Background. Grading pre-registration student midwives’ clinical practice was new to the local BSc (hons) midwifery curriculum following its introduction by the NMC. Student midwives must work with a sign-off mentor at least 40% of the time in clinical practice and the mentor assesses the student’s competence and grades their practice.

Objectives. The aim of this study was to explore the importance of continuity of mentorship in pre-registration midwifery education.

Design. A qualitative case study approach.

Methods. Mentor interviews (n=15) and student focus groups (11 groups with 51 student participants from each year group from 2009 to 2013). Ethical approval was obtained from two higher education institutes and a local research ethics committee and then the research and development department of each of the three trusts.

Findings. Continuity of mentorship is essential for students and mentors when practice is graded. For students, a lack of continuity affects their skill development, confidence and sense of connection in midwifery. For mentors, working with the student for
long enough periods is essential to be able to grade their practice. For some mentors, especially in the hospital setting, working solely with first-year students was intensive. Community placements seem better able to offer continuity of mentorship.

Conclusions. One or two mentors (co-mentoring) seems ideal to balance the needs of students and mentors. Continuity of mentorship is essential for all practice assessments, but especially the grading process, if it is to be considered fair and robust.