Edinburgh Napier University

  The aim of this qualitative exploratory study, using a constant comparison method, was to explore midwifery students who-are-mothers' perceptions on how the topic 'transition to parenthood' relates to their theoretical and clinical learning and role expectation. Student's personal maternal, and their learning experiences were utilized as a frame of reference. Twelve face-to-face semi-structured interviews were conducted with Dutch midwifery students who-are-mothers. Consent was obtained and interviews were audiotaped and fully transcribed. The interviews were analyzed by means of categorizing, coding, delineating categories and connecting them in themes. Three themes emerged from the data: 1. 'Recognizing myself'-the participants' observations of elements of transition to parenthood and the personal meaning that they assign to these. 2. 'Student experience'-how support of transition to parenthood is addressed theoretically (in-school) and how transition is addressed in the clinical area. 3. 'When I grow up'-how students intend to support women in transition to parenthood once qualified and what drives them. The results showed that the personal maternal experiences of student midwives are of merit to evaluate theoretical and practical learning strategies in midwifery education. The study is a preliminary effort for further research. These personal experiences serve as an important drive for students' intentions of future care management when graduated.