Sample records for pre-registration midwifery education

  1. Pre-registration education: learning communities. (United States)

    Thomas, Gail; Crooke, Lois; Curtis, Peter

    Changes in nurse education in the UK and the introduction of a new pre-registration nursing programme have led to developments in education methods. This article describes the creation of learning communities at Thames Valley University as a means of adapting to the new curriculum.

  2. Learning To Use Scientific Knowledge in Education and Practice Settings: An Evaluation of the Contribution of the Biological Behavioural and Social Sciences to Pre-Registration Nursing and Midwifery Programmes. Researching Professional Education. Research Reports Series Number 3. (United States)

    Eraut, Michael; And Others

    A research project evaluated the contribution of biological, behavioral, and social sciences to nursing and midwifery education programs in Britain. The study of scientific knowledge relevant to recently qualified nurses and midwives was confined to six topics: fluids, electrolytes, and renal systems; nutrition; acute pain; shock; stress; and…

  3. The relationship between emotional intelligence, previous caring experience, and successful completion of a pre-registration nursing/midwifery degree. (United States)

    Snowden, Austyn; Stenhouse, Rosie; Duers, Lorraine; Marshall, Sarah; Carver, Fiona; Brown, Norrie; Young, Jenny


    To examine the relationship between baseline emotional intelligence and prior caring experience with completion of pre-registration nurse and midwifery education. Selection and retention of nursing students is a global challenge. Emotional intelligence is well conceptualised, measurable and an intuitive prerequisite to nursing values and so might be a useful selection criterion. Previous caring experience may also be associated with successful completion of nurse training. Prospective longitudinal study. Self-report trait and ability emotional intelligence scores were obtained from 876 student nurses from two Scottish Universities before they began training in 2013. Data on previous caring experience were recorded. Relationships between these metrics and successful completion of the course were calculated in SPSS version 23. Nurses completing their programme scored significantly higher on trait emotional intelligence than those that did not complete their programme. Nurses completing their programme also scored significantly higher on social connection scores than those that did not. There was no relationship between 'ability' emotional intelligence and completion. Previous caring experience was not statistically significantly related to completion. Students with higher baseline trait emotional intelligence scores were statistically more likely to complete training than those with lower scores. This relationship also held using 'Social connection' scores. At best, previous caring experience made no difference to students' chances of completing training. Caution is urged when interpreting these results because the headline findings mask considerable heterogeneity. Neither previous caring experience or global emotional intelligence measures should be used in isolation to recruit nurses. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  4. The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students. (United States)

    Young, Nicki; Randall, Jayne


    Reforms in the way higher education is delivered in order to address the needs of learners in the 21st century are increasingly being considered by university departments. This has led academics to combine e-learning with more traditional classroom based methods of teaching when designing new modules of study, a method commonly called blended learning. This paper will describe the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. It is imperative that at the point of registration midwifery students possess the skills to identify deviations from normal, initiate immediate actions and make appropriate referrals. The health of women all over the world is of concern to health care professionals. Midwives are increasingly being upon to provide expert care. Midwives need a sound education to allow them to carry out their roles effectively. The International Confederation of Midwives global standards for midwifery education (2010) attempts to address the need for competent caring midwives to help women and families in every corner of the world. The paper will also cover the pedagogical issues considered when blending together the different elements of learning namely: traditional discursive lectures, small group work, e-learning, formative presentations and the use of simulation during a skills and drills day.

  5. The Evaluation of Pre-Registration Undergraduate Degrees in Nursing and Midwifery Programmes. (United States)

    Phillips, Terry; And Others

    England's preregistration undergraduate degree in nursing and midwifery programs were subjected to a comprehensive evaluation that included the following data collection activities: in-depth field studies of 26 of 32 three- and four-year undergraduate nursing and midwifery programs; individual interviews with 129 lecturers, 54 students, 52…

  6. Tripartite Assessment of Learners during Practice Placements in Midwifery Pre-Registration Programmes (United States)

    Doughty, Rowena; Harris, Tina; McLean, Moira


    Purpose: The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for practice, purpose and award according to the DMU. This paper aims to investigate this claim. Design/methodology/approach: The paper looks at De Montfort…

  7. [Midwifery clinical practicum education]. (United States)

    Kao, Chien-Huei; Gau, Meei-Ling


    Midwifery is a practical facet of the health sciences that emphasizes professional competence-oriented teaching and learning. Cognitive and practical processes integrate and build midwifery student professional knowledge, attitudes, and skills. Clinical education is a teaching method and strategy used to prepare midwifery students for professional practice. Midwifery clinical teaching plans are designed using literature review, expert opinions, and student comments and determine total required hours and caseloads. Midwifery clinical teaching activities and methods promote self-reflection, childbirth education fundamentals, learning by role model observation, and learning role function through overseas observership programs. This paper discusses midwifery education dilemmas and coping methods in Taiwan.

  8. [The value of mandatory seminars in the education of pre-registration house officers

    DEFF Research Database (Denmark)

    Henriksen, A.H.; Ringsted, C.; Pedersen-Reng, S.


    INTRODUCTION: There are advantages and disadvantages of general mandatory seminars in the education of pre-registration house officers. The seminars are highly rated by the pre-registration house officers, but we do not know what value they represent for the pre-registration house officers. The aim...... of this study was to explore this further. MATERIALS AND METHODS: Four focus group interviews with five junior doctors were conducted. Three themes were discussed: the advantages of the seminars, the disadvantages of the seminars and the needs or wishes concerning both the seminars and education generally...... and require feedback and supervision. CONCLUSION: The results reflect the pre-registration house officers' social needs and need for tools to manage complex situations and their need for recognition. The value of the seminars must be seen in terms of facilitating and supporting the development of both...

  9. Midwifery education in Canada. (United States)

    Butler, Michelle M; Hutton, Eileen K; McNiven, Patricia S


    This article is part of a special series on midwifery education and describes the approach to midwifery education in Canada We begin with an overview of the model of midwifery practice introduced in Canada in the 1990s. We describe the model of midwifery education developed and report how it is implemented, with particular attention to the two longest established programs. Midwifery education programs in Ontario and British Columbia. Midwifery education programs in Canada are offered at the undergraduate baccalaureate level at universities and are typically four years in length. Programs are competence-based and follow a spiral curriculum. The first semesters focus on on core sciences, social sciences and introduction to midwifery concepts. Students spend fifty percent of the program in clinical practices with community-based midwives. Innovative education models enable students to be placed in distant placements and help to align theoretical and practice components. Clinically active faculty adds to the credibility of teaching but bring its own challenges for midwifery educators. The Canadian model of midwifery education has been very effective with low attrition rates and high demand for the number of places available. Further program expansion is warranted but is contingent on the growth of clinical placements. Copyright © 2015 Elsevier Ltd. All rights reserved.

  10. An Integrated Literature Review of Death Education in Pre-Registration Nursing Curricula: Key Themes

    Directory of Open Access Journals (Sweden)

    Joyce Cavaye


    Full Text Available Recent policy has raised the profile of end-of-life care internationally, with the aim of increasing access to quality care for everyone experiencing life-limiting illness. This reflects an international shift in the provision of palliative care to encompass chronic conditions other than cancer. Nurses have an important role in delivering this care and need to be equipped with particular knowledge and skills. However, pre-registration nursing curricula have traditionally had a limited emphasis on death and dying and nurses report feeling unprepared to care for dying patients. This has led to claims that death education in pre-registration curricula is inadequate. This integrated review explores the published literature that reports on death education within pre-registration nurse education. Presenting an international overview, the aim of the review is to contribute to knowledge about the nature and extent of death education in pre-registration curricula. In the context of this paper, death education encompasses both palliative and end-of-life care. Electronic searches of major bibliographic databases found inconsistencies across educational provision with variations in quantity, content, and approach. Despite an increasing amount of death education in pre-registration curricula, there remains a deficit in key areas such as knowledge, skills, organisation of care, and teamwork.

  11. Exposing the tensions of implementing supervision in pre-registration nurse education. (United States)

    Felton, Anne; Sheppard, Fiona; Stacey, Gemma


    This discussion will examine the complexities of implementing group clinical supervision in pre-registration nurse education. Exploration is based upon the authors' experiences of facilitating clinical supervision with mental health branch students on the Diploma/BSc program at one higher education institution in the UK. It will provide the history and context of clinical supervision in nursing and apply this to the educational setting. This discussion aims to move beyond the rhetoric surrounding clinical supervision to expose the underlying tensions which we propose influence the clinical supervision process in pre-registration nurse education. These include the potential confusion of role for the supervisor, conflict of responsibilities and the potentially vulnerable position they may adopt. However, despite these tensions it is proposed that clinical supervision has a key role within graduate pre-registration nursing education.

  12. Service user involvement in pre-registration general nurse education: a systematic review


    Scammell, Janet; Heaslip, Vanessa; Crowley, Emma J.


    Aims and objectives: A systematic review of published studies on service user involvement in undergraduate, pre-registration general nursing education (excluding mental health-specific programmes). The objective is to examine how students are exposed to engagement with service users. Background: The requirement of service user involvement in all nurse education is policy expectation of health professional education providers, in response to the increased public and political expectations. Pre...

  13. Narrative pedagogy in midwifery education. (United States)

    Gilkison, Andrea


    Narrative pedagogy is an approach to midwifery education which can promote strategies for teaching and learning which effectively prepare graduates for the complex nature of midwifery practice. Knowledge and skills are fundamental to midwifery practice, but knowing about how to use them is the art of practice. Teaching and learning midwifery skills and competencies is straight forward in comparison to teaching and learning about the art of midwifery, yet both are essential for safe practice. Narrative pedagogy may be one way that enhances undergraduate midwifery students' learning about the art of practice.

  14. The impact of clinical simulation on learner self-efficacy in pre-registration nursing education. (United States)

    Pike, Tamsin; O'Donnell, Victoria


    Clinical simulation is becoming increasingly popular in pre-registration nursing education. Incorporating teaching and learning strategies that enhance learner self-efficacy will theoretically improve clinical competence (Bandura, 1986, 1997). This paper presents the findings of a study that aimed to explore the impact of clinical simulation on self-efficacy beliefs amongst pre-registration nurses. A preliminary study (Pike, 2008) used a pre- and post-test design to measure learner self-efficacy before and after a clinical simulation session. Qualitative responses to questions on the post-test questionnaire provided themes to explore in a focus group interview with a convenience sample of nine participants. Thematic content analysis of the interview highlighted two principal findings. Firstly, students described low levels of self-efficacy with regards to communication skills, an area identified as a priority within pre-registration nursing education (NMC, 2007a). Second, students highlighted the need for learning experiences within clinical simulation to be more authentic, to improve the theory to practice gap. It is argued by incorporating strategies within clinical simulation that enhance learner self-efficacy, overall clinical competence will be improved. Suggestions for how pedagogical approaches may be developed within clinical simulation are discussed, whilst acknowledging the limitations of the small scale nature of the study.

