Abstract
Aim: This research sought to explore how the skills of non-verbal communication are taught, learnt and assessed on a labour ward. Method: An ethnographic approach was used to explore the relationship between mentors and students in a labour ward setting during focus group discussions across a number of trusts. The object was to ascertain, through discussion, how students learn and mentors assess the skills of empathy, intuition and sensitivity in being “with woman” in a labour ward setting. An etic view of relationships between mentor and student in a labour ward culture was explored through the facilitation of focus group discussion. Ethical approval was obtained from Integrated Research Application System and the University of Surrey Ethics Committee. Sample: A total of fifty-six participants across eight sites took part in the project including mentors and third year students on midwifery programmes. Findings: Three main themes from the data analysis were identified: being “with woman”, teaching and learning strategies, and assessment. Implications: The findings implied that most participants agreed on a definition of being “with woman” and used role modelling to teach and learn these skills. Mentors, however, implied that assessing such skills was difficult and concluded that continuous assessment of communication skills and the “soft skills” of empathy, sensitivity and intuition were required.