can be resolved by open and direct communication between preceptor and student within the practice. However, in the event a problem occurs and communication is not successful at resolving the issue (or if at any time the preceptor evaluates the student’s performance to be unsatisfactory), then the student and preceptor should meet with the tutor. Refer to the Midwifery Clinical Evaluation Process.

Preceptors and practices have diverse values, practice goals, and backgrounds. Students should be prepared to adapt to different teaching and practice styles with a genuine desire to learn from each experience.

The preceptors in the Midwifery Program are aware that the student experience can be very stressful. Students in turn must remember that being a preceptor is a significant time commitment for the midwife and that it can be more stressful than working without students. Student and preceptors should therefore focus on the rewards of working together. The course tutor is always available as a resource if questions or concerns arise.

The Program tries to avoid situations that may pose a conflict of interest, such as when the tutor and preceptor are in the same practice. However, as the midwifery community is small this may not always be possible. In these situations, alternate faculty can be involved in evaluation or problem-solving.

Students who feel they have been mistreated can seek help from their tutor, the course lead, the Undergraduate Program lead, Indigenous Student Coordinator or the Midwifery Program Director. Students can also seek help for mistreatment from the Faculty of Medicine Office of Professionalism Mistreatment Help Site. This site offers several routes for help including an anonymous report that requires no further contact with the site.

 For background to this policy, please refer to the Clinical Experience (Birth Requirements and Continuity of Care) policy. 

Students are required to document their attendance at all births and track the pre-and postnatal encounters with those people to provide evidence that they meet these CMBC registration requirements. This list provides the definitions for each of these base requirements. 

requirement	# required	definition
Births Attended	60	You were in attendance at a birth in any capacity as a student in the program. These do NOT include births attended outside your role as a UBC student.
Primary	40  TOC=  up to 8/40	Acting under supervision, you were actively involved at your level in the program1, in the provision of care, decision making and managing the case for labour. You conducted the birth or your hands were on the baby as it was being born.  OR  There was an intrapartum transfer of care2 and another provider conducted the birth. You acted in a primary role as above, up to the time of transfer of care, and were present at the birth (up to 8 of these may count as Primaries).
Continuity of Care	30	See the Continuity of Care Policy for a detailed description of this requirement.  Required Numbers and Definition  30 Continuities of Care for are required for graduation. These must include, a minimum of:  • 15 smaller-scope continuity of care Participate in the provision of antenatal, intrapartum, and postpartum care, for the same including: – 1 antenatal visit,  – the labour and birth, and  – 1 postpartum visit  • 15 full-scope continuity of care Participate in the provision of care, in a practice which provides continuity of care across the perinatal period, including, a minimum of: – 5 visits, plus the labour and birth, including: — at least 2 antenatal visits, and  — at least 2 postpartum visits
Hospital	5	You were the primary and conducted the birth in hospital.
Home	5 HB transer=1/5	You were the primary and conducted the birth at home or in an out of hospital setting. OR The birth was a planned homebirth, you were present at the home, and transfer to hospital occurred during labour. You acted in a primary role as above, at the home and in hospital (1 of these may count as a Homebirth).
2nd Attendant	2	You functioned as the second attendant, under supervision, for that specific role. Another midwife acted as primary.  In the role of a second attendant you: prepared birth equipment and space, monitored fetus in 2nd stage, received newborn, assisted with active management of third stage if done, assisted with immediate maternal and newborn care and assessments as indicated.  Students must have demonstrated competency in acting as a second attendant prior to graduation. Acting as a second attendant should be encouraged in the 4th year.

¹ The level of responsibility fall within the expectations of your student role and within your level in the program, as outlined in your course syllabus. See below for further detail. 

² An “intrapartum transfer of care” is when care is transferred to a physician during labour, and the birth (vaginal, forceps, vacuum or Caesarean Section) is conducted by the physician. 

See the Clinical Experience (Birth Requirements and Continuity of Care) policy for more about tracking your numbers throughout the program, and a course-specific guide to number expectations. 