  15. A modified systematic review of research evidence about education for pre-registration nurses in palliative care

    National Research Council Canada - National Science Library

    Bassah, Nahyeni; Seymour, Jane; Cox, Karen


    ... of palliative care curricula in resource-poor countries. A modified systematic review of research on palliative care educational interventions, conducted with pre-registration student nurses was undertaken...

  16. Refocusing formative feedback to enhance learning in pre-registration nurse education. (United States)

    Koh, Lai Chan


    The essential feature of a teaching system designed to enhance learning and emulate professional practice is that the crucial assessments should be performance-based, allowing plenty of opportunity for students to offer their own ideas and solutions. This involves the use of formative assessment and feedback. High quality formative assessment has been linked to enhancement of learning and ultimately to higher student achievement. Although formative assessment is acknowledged as important in its effect on students' approaches to learning, it appears that the assessment practice is under utilized in pre-registration nurse education. This paper refocuses on the purpose of formative assessment of theory. It examines, from educational literature, some of the benefits of formative assessment and its pedagogical implications on deep learning, motivation and self-esteem, self-regulated learning and employability. It discusses what constitutes quality feedback to highlight that it is not just an essential component but also a central feature of formative assessment. The extent to which formative assessment and feedback can be applied to pre-registration nurse education is also explored. If formative assessment and feedback is well planned and conducted in assessment practice, it is suggested that effective learning can be facilitated in everyday learning activity.

  17. Caring behaviours of student nurses: Effects of pre-registration nursing education. (United States)

    Loke, Jennifer C F; Lee, Kah Wai; Lee, Bryant K; Mohd Noor, Asmah


    In an increasing technologised and cost-constrained healthcare environment, the role of pre-registration nursing education in nurturing and developing the professional caring disposition of students is becoming far more critical than before. In view of this growing demand, the aim of this study was to evaluate the impact of Singapore's pre-registration nursing programmes on students' concept of caring. A descriptive quantitative cross-sectional survey collected data using the Caring Behaviour Inventory from first and final year student nurses, nurse lecturers and nurses in practice. The findings based on student surveys indicated a statistically significant reduction in the overall level of caring behaviour in first to final year students. When compared with the findings of lecturers and nurses, less variance to lecturers than to nurses was found amongst the first years' score, and the lowest variance to nurses was demonstrated amongst the final year. A greater reduction was evidenced amongst Singaporean students, which was exaggerated with exposure to pre-enrolled nursing education and magnified with caring job experience. This study indicates more effort is necessary to harness student caring attributes in students' entire educational journey so that expressive caring is not subsumed in the teaching of students to meet demands of complicated contemporary care.

  18. Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes. (United States)

    Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica


    Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Creating an improvement culture for enhanced patient safety: service improvement learning in pre-registration education. (United States)

    Christiansen, Angela; Robson, Linda; Griffith-Evans, Christine


    The present study reports a descriptive survey of nursing students' experience of service improvement learning in the university and practice setting. Opportunities to develop service improvement capabilities were embedded into pre-registration programmes at a university in the Northwest of England to ensure future nurses have key skills for the workplace. A cross-sectional survey designed to capture key aspects of students' experience was completed by nursing students (n = 148) who had undertaken a service improvement project in the practice setting. Work organizations in which a service improvement project was undertaken were receptive to students' efforts. Students reported increased confidence to undertake service improvement and service improvement capabilities were perceived to be important to future career development and employment prospects. Service improvement learning in pre-registration education appears to be acceptable, effective and valued by students. Further research to identify the impact upon future professional practice and patient outcomes would enhance understanding of this developing area. Nurse Managers can play an active role in creating a service culture in which innovation and improvement can flourish to enhance patient outcomes, experience and safety. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

  20. Mental health education and Virtual Learning Environments (VLEs) in pre-registration nursing degrees

    DEFF Research Database (Denmark)

    Wilson, Rhonda; Hungerford, Catherine


    mental health and illness. This article describes the work of mental health nurse educators who have taken the lead by providing case-based simulations on VLEs, thereby enabling students to acquire knowledge and develop the clinical skills required for practice in mental health settings. Benefits of VLEs......Virtual learning environments (VLEs) are now commonly used, worldwide, as teaching and learning platforms for pre-registration nursing education. However, there is only limited evidence in the research literature to suggest that VLEs are employed to support the education of student nurses about......-based practices in clinical settings, to support the knowledge acquisition and practice-based learning of the registered nurses (RNs) of the future....

  1. Pre-registration interprofessional clinical education in the workplace: a realist review. (United States)

    Kent, Fiona; Hayes, Jacinta; Glass, Sharon; Rees, Charlotte E


    The inclusion of interprofessional education opportunities in clinical placements for pre-registration learners has recently been proposed as a strategy to enhance graduates' skills in collaborative practice. A realist review was undertaken to ascertain the contexts, mechanisms and outcomes of formal interprofessional clinical workplace learning. Initial scoping was carried out, after which Ovid MEDLINE, CINAHL and EMBASE were searched from 2005 to April 2016 to identify formal interprofessional workplace educational interventions involving pre-registration learners. Papers reporting studies conducted in dedicated training wards were excluded, leaving a total of 30 papers to be included in the review. Several educational formats that combined students from medicine, nursing, pharmacy and allied health professions were identified. These included: the use of engagement by student teams with a real patient through interview as the basis for discussion and reflection; the use of case studies through which student teams work to promote discussion; structured workshops; ward rounds, and shadowing. Meaningful interprofessional student discussion and reflection comprised the mechanism by which the outcome of learners acquiring knowledge of the roles of other professions and teamwork skills was achieved. The mechanism of dialogue during an interaction with a real patient allowed the patient to provide his or her perspective and contributed to an awareness of the patient's perspective in health care practice. Medication- or safety-focused interprofessional tasks contributed to improved safety awareness. In the absence of trained facilitators or in the context of negative role-modelling, programmes were less successful. In the design of workplace education initiatives, curriculum decisions should take into consideration the contexts of the initiatives and the mechanisms for achieving the education-related outcomes of interest. © 2017 John Wiley & Sons Ltd and The Association

  2. Spirituality in pre-registration nurse education and practice: A review of the literature. (United States)

    Lewinson, Lesline P; McSherry, Wilfred; Kevern, Peter


    Spirituality is known to be an integral part of holistic care, yet research shows that it is not well valued or represented in nurse education and practice. However, the nursing profession continues to make efforts to redress the balance by issuing statements and guidance for the inclusion of spirituality by nurses in their practice. A systematic literature review was undertaken and confirms that nurses are aware of their lack of knowledge, understanding and skills in the area of spirituality and spiritual care, and desire to be better informed and skilled in this area. Consequently, in order for nurses to support the spiritual dimension of their role, nurse education has a vital part to play in raising spiritual awareness and facilitating competence and confidence in this domain. The literature review also reveals that studies involving pre-registration are few, but those available do provide examples of innovation and various teaching methods to deliver this topic in nursing curricular.

  3. Emotional intelligence education in pre-registration nursing programmes: an integrative review. (United States)

    Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily


    To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. Integrative literature review. CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. Data extraction and constant comparative analysis of 17 articles. Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended. Copyright © 2014. Published by Elsevier Ltd.

  4. Unfolding case studies in pre-registration nursing education: lessons learned. (United States)

    West, Caryn; Usher, Kim; Delaney, Lori J


    Nursing education is undergoing radical change worldwide. There is criticism surrounding the content of education and the delivery. As a result, traditional methods of teaching and learning have been replaced by strategies that place greater emphasis on active learner interaction, critical thinking, and decision-making. Assisting pre-registration nurses to become competent and confident in clinical practice requires immersion in practice with sufficient support and coaching based on real life scenarios. Simulation via an unfolding case study approach is one way to provide interactive learning experiences where students acquire new skills that advance their clinical judgment with the aim of becoming safe, competent practitioners. Lessons learned from implementing an unfolding case study are discussed in this paper. Copyright © 2011 Elsevier Ltd. All rights reserved.

  5. Towards midwifery education and regulation in Nepal. (United States)

    John, Asha


    This is a short reflection of four wonderful weeks spent in Nepal supporting, advocating and strengthening the existing work of the Midwifery Society of Nepal and the Global midwifery twinning project (GMTP) with the Royal College of Midwives. Although Nepal is on target to achieve reduction in its maternal mortality rate for millennium goal 5 there is still no registered protected title of 'midwife' In order to establish a strong midwifery workforce in Nepal, the three pillars that need to be highlighted are: midwifery education, midwifery regulation and professional midwifery association. The four-week programme led by GMTP volunteers helped towards building capacity in leadership, advocacy and campaigning skills in Nepal.

  6. Charting the history of midwifery education. (United States)

    Finnerty, Gina; Bosanque, Anna; Aubrey, Dawn


    Despite the recent popularity of exploring the history of midwifery practice, there has been minimal attention paid to the history of midwifery education. The purpose of this paper is to display a visual map and timeline of midwifery education from the eighteenth century, when formal midwifery programmes were introduced, to the present day. The paper will be inclusive of the history of midwifery teaching through the use of the High Coombe College archives (Lorentzon et al 2008). Prior to the eighteenth century, processes for learning midwifery were informal and unregulated. Traditional apprenticeships were gradually replaced by formal, regulated educational midwifery programmes, which were assessed. Midwifery teacher training finally became established in the twentieth century.

  7. Midwifery education : now and in the future


    葉久, 真理


    Tokushima University has enjoyed a 50-year history of midwifery education, since its initiation in 1957 (Showa 32). In recent years, nursing education has been transformed into a 4-year university course, and universities that include midwifery education in their 4-year education have also been increasing. However, to successfully completed the required courses in nursing/community health nursing/midwifery during the 4-year period, the curriculum naturally becomes quite congested. Under these...

