Exploring the Challenges of Senior Midwives in Providing Mentorship to Pre-service Student Midwives at Women and Newborn Hospital, University Teaching Hospital, Lusaka, Zambia

Abstract

The aim of this study was to explore the barriers and strategies experienced by senior midwives in mentoring pre-service student midwives during clinical placements at the Women and Newborn Hospital within the University Teaching Hospital in Zambia. An existential phenomenological design was used. Data were collectively engaged in employment when analyzing the qualitative data obtained from the interviews and focus group discussions. Senior midwives reported multiple barriers to mentorship, including overwhelming student numbers, short clinical rotations, staff and resource attitudes, inconsistent use of supervision manuals, limited time for feedback, and overcrowded clinical spaces. Patient care responsibilities were frequently prioritized over mentorship, limiting opportunities for guided learning. Despite these challenges, midwives employed adaptive strategies such as improvising with limited resources, encouraging students to bring their own equipment, and mentoring during less busy shifts. This study underscores the importance of addressing barriers and innovating current strategies in daily nursing midwives' routines. The key results highlight the need to create a sustainable, continuous mentoring process. Further research should focus on developing frameworks to improve mentoring for senior midwives.