Abstract：
OBJECTIVE: Student wellbeing is a global concern in the aftermath of the COVID pandemic. Students in healthcare often are exposed to academic, clinical, and psychosocial factors of stress, in particularly student midwives, as they are exposed to other people\'s intimate life experiences. The aim of this study was to identify factors which help and hinder student midwives in their studies.
BACKGROUND: Midwifery students in the Netherlands must complete 35-50 % of their bachelor\'s degree with placements in community and hospital-based maternity care.
METHODS: An exploratory qualitative study was conducted, using the Job-Demands-Resources model. Data were collected through semi-structured individual and group interviews with Bachelor student midwives from the Netherlands.
RESULTS: During coursework students found the high workload and lack of recovery time demanding. During placements, their sense of being constantly assessed, having to be available on call and being away from home were experienced as demands. The relationships with teachers as supportive. Support from their placement supervisors and peers were also resourceful if available and positive. In other cases, peer pressure and grand expectations from supervisors were demanding. Personal demands were setting ambitious standards and feeling alone during their placements, and personal resources were positive attitude towards to becoming a midwife.
CONCLUSIONS: The academic programme for student midwives seemed highly demanding, with a stark difference between the learning environment in the faculty coursework and in the placements. Positive support from placement supervisors in a culture that values learning and development, can contribute to student midwives\' socialization into midwifery.
BACKGROUND: Midwifery students in the Netherlands must complete 35-50 % of their bachelor\'s degree with placements in community and hospital-based maternity care.
METHODS: An exploratory qualitative study was conducted, using the Job-Demands-Resources model. Data were collected through semi-structured individual and group interviews with Bachelor student midwives from the Netherlands.
RESULTS: During coursework students found the high workload and lack of recovery time demanding. During placements, their sense of being constantly assessed, having to be available on call and being away from home were experienced as demands. The relationships with teachers as supportive. Support from their placement supervisors and peers were also resourceful if available and positive. In other cases, peer pressure and grand expectations from supervisors were demanding. Personal demands were setting ambitious standards and feeling alone during their placements, and personal resources were positive attitude towards to becoming a midwife.
CONCLUSIONS: The academic programme for student midwives seemed highly demanding, with a stark difference between the learning environment in the faculty coursework and in the placements. Positive support from placement supervisors in a culture that values learning and development, can contribute to student midwives\' socialization into midwifery.
摘要：
目标：在COVID大流行之后，学生的福祉是全球关注的问题。医疗保健专业的学生经常接触学术，临床,和压力的社会心理因素，尤其是学生助产士，因为他们接触到其他人的亲密生活经历。这项研究的目的是确定帮助和阻碍学生助产士学习的因素。
背景：荷兰的助产士学生必须完成其学士学位的35-50％，并在社区和医院的产科护理中实习。
方法：进行了探索性定性研究，使用作业-需求-资源模型。数据是通过对来自荷兰的学士助产士的半结构化个人和小组访谈收集的。
结果：在课程期间，学生发现工作量大，缺乏恢复时间要求高。在安置期间，他们不断被评估的感觉，必须随叫随到和离家都是有经验的。与教师的关系是支持。如果有的话，他们的安置主管和同行的支持也是足智多谋的。在其他情况下,来自主管的同行压力和宏伟期望要求很高。个人要求设定了雄心勃勃的标准，并在安置期间感到孤独，个人资源是对成为助产士的积极态度。
结论：学生助产士的学术课程要求很高，在教师课程和实习中的学习环境之间存在明显差异。在重视学习和发展的文化中，安置主管的积极支持，可以帮助学生助产士社会化成为助产士。
背景：荷兰的助产士学生必须完成其学士学位的35-50％，并在社区和医院的产科护理中实习。
方法：进行了探索性定性研究，使用作业-需求-资源模型。数据是通过对来自荷兰的学士助产士的半结构化个人和小组访谈收集的。
结果：在课程期间，学生发现工作量大，缺乏恢复时间要求高。在安置期间，他们不断被评估的感觉，必须随叫随到和离家都是有经验的。与教师的关系是支持。如果有的话，他们的安置主管和同行的支持也是足智多谋的。在其他情况下,来自主管的同行压力和宏伟期望要求很高。个人要求设定了雄心勃勃的标准，并在安置期间感到孤独，个人资源是对成为助产士的积极态度。
结论：学生助产士的学术课程要求很高，在教师课程和实习中的学习环境之间存在明显差异。在重视学习和发展的文化中，安置主管的积极支持，可以帮助学生助产士社会化成为助产士。