  8. Midwifery education for safe motherhood. (United States)

    O'Heir, J M


    To determine the useability (relevance, clarity and quality of content), applicability (ease of use) and accessibility (structure and form) of a series of new safe motherhood midwifery education modules. Questionnaire survey and focus group discussions, preceded by a two week clinical skills course and an eight day orientation to using the modules. Nursing and midwifery education institutions, regional training centres, acute-care hospital facilities and community settings in Ethiopia, Fiji, Lesotho, Mozambique and Nepal. Thirty-six teachers, 82 midwives, nurse-midwives and auxiliary nurse-midwives from practice settings, and 60 post basic midwifery students. Overall it was found that the introductory information and the technical content of the modules were easy to understand and use as were the instructions for both teachers and students. The presentation of the material was orderly and easy to follow; the language was comprehensible; and the illustrations were appropriate, clear and facilitated teaching. The teachers found that they were able to use most of the teaching/learning methods, teach most of the skills in the modules, and use the guidelines for assessing competence. The main difficulties encountered included adherence to the recommended time frame for some of the classroom sessions; the limited availability of clinical cases for teaching the specific skills in the modules and time limitations in the clinical area for practising the skills; and the provision of transport for community visits, data to complete community profiles, and time to complete other planned community activities. The students identified the need for a set of learning materials which they could take with them for future reference, and both teachers and students expressed concern about resources to support, and legislation to cover, the application of the skills taught/learned. The modules have the potential to strengthen and support the education of midwives in developing countries

  9. Midwifery education in Central-Eastern Europe. (United States)

    Mivšek, Polona; Baškova, Martina; Wilhelmova, Radka


    Problems in midwifery in many Central-Eastern European countries are very similar; it is possible to speak about the evolving Central-Eastern model of midwifery care. The educational models of this region have a relatively strong theoretical part; however, there is an insufficient practical dimension. Theoretical part of midwifery education in the universities is relatively autonomous and is slowly changing the professional identity of graduates.

  10. Mental Health Education and Virtual Learning Environments (VLEs) in Pre-registration Nursing Degrees: Follow the Leaders? (United States)

    Wilson, Rhonda; Hungerford, Catherine


    Virtual learning environments (VLEs) are now commonly used, worldwide, as teaching and learning platforms for pre-registration nursing education. However, there is only limited evidence in the research literature to suggest that VLEs are employed to support the education of student nurses about mental health and illness. This article describes the work of mental health nurse educators who have taken the lead by providing case-based simulations on VLEs, thereby enabling students to acquire knowledge and develop the clinical skills required for practice in mental health settings. Benefits of VLEs include their flexibility and accessibility, and also the opportunity they provide for students to engage with Web 2.0 technologies. Leadership in education must include the utilization of the most current pedagogical tools and strategies, as well as staying abreast of contemporary evidence-based practices in clinical settings, to support the knowledge acquisition and practice-based learning of the registered nurses (RNs) of the future.

  11. Alcohol education and training in pre-registration nursing: a national survey to determine curriculum content in the United Kingdom (UK). (United States)

    Holloway, Aisha S; Webster, Brian J


    Alcohol-related harm impacts significantly on the health of the population. Nurses are often among the first health professionals that many patients with alcohol-related problems come into contact with and have been identified as playing a key role but may be ill-prepared to respond. Future nurses need to have the skills, knowledge and clinical confidence to respond to patients suffering from alcohol-related harm. A pre-registration curriculum that ensures a nursing workforce fit for practice in responding to alcohol-related harm is necessary. To determine the level of alcohol education and training content in the pre-registration curriculum for nursing in the United Kingdom (UK). To establish whether there are variations in the pre-registration curriculum content across the UK. A descriptive study. All 68 UK Higher Education Institutions offering a total of 111 pre-registration courses for nurses were invited to participate in the study. Twenty nine completed questionnaires were returned, a response rate of 26%. The largest number of identified responders were from England (n=15), with 3 from Scotland and 1 each from Wales and Northern Ireland. Nine Universities chose not to identify themselves. An online semi-structured questionnaire survey was used to collect the study data. Teaching of alcohol and alcohol related harm was mainly delivered during the second year of a pre-registration nursing programme provided mainly to adult and mental health students. Overall, the majority of alcohol related content that is provided within the responding pre-registration nursing courses relates to biophysiology, aetiology, and pharmacological and non-pharmacological interventions. This study highlights the need for a greater and more relevant focus of alcohol education to pre-registration nursing students of all fields of practice incorporating an integrated approach across all years of study. Copyright © 2012 Elsevier Ltd. All rights reserved.

  12. Midwifery education in New Zealand: Education, practice and autonomy. (United States)

    Gilkison, Andrea; Pairman, Sally; McAra-Couper, Judith; Kensington, Mary; James, Liz


    New Zealand's midwifery education model is intertwined with a practice model which is underpinned by autonomy and partnership. The curriculum prepares students for practice across the scope of midwifery on their own responsibility. While students have formal learning opportunities within educational institutions they spend at least half of their programme learning through authentic work experiences alongside midwives and women. Midwifery educators partner with practising midwives to support students to develop the knowledge, skills and attitudes required to practise midwifery in the New Zealand context. This paper provides an overview of New Zealand's midwifery education model and identifies how it is integrated with New Zealand's unique midwifery service.

  13. Midwifery Education in Turkey


    EJDER APAY, Serap; Kanbur, Ayla; Özdemir, Funda; Pasinlioglu, Türkan


    Midwives are the most important health workers for the protection and improvement of maternal and infant health. A well organized health system and qualified midwife education programs developed in accordance with contemporary requirements are required to ensure the competence of midwives in their practice.

  14. Marketing midwifery education: findings from a survey. (United States)

    Hunt, S C


    to collect information from a sample of identified customers (midwives and midwifery managers employed by health authorities and trusts) in order to develop a marketing strategy for a Department of Nursing, Midwifery and Health Care. two descriptive and analytical surveys using questionnaires. mid- and west Wales, UK. randomly selected sample of 75 midwives and census sample of eight midwifery managers working within the National Health Service. quantitative and qualitative data collection methods. organisations have to define, and listen carefully, to their customers and offer courses which are appropriate, related to clinical midwifery practice and have titles that accurately reflect the content. Midwives are enthusiastically committed to continuing education despite the current difficulties. Word of mouth and personal recommendation remains the most effective form of advertising. University departments of nursing and midwifery can easily become removed from clinical practice. Education assists practitioners in changing and adapting to a new order; it is also crucial in developing skills in critical thinking and analysis. New skills are needed if practice is to improve. academic departments can easily become remote and out of touch with the needs of clinicians and midwifery managers. Departments must take steps to define the customer, listen carefully to what they want and make every effort to provide continuing education for midwives that is relevant, responsive, accessible and attainable. The benefits of education also must be marketed.

  15. The utility and impact of information communication technology (ICT) for pre-registration nurse education: A narrative synthesis systematic review. (United States)

    Webb, Lucy; Clough, Jonathan; O'Reilly, Declan; Wilmott, Danita; Witham, Gary


    To evaluate and summarise the utility and impact of information communication technology (ICT) in enhancing student performance and the learning environment in pre-registration nursing. A systematic review of empirical research across a range of themes in ICT health-related education. Science Direct, Cinahl, AMED, MEDLINE, PubMed, ASSIA, OVID and OVID SP (2008-2014). Further date parameters were imposed by theme. Evidence was reviewed by narrative synthesis, adopting Caldwell's appraisal framework and CASP for qualitative methods. Selection and inclusion was grounded in the PICOS structure, with language requirements (English), and further parameters were guided by theme appropriateness. Fifty studies were selected for review across six domains: reusable learning objects, media, audience response systems, e-portfolios, computer-based assessment and faculty adoption of e-learning. Educational ICT was found to be non-inferior to traditional teaching, while offering benefits to teaching and learning efficiency. Where support is in place, ICT improves the learning environment for staff and students, but human and environmental barriers need to be addressed. This review illuminates more advantages for ICT in nurse training than previously. The key advantage of flexibility is supported, though with little evidence for effect on depth of learning. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  16. Learning to work collaboratively: nurses' views of their pre-registration interprofessional education and its impact on practice. (United States)

    Derbyshire, Julie A; Machin, Alison I


    One of the challenges of contemporary health care is the need for health and social care professionals to work differently to meet the complex needs of patients/clients. However it cannot be assumed that these professionals have been prepared with the skills and confidence to collaborate effectively, outside of traditional professional boundaries. Interprofessional education (IPE) is well established as an effective learning and teaching approach to prepare practitioners for collaborative practice at the point of qualification (DOH 2001; Hale 2003; Morison et al., 2003; Department of Health 2006; Hammick et al., 2007). The phenomenological study reported in this paper sought to follow up a group of newly qualified adult nurses at six months post-qualification. These nurses had undertaken a pre-registration curriculum in which classroom-based interprofessional learning was well embedded and formally assessed within their three year programme. Data from eight in depth interviews were analysed and five key themes were emerged: common understanding of IPE; teaching and learning; understanding of professional roles; stereotypes; influence of the practice environment. The outcome of the study suggested IPE should be as practice focused as possible to improve its relevance to nursing practice. This study contributed to the development of an innovative curriculum which provides the opportunity for nurses to integrate IPE theory within their collaborative working practice.

  17. An integrative review of the literature on the teaching of the history of nursing in pre-registration adult nursing education in the UK. (United States)

    Kelly, Jacinta; Watson, Roger


    To present an integrative review of literature on the teaching of nursing history in pre-registration adult nursing education. Despite successive reconfigurations in healthcare systems and education policy, the teaching of the history of nursing remains contested in pre-registration curricula. Recent curriculum reviews acknowledge the need for systematic study of nursing education. To date in the UK, there has been no systematic review of the literature on the teaching of nursing history in pre-registration training programmes. An integrative review of the literature. A search of the electronic databases of CINAHL (1982-2013), HMIC (1979-2013), BNI (1994-2013) and MEDLINE (Pub Med) (1966-2013) was concluded in January 2014, using the keywords 'adult nursing', 'history' 'pre-registration', 'education' and 'teaching'. An integrative literature review was conducted. Identified titles and abstracts were screened separately by researchers for relevance and eligibility and papers were independently assessed for inclusion. Data were abstracted from included papers and quality evaluation of included papers was conducted. The papers were analysed and reported in a narrative synthesis. Twelve papers were selected for review. The majority of articles were discursive papers and there was a paucity of empirical reports. Content indicated concerns for teaching nursing history in regard to curriculum policy and methods of teaching and assessment. Substantial support exists for mandatory inclusion of the teaching of historical literacy in nursing centred on the themes of health and disease, hegemony, nursing work and image and ideology. Due to space and teaching expertise issues this could ideally be achieved through the use of nursing museum visits, the usefulness of which could be critically explored in future research. Published by Elsevier Ltd.