Guide to expected level of participation in births to count as a “Primary” 

When counting births in T-Res, students will be asked to classify a birth as “Primary”, “Assisted” or “Observed”. All births attended in a student capacity count towards Total birth numbers, however, only those where the student was actively involved in the provision of care may count as a “Primary”. 

PLEASE NOTE: The birthing individual’s experience of their birth, and comfort with a student’s 

involvement, ALWAYS takes precedent over the student’s learning needs, desires, or intention for their role at a birth. If a client is not comfortable with the student providing hands-on care, in any capacity, it is the student’s responsibility to step back and participate at a level that the client is comfortable with. If this means the student needs to count the birth as “Assisted” or even “Observed”, so be it. There is much to be learned from stepping back and observing, or being involved in a less hands-on way. The student should remain engaged and participate at an appropriate level. These births will still count towards your overall Total births. 

The definition of a birth counted as a “Primary” is: 

Acting under supervision, you were actively involved at your level in the program, in the provision of care, decision making and managing the case for labour. You conducted the birth or your hands were on the baby as it was being born. 

As a competency-based program, we accept that not all students will perform at the same level, even within the same course. However here are some general guidelines about what is expected in order to determine if you were acting as primary at a birth, for different course levels. 

MIDW 200 

To count a primary, learners must have hands on the baby at the time of birth (ex: four-hands or solo catch). At this level, it is expected that a learner participates in all aspects of care at a beginning level, being as actively involved as possible, and observing where appropriate for the situation. 

It is expected that MIDW 200 learners: 

• Demonstrate beginning knowledge of the characteristics of normal labour and birth and assist in planning normal intrapartum care (eg: identifies a care plan for conducting routine assessments). 
• Demonstrate responsibility for the care plan by discussing with supervisor 
• Demonstrate ability to perform assessments in an organized and systematic manner 
• Participate in the evaluation of care plans, and are able to recognize when changes to the plan are required 
• Participate in recommending appropriate interventions to a normal care plan 
• Recognize need for further investigations, discussions and/or consultations by referring to CMBC standards while providing care 

MIDW 240 

To count a primary, learners must have caught the baby and delivered the placenta. Four-hand catches may count, where appropriate, AND if intrapartum participation included some of the list below. At this level, it is expected that a learner participates in all aspects of care at an beginning level, being as actively involved as possible in all aspects of care. 

It is expected that MIDW 200 learners: 

• Provide an appropriate plan of care for all stages of normal labour, birth, immediate postpartum and a newborns’ transition to extrauterine life 
• Recognize the need for modifications to a normal plan of care during labour and birth 
• Recognize the need for further assessments when variations or deviations from normal occur and participates in further investigations and client discussions, with assistance from preceptor 

MIDW 320 

To count a primary, learners must have hands on the baby at the time of birth, or have been in the primary role at the time of transfer of care.* At this level, it is expected that a learner participates in all aspects of care at an intermediate level. 

It is expected that MIDW 320 students engage with labour management. Two-handed catches are expected, although four-handed catches will only count if all other participation was at an intermediate level. It is expected that the learner: 

• be present for active labour, the birth and immediate postpartum. 
• provide labour support to the laboring individual and their family, as appropriate. 
• participate in all aspects of the provision of care, with preceptor supervision, and at an intermediate level, including all skills you have learned in intensives to date. In addition to those listed above, this also includes:
  • perform perineal assessment and suturing in some capacity, and with increasing involvement (towards independence) over the term 
  • perform IV insertion and/or IV medication mixing and administration 
  • conduct the management of third stage 
  • participate in the management of plan, discussing with RM throughout the birth
  • document on partogram, LBS and NB 1&2, and Progress Notes
  • conduct verbal consultations as needed
  • Participate in most aspects of the provision of care, including care management, with
  • preceptor supervision, and at an intermediate level. Your involvement and level of
  • responsibility should be increasing over the course of this term.

Refer to the “TOC” definition in the above table.