  18. The movement of midwifery education and a future challenge


    合田, 典子; 大室, 律子; 新野, 由子; 市川, 香織; 布施, 千草; 松本, 幸枝


    Recently, nursing education entered the four year college system; midwifery education in Japan has come to have serious problems, not only in the decline in the number of midwives training but also in the quality of the education due to abolition of the professional training school and the junior college's advanced midwifery training course. Then, lectures and the clinical training period have beenshortened in midwifery education in four year colleges because of the crowded curriculum. On the...

  19. Midwifery education in Ireland--The quest for modernity. (United States)

    O'Connell, Rhona; Bradshaw, Carmel


    Midwifery education in Ireland has undergone significant changes in recent years including the introduction of direct entry midwifery programmes and a transfer of education to the university sector. While this has provided increased educational opportunities for midwives, the challenge for midwife educators is to prepare students for the increasing complexities of maternity care with a focus on obstetric risk and maternal morbidities with the need to educate midwifery students to support normality and provide woman centred care. The Nursing and Midwifery Board of Ireland has recently produced new Standards and Requirements for midwifery education and Practice Standards for midwives. This article provides information on midwifery education in Ireland and the documents that support the development of the profession.

  20. Team-based learning for midwifery education. (United States)

    Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon


    Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional

  1. The role of professional education in developing compassionate practitioners: a mixed methods study exploring the perceptions xof health professionals and pre-registration students. (United States)

    Bray, Lucy; O'Brien, Mary R; Kirton, Jennifer; Zubairu, Kate; Christiansen, Angela


    Compassionate practice is a public expectation and a core health professional value. However, in the face of growing public and professional unease about a perceived absence of compassion in health care it is essential that the role of education in developing compassionate practitioners is fully understood. The aim of this study was to explore qualified health professionals' and pre-registration students' understanding of compassion and the role of health professional education in promoting compassionate care. A sequential explanatory mixed methods study collected data using surveys and qualitative semi-structured interviews from qualified health professionals (n=155) and pre-registration students (n=197). Participants were from a range of health and social care disciplines and registered at a UK university. The findings indicate a high level of consensus in relation to participants' understanding of compassion in health care. Acting with warmth and empathy, providing individualised patient care and acting in a way you would like others to act towards you, were seen as the most common features of compassionate care. However, ambiguities and contradictions were evident when considering the role of health professional education in promoting compassionate practice. This study adds to the debate and current understanding of the role of education in fostering compassionate health care practice.

  2. Exploring global recognition of quality midwifery education: Vision or fiction? (United States)

    Luyben, Ans; Barger, Mary; Avery, Melissa; Bharj, Kuldip Kaur; O'Connell, Rhona; Fleming, Valerie; Thompson, Joyce; Sherratt, Della


    Midwifery education is the foundation for preparing competent midwives to provide a high standard of safe, evidence-based care for women and their newborns. Global competencies and standards for midwifery education have been defined as benchmarks for establishing quality midwifery education and practice worldwide. However, wide variations in type and nature of midwifery education programs exist. To explore and discuss the opportunities and challenges of a global quality assurance process as a strategy to promote quality midwifery education. Accreditation and recognition as two examples of quality assurance processes in education are discussed. A global recognition process, with its opportunities and challenges, is explored from the perspective of four illustrative case studies from Ireland, Kosovo, Latin America and Bangladesh. The discussion highlights that the establishment of a global recognition process may assist in promoting quality of midwifery education programs world-wide, but cannot take the place of formal national accreditation. In addition, a recognition process will not be feasible for many institutions without additional resources, such as financial support or competent evaluators. In order to achieve quality midwifery education through a global recognition process the authors present 5 Essential Challenges for Quality Midwifery Education. Quality midwifery education is vital for establishing a competent workforce, and improving maternal and newborn health. Defining a global recognition process could be instrumental in moving toward this goal, but dealing with the identified challenges will be essential. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  3. Positioning end-of-life care education within the pre-registration therapeutic radiography curriculum: A survey of current practices amongst UK higher education institutions. (United States)

    White, N


    It is essential that all health professionals who come into contact with patients with terminal diagnoses are equipped to effectively and competently provide end of life care. This study aims to investigate the manner in which Higher Education Institutions address this requirement with their programmes of pre-registration therapeutic radiography education. A structured survey was administered electronically to all UK universities with responsibility for therapeutic radiography education. The scope of the survey addressed mode and duration of end of life care education, its location, curricular assessment, identifiable barriers and best practice. All respondents confirmed the presence of dedicated end of life care education within their curriculum. Variation in the duration and location of this education is reported as are approaches to assessment of associated skills and knowledge. Analysis of respondent commentary has identified three themes-preparedness for the clinical role, dissonance between technology and care, and holistic approaches to course design. Respondents have highlighted the importance of end of life care instruction with their programmes of study and identified aspects of the mode and duration of its delivery. Inclusion of this aspect of study may be problematic in the face of competing demands arising from the volume and complexity of the curriculum. Practical experience of end of life care predominantly occurs within the radiotherapy department, although there is scope to explore opportunities within the hospice and community care setting. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  4. Informing pre-registration nurse education: a proposal outline on the value, methods and ethical considerations of involving children in doctoral research. (United States)

    Clarke, Sonya


    As pre-registration nurse education programmes evolve within the United Kingdom, it is imperative to involve patient/client groups within the research process, as the outcome may invoke a change in the care delivery of the registered nurse (RN). This paper focuses upon children and how children might hypothetically contribute to informing a generic nursing programme in their capacity as a rights holder and expert in their own lives. Even though their contribution and value has been debated around their capacity as research advisor, research participant and co researcher, this paper explores how the child's view of their experience of hospital and of the good nurse could be best captured. Research is a powerful vehicle that can enable their voice to equally inform UK nurse educators and policy makers so that the child's health care needs are effectively met in hospital by RN's who complete a generic programme.

  5. A review of midwifery education curriculum documents in Jordan. (United States)

    Shaban, Insaf; Leap, Nicky


    There is worldwide recognition that midwives are specialists in normal pregnancy, labour and birth and the postnatal period and that they should be educated to be primary providers of maternity care. In Jordan midwives currently have limited opportunities to fulfil this role. Since the mid-1980s, two public community colleges have offered three-year diploma midwifery education programmes in two major cities in Jordan. In 2002 the first and only four-year bachelor of midwifery education programme was established in one public university. A review to describe the design and content of midwifery education programmes in Jordan and address the question: Does the design of midwifery education programmes in Jordan encourage confidence that graduates will be competent to practise to the full capacity of the internationally defined role and scope of practice of the midwife and undertake the role of primary maternity care providers for women with low-risk pregnancies? A review of Jordanian midwifery education curriculum documents was undertaken using information and documents provided by midwifery programme coordinators. Programme coordinators in all institutions in Jordan providing midwifery education programmes. The curriculum documents reflected a medical model, with an emphasis on illness and intervention rather than preparation for the internationally defined full role and scope of practice of the midwife. This study provides a profile of midwifery education curriculum documents in Jordan with recommendations for changes that would position midwives as potential primary maternity care providers for women in Jordan who have uncomplicated pregnancies. Copyright © 2011 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  6. Meeting the health and social care needs of pregnant asylum seekers; midwifery students' perspectives: part 3; "the pregnant woman within the global context"; an inclusive model for midwifery education to address the needs of asylum seeking women in the UK. (United States)

    Haith-Cooper, Melanie; Bradshaw, Gwendolen


    to describe the conceptualisation and development of an inclusive educational model. The model is designed to facilitate pre-registration midwifery students' learning around the health and social care needs of pregnant women seeking asylum in the United Kingdom. current literature has identified a concern about the standard of maternity care experienced by asylum seeking women accessing maternity services in the United Kingdom. In response to this, a doctorate study was undertaken which focused on examining the way in which a group of midwifery students approached the provision of care for asylum seekers. This study revealed difficulties that these students had both in identifying these women's needs and also in the wider care issues in practice. Consequently, one of the recommendations was to ameliorate these difficulties through midwifery education. the key findings from this study were used together with relevant supporting literature to construct "the pregnant woman within the global context" model for midwifery education. The model is designed to facilitate a holistic assessment of need rather than focusing on the physical assessment at the expense of other aspects of care. It incorporates wider factors, on a global level, which could impact on the health and social care needs of a pregnant woman seeking asylum. It also prompts students to consider the influence of dominant discourses on perceptions of asylum seek;ing and is designed to encourage students' to question these discourses. this model can be used in midwifery education to prepare students in caring for pregnant women seeking asylum. It may be especially helpful when students have close contact with pregnant women seeking asylum, for example through caseloading. Further research is recommended to evaluate the effectiveness of this model in enhancing the care of asylum seeking women in the United Kingdom. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

  7. Education, employment and practice: Midwifery graduates in Papua New Guinea. (United States)

    Moores, Alison; Puawe, Paula; Buasi, Nancy; West, Florence; Samor, Mary K; Joseph, Nina; Rumsey, Michele; Dawson, Angela; Homer, Caroline S E


    Papua New Guinea has a very high maternal mortality rate (773/100,000), low rates of supervised births and a critical shortage of skilled midwives. A midwifery education initiative commenced in 2012, funded by the Australian Government and led by the National Department of Health. One specific objective of the initiative was to improve the standard of clinical teaching and practice in four schools of midwifery. There were 394 midwives educated over the 4 year period (2012-2015) representing half of all midwives in Papua New Guinea. A study was undertaken to describe the educational programme, employment, practices and experiences of graduates who studied midwifery in 2012 and 2013 as part of the initiative. the aim of this paper is to explore the education, employment and practice of newly graduated midwives in Papua New Guinea. a mixed methods descriptive study design was used. Surveys and focus groups were used to gather data. Ethical approval was granted by the relevant Human Research Ethics Committees. all midwifery graduates in 2012 and 2013 from the four midwifery schools in Papua New Guinea were included in the study and almost 80% were contacted. nearly 90% of graduates were working as midwives, with an additional 3% working as midwifery or nursing educators. This study discovered that graduates exhibited increased skills acquisition and confidence, leadership in maternal and newborn care services and a marked improvement in the provision of respectful care to women. The graduates faced challenges to implement evidence based care with barriers including the lack of appropriate resources and differences of opinion with senior staff. factors affecting the quality of midwifery education will need to be addressed if Papua New Guinea is to continue to improve the status of maternal and newborn health. Specifically, the length of the midwifery education, the quality of clinical practice and the exposure to rural and remote area practice need addressing in many

  8. The catcher in the why: developing an evidence-based approach to the organization, delivery and evaluation of pre-registration nurse educational programmes. (United States)

    Warne, T; Holland, K; McAndrew, S


    Changes to the pedagogy of pre-registration nurse education and training have become a global phenomenon. However, the evidence base to inform responses to these changes and the impact on nursing practice is limited. This paper explores the outcomes of an innovative approach aimed at ensuring responses to these drivers for change, particularly in curriculum development, the organisation, management and delivery of programmes and the enhancement of the student experience, are evidence based. This paper reports on an organisational change project undertaken in a School of Nursing in the North West of England, UK. The project involved 12 interrelated work streams used to explore aspects of the student journey from recruitment through progression to eventual employment. An evidence base was developed through a methodological bricolage that drew upon a robust and authentic mixture of systematic literature reviews, contemporaneous analysis of educational practice and evaluation of the student experience. This was used to underpin the decision making processes required to promote innovation in programme design, to increase the involvement of students in the facilitation and evaluation of their learning experiences, and helped shape the organisational changes required for embedding an evidenced-based culture in the School. Consistent and transformational leadership has been key to the project's success in communicating and managing the changes.

  9. Definitions of midwifery competence: implications for professional learning


    Butler, Michelle


    This study explores the nature of competence required to fulfil the role of the midwife, learning to become competent, and professional learning beyond registration. The research was undertaken through a qualitative, case study approach, exploring competence as a phenomenon, as experienced by thirty-nine student midwives as they went through the final stages of pre-registration midwifery education programmes, were assessed to be competent, and took on the role of the midwife. The views of the...

  10. 'Ready to hit the ground running': Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme. (United States)

    Draper, Jan; Beretta, Ruth; Kenward, Linda; McDonagh, Lin; Messenger, Julie; Rounce, Jill


    This study explored the impact of The Open University's (OU) preregistration nursing programme on students' employability, career progression and its contribution to developing the nursing workforce across the United Kingdom. Designed for healthcare support workers who are sponsored by their employers, the programme is the only part-time supported open/distance learning programme in the UK leading to registration as a nurse. The international literature reveals that relatively little is known about the impact of previous experience as a healthcare support worker on the experience of transition, employability skills and career progression. To identify alumni and employer views of the perceived impact of the programme on employability, career progression and workforce development. A qualitative design using telephone interviews which were digitally recorded, and transcribed verbatim prior to content analysis to identify recurrent themes. Three geographical areas across the UK. Alumni (n=17) and employers (n=7). Inclusion criterion for alumni was a minimum of two years' post-qualifying experience. Inclusion criteria for employers were those that had responsibility for sponsoring students on the programme and employing them as newly qualified nurses. Four overarching themes were identified: transition, expectations, learning for and in practice, and flexibility. Alumni and employers were of the view that the programme equipped them well to meet the competencies and expectations of being a newly qualified nurse. It provided employers with a flexible route to growing their own workforce and alumni the opportunity to achieve their ambition of becoming a qualified nurse when other more conventional routes would not have been open to them. Some of them had already demonstrated career progression. Generalising results requires caution due to the small, self-selecting sample but findings suggest that a widening participation model of pre-registration nurse education for

  11. Educational Sources of Stress in Midwifery Students. (United States)

    Cavanagh, Stephen J.; Snape, John


    A survey of 199 midwifery students in England identified two classes of stress: the organization/learning experience and home/family. Three primary sources were insufficient time for coursework, conflicts between study and home/family demands, and facing life and death situations in practice placements. (SK)

  12. An Investigation into Staff:Student Ratios in Nursing and Midwifery Education. (United States)

    Procter, Susan; And Others

    A study examined the calculation of staff:student ratios (SSRs) in nursing and midwifery education in courses validated by the English National Board for Nursing, Midwifery and Health Visiting (ENB). Data were collected from questionnaires mailed to all 108 colleges of nursing and midwifery and higher education institutions offering ENB-validated…

  13. Irish nursing students' changing levels of assertiveness during their pre-registration programme. (United States)

    Begley, Cecily M; Glacken, Michèle


    Stress and bullying have been found to be common problems in a number of studies of Irish nursing and midwifery. Victims of bullying need high levels of assertiveness to enable them to withstand the stress of victimization. It was deemed important to measure nursing students' level of assertiveness prior to, and near completion of, their pre-registration education programme. Aim. To ascertain nursing students' perceived levels of assertiveness prior to, and nearing the completion of, their three-year pre-registration programme. Ethical approval was given. The students commencing general nurse education programmes in two schools in Southern Ireland agreed to take part (n=72). A questionnaire adapted from a number of assertiveness scales, and tested for validity and reliability in this population, was used to collect data. In general, students' reported assertiveness levels rose as they approached completion of their three-year education programme. The resource constrained health service of the 21st century requires nurses who are assertive to meet the needs of its users. Nursing students' assertiveness skills could be augmented through concentrated efforts from nurse educationalists and clinicians to reduce the communication theory practice gap in nurse education today. To address the multi-dimensional nature of assertiveness, strategies to increase assertiveness should operate at the individual, interface and organisational level. The students in this study reported an increase in levels of assertiveness as they approached completion of their three-year education programme. To function as effective, safe practitioners registered nurses need to be assertive, therefore education in assertiveness should be an integral part of their preparation. The precise composition and mode of delivery of this education requires exploration and evaluation.

  14. Innovative uses of technology in online midwifery education. (United States)

    Arbour, Megan W; Nypaver, Cynthia F; Wika, Judith C


    Women's health care in the United States is at a critical juncture. There is increased demand for primary care providers, including women's health specialists such as certified nurse-midwives/certified midwives, women's health nurse practitioners, and obstetrician-gynecologists, yet shortages in numbers of these providers are expected. This deficit in the number of women's health care providers could have adverse consequences for women and their newborns when women have to travel long distances to access maternity health care. Online education using innovative technologies and evidence-based teaching and learning strategies have the potential to increase the number of health care providers in several disciplines, including midwifery. This article reviews 3 innovative uses of online platforms for midwifery education: virtual classrooms, unfolding case studies, and online return demonstrations of clinical skills. These examples of innovative teaching strategies can promote critical and creative thinking and enhance competence in skills. Their use in online education can help enhance the student experience. More students, including those who live in rural and underserved regions and who otherwise might be unable to attend a traditional onsite campus, are provided the opportunity to complete quality midwifery education through online programs, which in turn may help expand the women's health care provider workforce. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.

  15. Workplace learning in midwifery education in Flanders (Belgium). (United States)

    Embo, M; Valcke, M


    Workplace learning plays a crucial role in midwifery education. Twelve midwifery schools in Flanders (Belgium) implemented a new competency framework and aimed at implementing a more standardized and evidence-based method to learn and assess competencies, as well as to guide continuous competency development in practice. This paper describes the introduction of 'Embo's continuous workplace learning model', a holistic and competency-based method that integrates all workplace learning components. Available research evidence helps concluding the learning model is a feasible approach to organize workplace learning in such a way that continuous professional competency development is achieved.

  16. Diversifying the Midwifery Workforce: Inclusivity, Culturally Sensitive Bridging, and Innovation. (United States)

    Tyson, Holliday; Wilson-Mitchell, Karline


    Midwifery educators and regulators in Canada have begun to address diversity, equity, and inclusion in admission processes and program curricula. Populations served by midwives value internationally educated midwives from their countries of origin. The International Midwifery Pre-Registration Program at Ryerson University in Toronto, Ontario, provides assessment, midwifery workplace orientation, and accelerated education for internationally educated midwives on behalf of the regulatory College of Midwives of Ontario. Between 2003 and 2015, midwives from 41 countries participated in the bridging program, and 214 (80%) successfully completed the program and qualified for licensure. Of these 214 graduates, 100% passed the Canadian Midwifery Registration Examination and 193 (90%) were employed full time as midwives within 4 months of graduation. The program curriculum enables the integration of these midwives into health care workplaces utilizing innovative approaches to assessment and competency enhancement. Critical to the bridging process are simulation-based practices to develop effective psychomotor learning, virtual and real primary care community placements, and coaching in empathetic, client-centered communication. Cultural sensitivity is embedded into the multiple assessment and learning modalities, and addresses relevant barriers faced by immigrant midwives in the workplace. Findings from the 13 years of the program may be applicable to increase diversity in other North American midwifery settings. This article describes the process, content, outcomes, and findings of the program. Midwifery educators and regulators may consider the utility of these approaches for their settings. © 2016 by the American College of Nurse-Midwives.

  17. The Clinical Learning Dyad Model: An Innovation in Midwifery Education. (United States)

    Cohen, Susanna R; Thomas, Celeste R; Gerard, Claudia


    There is a national shortage of women's health and primary care providers in the United States, including certified nurse-midwives and certified midwives. This shortage is directly related to how many students can be trained within the existing system. The current model of midwifery clinical training is based on apprenticeship, with one-on-one interaction between a student and preceptor. Thus, the number of newly trained midwifery providers is limited by the number of available and willing preceptors. The clinical learning dyad model (CLDM), which pairs 2 beginning midwifery students with one preceptor in a busy practice, addresses this problem. In addition, this model brings in a senior midwife student as a near-peer mentor when the students are first oriented into outpatient clinical practice. The model began as a pilot project to improve the quality of training and increase available student spots in clinical education. This article discusses the origins of the model, the specifics of its design, and the results of a midterm and one-year postintervention survey. Students and preceptors involved in this model identified several advantages to the program, including increased student accountability, enhanced socialization into the profession, improved learning, and reduced teaching burden on preceptors. An additional benefit of the CLDM is that students form a learning community and collaborate with preceptors to care for women in busy clinical settings. Challenges of the model will also be discussed. Further research is needed to evaluate the effectiveness of the CLDM. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

  18. The Politics of Representation: A Personal Reflection on the Problematic Positioning of the Midwifery Educator (United States)

    MacKenzie, Claire


    The changing face of midwifery practice and education in Australia is challenging the previously accepted notions of the birth experience, the options of care that are available for women and their families, and the role of the midwife in that experience. The role of the midwifery educator is also challenged by the move away from a predominantly…

  19. Midwifery in American Institutes of Higher Education: Women's Work, Vocations and the 21st Century (United States)

    Brucker, Mary C.