MIDW 322

To count a primary, learners must have hands on the baby at the time of birth, or have been in the
primary role at the time of transfer of care.* At this level, it is expected that a learner participates in all
aspects of care at an intermediate level.
It is expected that MIDW 322 students engage with labour management. Two-handed catches are
expected, although four-handed catches will only count if all other participation was at an intermediate
level. It is expected that the learner:

• Be present for active labour, the birth and immediate postpartum.
• Provide labour support to the laboring individual and their family, as appropriate.
• Participate in all aspects of the provision of care, including care management, with preceptor supervision, and at an intermediate level.

The learner’s involvement and level of responsibility should be increasing over the course of this term.
Students will begin to manage variations from normal, atypical conditions, and emergencies with preceptor
assistance.
Refer to the “TOC” definition in the above table.

MIDW 420

To count a primary, learners must have hands on the baby at the time of birth, or have been in the primary role at the time of transfer of care. *At this level, it is expected that a learner participates in all aspects of care at an intermediate level.

It is expected that MIDW 420 students engage with labour management. Two-handed catches are expected. All other participation should be at an advanced level. It is expected that the learner:

• Participate in the care management of labour, with increasing independence over the term.
• Provide labour support to the labouring individual and their family, as appropriate.
• Participate in all aspects of the provision of care, with preceptor supervision, and at an intermediate-to-advanced level.

The learner’s involvement and level of responsibility should be increasing over the course of this term.

• • Be present for any early labour assessments, all of active labour, the birth and immediate postpartum. 
• • Provide labour support to the laboring individual and their family, as appropriate. 
• • Participate in all aspects of the provision of care, with preceptor supervision, and at an entry-to- practice level. 

MIDW 440 

To count a primary, learners must have hands on the baby at the time of birth, or have been in the primary role at the time of transfer of care.* At this level, it is expected that a learner participates in all aspects of care at an entry-to-practice level. 

It is expected that MIDW 440 students independently manage all aspects of labour and birth. All participation should be at an entry-to-practice level. It is expected that the learner: 

*Please see the Expectations of Student Participation and Preceptor Supervision policy for further information. 

Students are reminded of their obligation to protect client information and confidentiality as per the Confidentiality Agreement signed on admission to the program, the British Columbia College of Nurses and Midwives RM Standards, and the Freedom of Information and Privacy Act.

The student is responsible for documenting all aspects of care. The student midwife will be responsible for chart entries during clinic or during a labour, birth, or postpartum encounter. It is the student’s responsibility to make sure the appropriate registered midwife signs off on their note(s). The supervising midwife must sign the Notice of Birth and countersign all documentation by the student midwife.

If there are institutional restrictions limiting student access to the electronic medical record, the student will discuss plans for documentation with the preceptor and the preceptor will enter the data. Under no circumstances are students to enter data in an electronic medical record under another provider’s log in.

Students are required to document relevant clinical course experience on T-Res on a weekly basis.¹

A Student Orientation Guide to T-Res is found here.

Documentation requirements include:

• Clinic encounters
• Specific clinical skills
• Birth details including
  • Role (primary, assisted or observed)
  • Planned and actual place of birth
  • Transfer of care
  • Continuity of care (attended birth plus an additional 6 other client encounters)
• Reflections

These data will provide ongoing information to the program about student progress and will be used to provide evidence for College registration upon graduation.

Student Responsibilities

• Students are required to be familiar with the BCCNM Competencies of Registered Midwives.
• Students will generate and save copies of T-Res reports and evaluations for their personal records to track clinical progress at the end of every clinical course.
• Birth numbers must be recorded and up to date on the Evaluation Form by midterm and again at final.

Preceptor Responsibilities

Preceptors are required to:

• Review the student’s clinical experience record (Skills and Birth Logs) on T-Res on a regular basis (weekly is ideal) during the term and verify them where indicated to confirm the supervision of the birth or experience.
• Verify all Birth Logs on T-Res for births attended up to the mid-term and final evaluations.
• Verify Birth numbers and record them on the Evaluation Form at midterm and final.

For definitions, see the Defining and Counting Clinical Experiences section on this page.