    Midwifery is one of the universal professions. At the end of the nineteenth century, midwives in the United States were disenfranchised from the mainstream. A concerted effort was waged by male physicians to characterize midwifery practices as unscientific while simultaneously preventing midwives from obtaining formal education. Although midwifery…

  20. Establishing midwifery in low-resource settings: guidance from a mixed-methods evaluation of the Afghanistan midwifery education program. (United States)

    Zainullah, Partamin; Ansari, Nasratullah; Yari, Khalid; Azimi, Mahmood; Turkmani, Sabera; Azfar, Pashtoon; LeFevre, Amnesty; Mungia, Jaime; Gubin, Rehana; Kim, Young-Mi; Bartlett, Linda


    The shortage of skilled birth attendants has been a key factor in the high maternal and newborn mortality in Afghanistan. Efforts to strengthen pre-service midwifery education in Afghanistan have increased the number of midwives from 467 in 2002 to 2954 in 2010. We analyzed the costs and graduate performance outcomes of the two types of pre-service midwifery education programs in Afghanistan that were either established or strengthened between 2002 and 2010 to guide future program implementation and share lessons learned. We performed a mixed-methods evaluation of selected midwifery schools between June 2008 and November 2010. This paper focuses on the evaluation's quantitative methods, which included (a) an assessment of a sample of midwifery school graduates (n=138) to measure their competencies in six clinical skills; (b) prospective documentation of the actual clinical practices of a subsample of these graduates (n=26); and (c) a costing analysis to estimate the resources required to educate students enrolled in these programs. For the clinical competency assessment and clinical practices components, two Institutes for Health Sciences (IHS) schools and six Community Midwifery Education (CME) schools; for the costing analysis, a different set of nine schools (two IHS, seven CME), all of which were funded by the US Agency for International Development. Midwives who had graduated from either IHS or CME schools. CME graduates (n=101) achieved an overall mean competency score of 63.2% (59.9-66.6%) on the clinical competency assessment compared to 57.3% (49.9-64.7%) for IHS graduates (n=37). Reproductive health activities accounted for 76% of midwives' time over an average of three months. Approximately 1% of childbirths required referral or resulted in maternal death. On the basis of known costs for the programs, the estimated cost of graduating a class with 25 students averaged US$298,939, or US$10,784 per graduate. The pre-service midwifery education experience of

  1. The evolution of midwifery education at the master's level: a study of Swedish midwifery education programmes after the implementation of the Bologna process. (United States)

    Hermansson, Evelyn; Mårtensson, Lena B


    In Europe, midwifery education has undergone a number of reforms in the past few decades. In several countries, it has shifted from vocational training to academic education. The higher education reform, known as the "Bologna process" aimed to create convergence in higher education among a number of European countries and enhance opportunities for mobility, employment and collaborative research. It also indicated a transparent and easily compared system of academic degrees, generating a new educational system in three cycles. This study explores the implementation of the process in Sweden when the midwifery education was transferred from diploma to postgraduate or master's level. The aim of this study was to analyse how the implementation of the Bologna process in the Swedish higher education system has impacted midwifery education programmes in the country. Descriptive statistics and content analysis were employed to analyse 32 questionnaire responses from teachers and the 2009-2010 curricula and syllabi of 11 postgraduate midwifery education programmes at Swedish universities and university colleges. The results revealed variations among the universities at the major subject into the three disciplines; midwifery, nursing and caring with different conceptualisations, even when the content was identical in the curricula to that of the midwifery professional knowledge base. Implementation of the new reform not only has accelerated the academisation process, but also puts higher demand on the students and requires higher competencies among teachers to involve more evidence-based knowledge, seminars, independent studies and a postgraduate degree project in the major subject. Thus the students earn not only a diploma in midwifery, but also a master's degree in the major subject, which affords the opportunity for an academic career. But still there is a tension between professional and academic education.

  2. Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study

    Directory of Open Access Journals (Sweden)

    Jamila Arrish


    Full Text Available Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife’s role as important. All programmes included nutrition content; however, eleven had only 5 to <10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives’ effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.

  3. Using the unfolding case study in midwifery education. (United States)

    Carr, Katherine Camacho


    One of the challenges in teaching clinicians is helping health care provider students, including midwives, develop the critical thinking and clinical decision-making skills needed for various situations encountered in practice. Health care provider students need to master the required core knowledge and skills but also need to assess, analyze, judge, decide on action, act, and evaluate their actions. Lecture-heavy classroom teaching, which is usually delivered separately from clinical experiences in health care education, focuses on knowledge acquisition, often leaving knowledge application to trial and error. Case studies are commonly used by faculty with a problem-based learning approach, which is more analytic but sometimes static. The unfolding case study presents students with a patient scenario that changes over time and allows for discussion; lecture points as needed; and decision making as the situation or condition changes, reflecting what happens in real-life clinical practice. The use of the unfolding case study moves health care provider education from fact-based lecturing to situation-based discussion and decision making as a person's condition or situation changes. Use of the unfolding case facilitates collaborative learning, covers necessary content, and assists students to think beyond the facts and use their clinical imagination. Unfolding case studies require students to begin to grasp the nature of a clinical situation and adjust interventions as the clinical situation unfolds. Steps in developing and using an unfolding case study for midwifery students are presented, including 2 examples. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.

  4. Effects of limited midwifery clinical education and practice standardisation of student preparedness. (United States)

    Vuso, Zanyiwe; James, Sindiwe


    To explore the perceptions of midwifery educators regarding effects of limited standardisation of midwifery clinical education and practice on clinical preparedness of midwifery students. Investigation of levels of clinical competency of students is a critical need in the current era. Such competency levels are especially important in midwifery practice in South Africa as there is a significant increase of maternal deaths and litigations in the country. Most of the deaths are in the primary healthcare level maternity units where the newly qualified midwives practise. These areas are mainly run by midwives only. The current article seeks to report the findings of the study that was conducted to investigate how midwifery educators prepare students adequately for clinical readiness. The study was conducted amongst midwifery nurse educators on three campuses of the Nursing College in the Eastern Cape. A qualitative, explorative, descriptive and contextual research design was used for the study. Seventeen purposively selected midwifery educators, with the researcher using set criteria, from a Nursing college in the Eastern Cape, were the participants in the study. Data was collected using focus-group interviews that were captured by means of an audio-voice recorder. Tesch's data-analysis method was used to develop themes and sub-themes. Trustworthiness of the study was ensured using the criteria of credibility, transferability, dependability and confirmability. Inconsistent clinical practice amongst midwifery educators in their clinical teaching and assessment were found to be the major factors resulting from limited standardisation. The inconsistent clinical practice and assessments of midwifery educators was found to lead to loss of the necessary skills required by the students which led them to perform poorly in their final clinical assessments. There are some barriers in the current clinical teaching and education strategy used in this college that prohibit the

  5. Peer bullying in a pre-registration student nursing population. (United States)

    Cooper, Brenda; Curzio, Joan


    Peer bullying is a major problem in schools and workplaces including the National Health Service. Although there are a few published studies exploring the incidence of peer bullying among university students, none is specific to pre-registration nursing students. Nursing programmes are delivered across two campuses of the university however students registered at individual campuses do not mix which makes the experiences of each campus individual. The aim of this study was to explore the incidence and manifestation of peer bullying amongst pre-registration nursing students in the university setting. The study describes the reported incidence of the three types of peer bullying behaviour: physical, verbal and non-verbal bullying. Participants in their final year of adult nurse education were asked to explore their perceptions of peer bullying, the frequency of witnessed or experienced behaviour and the location of where this behaviour occurred on the university campuses via a quantitative questionnaire. In total 190 students were surveyed with 156 (82%) responding. Participants reported peer bullying is experienced by student nurses on university premises and that academic members of staff are sometimes present when this behaviour is demonstrated. Reported levels of bullying decreased during their 2nd and 3rd years of the course compared to the foundation year. This decrease may have been in response to the university's strong anti-bullying stance.

  6. Building midwifery educator capacity in teaching in low and lower-middle income countries. A review of the literature. (United States)

    West, Florence; Homer, Caroline; Dawson, Angela


    midwifery educators play a critical role in strengthening the midwifery workforce in low and lower-middle income countries (LMIC) to ensure that women receive quality midwifery care. However, the most effective approach to building midwifery educator capacity is not always clear. This paper will explore approaches used to build midwifery educator capacity in LMIC and identify evidence to inform improved outcomes for midwifery education. a structured search of bibliographic electronic databases (CINAHL, OVID, MEDLINE, PubMed) and the search engine Google Scholar was performed. It was decided to also review peer reviewed research, grey literature and descriptive papers. Papers were included in the review if they were written in English, published between 2000 and 2014 and addressed building knowledge and/or skills in teaching and/or clinical practice in midwifery educators who work in training institutions in LMIC. The Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) was used to guide the reporting process. The quality of papers was appraised in discussion with all authors. The findings sections of the research papers were analysed to identify successful elements of capacity building approaches. eighteen (six research and 12 discursive) papers were identified as related to the topic, meeting the inclusion criteria and of sufficient quality. The findings were themed according to the key approaches used to build capacity for midwifery education. These approaches are: skill and knowledge updates associated with curriculum review, involvement in leadership, management and research training and, participation in a community of practice within regions to share resources. the study provides evidence to support the benefits of building capacity for midwifery educators. Multilevel approaches that engaged individuals and institutions in building capacity alongside an enabling environment for midwifery educators are needed but more research specific

  7. A reflection on the psychosocial component of midwifery education ...

    African Journals Online (AJOL)

    Purposive sampling was done. Data collection was carried out through the review of the South African Nursing Council's (SANC) midwifery regulations, the ... Thematic analysis of qualitative data occurred concurrently with data collection.

  8. Meeting the needs of Nunavut families: a community-based midwifery education program. (United States)

    James, Susan; O'Brien, Beverley; Bourret, Kirsty; Kango, Natsiq; Gafvels, Kerstin; Paradis-Pastori, Judith


    Pregnant Nunavut women are usually expected to relocate to distant and larger urban centres, often for several weeks, to give birth. A national study revealed that these women are less likely to have necessary information on pregnancy related topics and less satisfied with their maternity experiences. While prenatal and postpartum care can be accessed through nursing stations, opportunities for intrapartum care within Nunavut are limited to the hospital in Iqaluit or the birthing centre in Rankin Inlet. One strategy that may be help ameliorate these regional differences is increasing the integration of midwifery services. Many historical and political factors have contributed to the loss of traditional maternity care among the Inuit of Nunavut. A unique, multi-layered midwifery education program, with a range of exit points from maternity care worker to baccalaureate degree, was implemented by a partnership between the Government of Nunavut and Nunavut Arctic College (NAC). Creative approaches were invoked to develop a program that is both culturally safe and ensures that graduates at midwifery diploma level are eligible to write the Canadian Midwifery Regulatory Exam (CMRE). The loss of traditional midwifery and the very dispersed population created challenges with respect to development of appropriate clinical learning sites where students can learn midwifery from midwives. Because NAC does not grant degrees, a collaborative partnership with Laurentian University is underway to meet the needs of those midwifery students who wish to complete a degree. Midwifery has a bright future in Nunavut. Two students have already passed CMREs on their first attempt. Plans are in place to enroll a class in Cambridge Bay in the fall of 2010. One NAC student is enrolled in courses at Laurentian University and should complete the third year of that program in 2010.

  9. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students. (United States)

    Foster, Kim; Fethney, Judith; McKenzie, Heather; Fisher, Murray; Harkness, Emily; Kozlowski, Desirée


    Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs. To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance. Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia. 111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36). EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up). Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time. Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula. Copyright © 2017. Published by Elsevier Ltd.

  10. Staff Report to the Senior Department Official on Recognition Compliance Issues. Recommendation Page: Midwifery Education Accreditation Council (United States)

    US Department of Education, 2010


    The Midwifery Education Accreditation Council (MEAC) is both a programmatic and an institutional accreditor. It accredits direct-entry midwifery educational programs and institutions awarding degrees and certificates throughout the United States. MEAC accredits or pre-accredits two programs and eight institutions located in nine states. Four of…

  11. Time spent studying on a pre-registration nursing programme module: an exploratory study and implications for regulation. (United States)

    Snelling, Paul C; Lipscomb, Martin; Lockyer, Lesley; Yates, Sue; Young, Pat


    European Union (EU) regulations require that university programmes are of specified duration. Additional EU regulations apply specifically to university based nurse education, enacted in the UK by the Nursing and Midwifery Council (NMC). However, little is known about how much time student nurses spend on their studies. In this exploratory study, students undertaking a single module in the pre-registration diploma programme at an English university were asked to keep a log of learning activity for the duration of the module. Twenty-six students completed the log. These students achieved higher grades and attended more lectures than the average for the module. The mean study time was 128.4 h against a regulatory assumption that the module should take 200 h. More than half of the 26 students undertook paid work during the module run, though this work was not associated with poorer performance. Problems in regulation for course duration are discussed and it is suggested that undertaking a 4600 h course in 3 years is problematic. More research is required so that patterns of study can be better understood and student centred programmes meeting regulatory requirements developed.

  12. The experience of graduated midwifery students about clinical education: A phenomenological study

    Directory of Open Access Journals (Sweden)

    R. Shahoei


    Full Text Available Introduction: Improvement and promotion of the quality of clinical education requires continuous assessment of the current situation, and also identifying the strengths and weaknesses. Students' views and ideas as learner can help future planning. This study aims to identify the experiences of midwifery graduates about factors affecting their clinical learning. Methods: A qualitative study using phenomenology approach was conducted. Ten midwifery graduates were selected based on purposive sampling and then interviewed. Data were analyzed by thematic analysis. Results: The extracted conceptual codes were classified into several main concepts. There were two main themes factors facilitating learning and factors preventing learning, and seven sub themes performance of instructor, pre-clinical training, students satisfaction, lack of peripheral facilities, lack of coordination of educational planning and behaviors of health care personnel. Conclusion: Trained human resources and equipment for midwifery educational planning are needed to provide a supportive learning atmosphere and promote the quality of clinical learning.

  13. Towards a Philosophy of Continuing Professional Education in Nursing, Midwifery and Health Visiting. (United States)

    Maggs, Christopher


    A belief system for continuing professional education in nursing, midwifery, and health visiting makes statements about nursing, its mission, and individual nurses. It provides principles to guide practitioners, the profession, and employers in meeting the commitment to society through education. (SK)

  14. Quality Assurance for Nursing and Midwifery Education: An Analysis of the Approach in England. (United States)

    Pope, Rosemary; Garrett, Richard; Graham, Lesley


    A 3-year evaluation is being undertaken to assess quality assurance processes for nursing and midwifery education in England. Issues that must be resolved are (1) the balance between qualitative and quantitative judgments of achievement of standards and (2) the tension between competency-based education and the development of professional…

  15. Nurse-midwifery education through graduate programs to provide a sufficient number of high quality nurse-midwives

    Directory of Open Access Journals (Sweden)

    Kyung Hye Lee


    Full Text Available There is a decrease in the number of new midwives, resulting from the shutdown of midwifery education program in hospitals due to a decrease in birthrate in the Republic of Korea. To solve this problem, the current medical laws on midwifery education system in Korea should be revised; nurse-midwifery specialist programs must be established in educational institutes with nursing programs. To support this argument, the midwifery education programs of America, Europe, Australia, and Japan have been discussed, and a nurse-midwifery specialist curriculum at the master s level, based on the nurse-practitioner system of Korea, has been suggested. Since this assertion is very important and urgent for solving the future population problem of Korea and providing health care for women and children, it should be realized into action immediately.

  16. Nurse-midwifery education through graduate programs to provide a sufficient number of high quality nurse-midwives. (United States)

    Lee, Kyung Hye


    There is a decrease in the number of new midwives, resulting from the shutdown of midwifery education program in hospitals due to a decrease in birthrate in the Republic of Korea. To solve this problem, the current medical laws on midwifery education system in Korea should be revised; nurse-midwifery specialist programs must be established in educational institutes with nursing programs. To support this argument, the midwifery education programs of America, Europe, Australia, and Japan have been discussed, and a nurse-midwifery specialist curriculum at the master's level, based on the nurse-practitioner system of Korea, has been suggested. Since this assertion is very important and urgent for solving the future population problem of Korea and providing health care for women and children, it should be realized into action immediately.

  17. Competency-based education: the essential basis of pre-service education for the professional midwifery workforce. (United States)

    Fullerton, Judith T; Thompson, Joyce B; Johnson, Peter


    many articles published in the decade since promulgation of the Millennium Development Goals have acknowledged the distinct advantages to maternal and newborn health outcomes that can be achieved as a result of expanding access to skilled birth attendant (including midwifery) services. However, these advantages are often predicated on the assumption that the midwifery workforce shares a common definition and identity. Regrettably, a clear delineation of midwifery competencies is rarely addressed. A core set of midwifery competencies is essential to providing the high quality services that lead to the desirable health outcomes described in that body of research. Attribution of improved outcomes to access to midwifery cannot be made without a common understanding of a defined set of services provided to standard by the midwifery workforce across the inter-conceptional and childbearing time frame. The International Confederation of Midwives (ICM) has developed a clear list of competencies that delineate the domains of practice for the fully qualified, professional midwife. These domains frame the educational outcomes that must be conveyed within competency-based education programmes. this article explores the concept of competency-based education for midwives; first exploring the concept of competency itself, then providing examples of what is already known about competency-based approaches to curriculum design, teacher preparation, teacher support and assessment of student learning. These concepts are linked to the ICM competencies as the unifying construct for education of individuals who share a common definition and identity as midwives. © 2013 Elsevier Ltd. All rights reserved.

  18. Feedback in the nonshifting context of the midwifery clinical education in Indonesia: A mixed methods study (United States)

    Nugraheny, Esti; Claramita, Mora; Rahayu, Gandes R.; Kumara, Amitya


    Background: Clinical education in some countries applies a hospital-based learning approach where each student rotates to one division to another division (call of shifting). However, for clinical midwifery education in Indonesia each student remains in a community midwifery clinic (call of nonshifting). Because of the differences in the shifting system used, the question of “How is feedback in the nonshifting context of the clinical midwifery education being given?” needs to be explored. Materials and Methods: This was a mixed methods study and was carried out in a School of Midwifery in Indonesia during 2014 and 2015. We explored the supervisors’ and students’ perception on the feedback delivery. Students’ perceptions were collected through focus group discussions whereas supervisors’ perceptions were recorded through interviews. The quality of feedback was observed using a checklist. Qualitative data were analyzed using Atlas Ti and quantitative data were analyzed using a descriptive statistic method. Results: From the qualitative data, students and supervisors perceived their feedback as “more intensive.” They reported authenticity in the monitoring and feedback from the day-to-day delivery of patient care with their supervisors. Students and supervisors also described their feedback as “more integrated.” The feedback process stimulated students to value history taking, physical examination, and midwifery care. On the other hand, quantitative data from observations presented that “intensive and integrated feedback” were not supported by the quality of the feedback based on literature of the theory of facilitating learning (the mean was 4.67 on a scale of 0–9). Conclusions: The nonshifting clinical midwifery education can be a better alternative for facilitating the process of providing integrated and intensive feedback. To improve the quality of the feedback, training on providing feedback in a nonshifting context is fundamental in

  19. Competencies for midwifery teachers. (United States)

    Thompson, Joyce E


    Saving women's lives with cost-quality effective midwifery care is based on sound pre-service and ongoing education. Effective midwifery education requires competent, caring, and compassionate teachers. In this paper, I address the basic competencies required of midwives who teach others to be midwives. These competencies are important regardless of level of student taught, type of educational programme, or number of years of midwifery experience that learners bring to the educational setting. The competencies are based on the midwifery philosophy, values and model of care. Competent midwifery teachers must be competent midwifery clinicians for their primary role is to set the boundaries of safety for each level of learner. Formal preparation for teaching, understanding how adults learn, understanding how to develop an appropriate plan for learning (curriculum), and developing competency in a variety of teaching methods for both theory and clinical practice are included in the competencies discussed in this paper.