Students are required to dress professionally and appropriately at all times as they will be working with the public and other health professionals. “Business casual” attire is appropriate in most clinical settings. Scrubs are appropriate in a hospital setting and will be provided by the hospital if required. Professional dress requires attention to hair and jewelry. Jeans are generally not acceptable; nor are low-cut or revealing tops. Shoes should be sturdy and comfortable, given the length of some clinical encounters. The same guidelines apply when students are attending hospital rounds and meetings and going to and from clinical work. Students are encouraged to confirm such requirements with preceptors, with regard to the expected dress code for their practice, community and local hospital.

Students are reminded that they may be working with pregnant individuals with body image issues. In addition, some communities may have specific expectations and comfort levels related to modesty in attire. Midwifery students are required to respect what is considered socially acceptable in the community they are working in, and respect specific customs of clientsand their families when working in their homes.

Students must always wear UBC photo ID when in hospitals. Some hospitals may also require a hospital ID and this will be arranged where required. Some hospital IDs may require a deposit where the deposit is refunded upon ID card return. Students are required to notify the Student Services office if ID is lost and will bear the cost of replacement photo identification badges.

Work Schedule 

Students have personal and professional responsibilities that must be balanced to achieve a sustainable and healthy experience within the Midwifery Program. The process of supporting a balance of learning through clinical experience and academic participation must support the student’s progression through the program to meet learning objectives within a sustainable workflow. Clinical placements usually involve predictable scheduled in person-client encounters in community-based clinics and additional commitments to be immediately available 24/7 for unpredictable and urgent responses.

Students will also have additional academic commitments.

Therefore, a student would normally arrange a schedule that provides a practice load equivalent of slightly less than a full-time midwife.  Full-time is defined as a caseload of 4 courses of care per month.

Prior to the onset of the clinical placement, the student is required to set up a meeting with the principle preceptor to organize an orientation, confirm contact information and establish a work schedule with the site. It is the responsibility of the student to ensure they provide their mobile phone and email contact in writing to the lead preceptor in advance of the placement.

All students must arrange the following:

1. Schedule 4 x 24-hour days off per month in addition to time off for study, classes and examinations. Students in low-volume placements should consider clinic days and due dates when planning time off.
2. Off call 12 hours prior to and for the duration of any academic tutorials or workshops.
3. Off call an additional 3 hours immediately following a tutorial/class at the student’s discretion.
4. Schedule the equivalent of 1/2 day (12 hours) per week for private study time, to be arranged in consultation with the preceptor. It is not necessary to be off call at this time. If the student is called to attend a client during scheduled study time the unused study time should be rescheduled as soon as possible. The student will inform the preceptor of any other clinical commitments that have been arranged by the Program.
5. Off call and no clinical duties including meetings for a minimum of 72 hours prior to an OSCE or final exam and 24 hours prior to a midterm exam.
6. For safety and learning, students who have been awake for 24 hours will be off call. They must be provided adequate time to get home and an additional 8 hours of sleep before taking call again. Preceptors should encourage and enable students to take appropriate rest breaks where a prolonged work day is anticipated.
7. If a student identifies that they are incapable of functioning in a safe and competent manner because of stress, illness, or sleep deprivation, they must immediately notify the preceptor to make appropriate arrangements. The Program allows students 3 flex days off call per term to be used at the discretion of the student or preceptor for these types of situations.

On Call

The student will provide the preceptor with their contact information and will be accessible and available to attend a client encounter at all times when on call unless prior arrangements have been agreed to.

The student will confirm the on-call preceptor is aware of any changes to the student’s call schedule or contact information.

Off Call

The student will arrange their work and off call schedule with the preceptor. It is recommended that preceptors and students make arrangements that will allow the student maximum exposure to clinical work and yet allow the student to fulfill academic and personal commitments, and attend to self-care that contribute to work-life balance.

Absence for Illness or Stressful Outcomes

It is the student’s responsibility to exercise good judgment in deciding whether they are too ill to function safely as clinicians. Awareness of risk to their clients, as well as good self-care, governs this decision. The student must negotiate coverage for a shift if they are too ill to be in the clinical area and their presence is expected. The appropriate preceptors should be notified by the student midwife. If the student is too ill to make these contacts on their own, a faculty tutor or program staff can help. Students are strongly encouraged to access UBC’s Mental Health Support at Counselling Services in the case of stress or physical or emotional illness.