  20. Establishing a volunteer doula program within a nurse-midwifery education program: a winning situation for both clients and students. (United States)

    Munoz, Elizabeth G; Collins, Michelle


    The use of labor doulas is beneficial for mothers and newborns, but availability and cost can be barriers. The Nashville Volunteer Doula Program was formed to provide labor support to clients of a faculty nurse-midwifery practice. The volunteer doula pool is comprised of both nurse-midwifery students who have trained as doulas and community doulas. Training and coordination of volunteers are managed by nurse-midwifery students with faculty support. Students gain valuable exposure to providing supportive care during labor and birth, which augments their nurse-midwifery education. This novel program operates at a low cost and offers benefits to students as well as women who use the doula service. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

  1. Meeting the health and social needs of pregnant asylum seekers, midwifery students' perspectives: part 1; dominant discourses and midwifery students. (United States)

    Haith-Cooper, Melanie; Bradshaw, Gwendolen


    Current literature has indicated a concern about standards of maternity care experienced by pregnant women who are seeking asylum. As the next generation of midwives, it is important that students are educated in a way that prepares them to effectively care for these women. To understand how this can be achieved, it is important to explore what asylum seeking means to midwifery students. This article is the first of three parts and reports on one objective from a wider doctorate study. It identifies dominant discourses that influenced the perceptions of a group of midwifery students' about the pregnant asylum seeking woman. The study was designed from a social constructivist perspective, with contextual knowledge being constructed by groups of people, influenced by underpinning dominant discourses, depending on their social, cultural and historical positions in the world. In a United Kingdom University setting, during year two of a pre-registration midwifery programme, eleven midwifery students participated in the study. Two focus group interviews using a problem based learning scenario as a trigger for discussion were conducted. In addition, three students were individually interviewed to explore issues in more depth and two students' written reflections on practice were used to generate data. Following a critical discourse analysis, dominant discourses were identified which appeared to influence the way in which asylum seekers were perceived. The findings suggested an underpinning ideology around the asylum seeker being different and of a criminal persuasion. Although the pregnant woman seeking asylum was considered as deserving of care, the same discourses appeared to influence the way in which she was constructed. However, as the study progressed, through reading alternative sources of literature, some students appeared to question these discourses. These findings have implications for midwifery education in encouraging students to challenge negative discourses

  2. A mixed study systematic review of social media in nursing and midwifery education: Protocol. (United States)

    O'Connor, Siobhan; Jolliffe, Sarah; Stanmore, Emma; Renwick, Laoise; Schmitt, Terri; Booth, Richard


    To synthesize evidence on the use of social media in nursing and midwifery education. Social media is one type of online platform that is being explored to determine if there is value in using interactive, digital communication tools to support how nurses and midwives learn in a variety of settings. A sequential explanatory synthesis approach will be used for this mixed study review. Five bibliographic databases; PubMed, MEDLINE, CINAHL, Scopus, and ERIC will be searched using a combination of keywords relevant to social networking and social media, nursing and midwifery, and education. The search will not be limited by year of publication. Titles, abstracts, and full papers will be screened by two independent reviewers against inclusion and exclusion criteria, with any disagreements resolved via a third reviewer. Selected studies will undergo quality assessment and data extraction. Data synthesis will occur in three sequential phases, with quantitative and qualitative data analysed separately and then integrated where possible to provide a conceptual framework illustrating learning via social media. Funding for this review was confirmed in May 2016 by Sigma Theta Tau International and the National League for Nursing. The mixed study systematic review will produce the first rigorous synthesis on the use of social media in nursing and midwifery education and will have important implications for educators as well as students. It will also highlight knowledge gaps and make recommendations on the use of this novel technology in higher and continuing education. © 2017 John Wiley & Sons Ltd.

  3. A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students. (United States)

    Reis, Pamela J; Faser, Karl; Davis, Marquietta


    Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

  4. Addressing Inequalities in Health: New Directions in Midwifery Education and Practice. Researching Professional Education Research Reports Series. (United States)

    Hart, Angie; Lockey, Rachael; Henwood, Flis; Pankhurst, Francesca; Hall, Valerie; Sommerville, Fiona

    This report addresses key questions concerning the effectiveness of midwifery education in preparing midwives to meet the needs of women from minority or disadvantaged groups in England. Chapter 1 sets out the methodological context within which the work was undertaken and provides an overview of data sources and sample sizes. Chapters 3 and 4…

  5. Caring as a core concept in educating midwifery learners: A qualitative study

    Directory of Open Access Journals (Sweden)

    Susan C.D. Wright,


    Full Text Available Caring is the core business of nursing and midwifery, involving a relationship in which the carer is committed to the needs of the one being cared for (Mason-Whitehead, Mcintosh, Bryan & Mason. Caring is the emotion which drives a midwife to care, the motive aimed at assisting someone to grow and self-actualise (Watson. The concern in midwifery is that irrespective of caring being central to the midwifery profession, caring taught in theoretical learning does not always translate into caring behaviour in practice. A qualitative exploratory study examined how midwifery educators impart the skill of caring during theoretical learning and clinical accompaniment, in order to respond to the general complaint made both locally and internationally that midwives are uncaring. The aim was to explore caring during theoretical learning and clinical accompaniment from the perspective of midwifery educators. Participants in the study were midwifery educators teaching midwifery in institutions of learning in Tshwane, South Africa. The naive sketch was used to gather data, wherein one central question was asked and the educators were invited to narrate and respond. Three themes emerged: the meaning of caring; how caring was conveyed during theoretical learning; and how it was conveyed during clinical accompaniment. Although the midwifery educators expressed how they conveyed caring to the learner midwives, it was not evident how caring competencies were assessed in order to ensure caring midwives at the end of training.Omgee is die kernwaarde van ‘n verpleegkundige en vroedvrou. Omgee behels ‘n verhouding waar die person wat omgee verbind is om in die behoeftes van die een wat sorg benodig te voldoen (Mason-Whitehead, Mcintosh, Bryan & Mason. Omgee is die emosie wat die vroedvrou noop om om te gee, om ‘n person te help groei en self-aktualiseer (Watson. Die kwelpunt in verloskunde is dat ongeag van die sentrale belang van omgee vir verloskundiges, die

  6. Curriculum trends in nurse-midwifery education. Views of program directors. (United States)

    Bellack, J P; Graber, D; O'Neil, E H; Musham, C


    The purpose of this study was to determine the extent to which nurse-midwifery education programs are addressing the practice competencies that have been recommended by the Pew Health Professions Commission and others as essential for effective practice in the 21st century. This study was part of a larger survey of eleven health professions education programs. The 56 nurse-midwifery program directors whose names and addresses were provided by the American College of Nurse-Midwives were surveyed by mailed questionnaire, with a response rate of 59% (n = 33). The study sought to identify current and ideal emphasis placed on 33 broad topics, most important curriculum topics, and barriers to curriculum change as perceived by respondents. Findings revealed that nurse-midwifery program directors would like to see greater emphasis placed on every topic except one (tertiary/quaternary care). Desired increases ranged from .04 to 1.36. The overall mean rating for all topics was 3.51 for current emphasis (5-point scale) and 4.18 for ideal emphasis, both of which were higher than any other survey group. The greatest desired increases (> 1.00) were for "primary care," "managed care," "use of electronic information systems," and "business management of practice." Respondents identified "primary care," "health promotion/disease prevention," and "accountability for cost-effectiveness and patient outcomes" as the most important topics. The top three barriers to curriculum change were identified as "already crowded curriculum," "inadequate funding," and "limited availability of clinical learning sites," the last being statistically significant compared with other survey groups. Findings indicate that nurse-midwifery program directors perceived that they are adequately addressing most of the curriculum topics, while continuing to focus on the need for curriculum change as the health care environment changes.

  7. Innovation in Nursing and Midwifery Education and Research

    African Journals Online (AJOL)

    Keywords: nursing education, technology, simulation, nursing research, chronic disease. Introduction ... to promote innovations in teaching and learning at higher educational ... various teaching strategies during the educational process.

  8. Midwifery training in post-conflict Afghanistan: tensions between educational standards and rural community needs. (United States)

    Mansoor, Ghulam Farooq; Hill, Peter S; Barss, Peter


    To compare the performance of students selected for midwifery education by three methods: community mobilization in rural Afghanistan, a regional examination by the Institute of Health Sciences (IHS), and the National University Entrance Examination (NUEE). A retrospective survey was conducted in January 2009 on academic records of 178 midwives trained at the IHS in Herat, including 147 graduates from 2003-08 and the cohort of 31 final-semester students graduating in March 2009. An interview survey of the 31 final semester students was also conducted. Outcome variables included knowledge, skills and employment status, stratified by method of selection. Individual attributes including completion of high school, marital status, age and urban/rural residence were also assessed. Data analysis used STATA version 2009. Significance was measured by appropriate statistical tests. Findings were verified by key informant interviews. Ninety-six per cent of midwifery graduates selected by communities were employed, compared with 74% chosen by the IHS and 82% by the NUEE. Sixty-three per cent of community-selected graduates were working in rural locations, compared with 43% recruited by IHS and 9% by the NUEE. While fewer midwifery graduates selected by communities had completed high school and their academic performance was slightly lower during training, there was no difference in their pass rates and acquisition of practical skills. Community mobilization for local selection of trainees achieved significantly higher employment levels of trained midwives in high-risk rural communities than usual selection methods, without compromising quality of skills.

  9. Case Study: The Role of eLearning in Midwifery Pre-Service Education in Ghana. (United States)

    Appiagyei, Martha; Trump, Alison; Danso, Evans; Yeboah, Alex; Searle, Sarah; Carr, Catherine


    The issues and challenges of implementing eLearning in pre-service health education were explored through a pilot study conducted in six nurse-midwifery education programs in Ghana. Case-based, interactive computer mediated eLearning modules, targeted to basic emergency and obstetrical signal functions, were delivered both online and offline using a free-for-use eLearning platform, skoool HE(®). Key success factors included broad stakeholder support, an established curriculum and student and tutor interest. Challenges included infrastructure limitations, large class sizes and added workloads for tutors and information technology staff. National scale up is planned.

  10. Critical thinking skills in midwifery practice: Development of a self-assessment tool for students. (United States)

    Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary


    Develop and test a tool designed for use by pre-registration midwifery students to self-appraise their critical thinking in practice. A descriptive cohort design was used. All students (n=164) enrolled in a three-year Bachelor of Midwifery program in Queensland, Australia. The staged model for tool development involved item generation, mapping draft items to critical thinking concepts and expert review to test content validity, pilot testing of the tool to a convenience sample of students, and psychometric testing. Students (n=126, 76.8% response rate) provided demographic details, completed the new tool, and five questions from the Motivated Strategies for Learning Questionnaire (MSLQ) via an online platform or paper version. A high content validity index score of 0.97 was achieved through expert review. Construct validity via factor analysis revealed four factors: seeks information, reflects on practice, facilitates shared decision making, and evaluates practice. The mean total score for the tool was 124.98 (SD=12.58). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of 0.92. Concurrent validity with the MSLQ subscale was 0.35 (pthinking in practice. Critical thinking skills are vital for safe and effective midwifery practice. Students' assessment of their critical thinking development throughout their pre-registration programme makes these skills explicit, and could guide teaching innovation to address identified deficits. The availability of a reliable and valid tool assists research into the development of critical thinking in education and practice. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  11. Nursing and Midwifery Education in Rwanda: Telling our Story

    African Journals Online (AJOL)

    evolved into the integration of nursing education in public and private schools. ... A number of historical events and influences have impacted .... term strategy and implemented a plan to increase the quantity .... posal%20FINAL.pdf. Ministry of ...

  12. Evaluation of the Effectiveness of Midwifery Education in Preparing Midwives To Meet the Needs of Women from Disadvantaged Groups. Research Highlights. (United States)

    English National Board for Nursing, Midwifery and Health Visiting, London.

    An evaluation investigated the effectiveness of midwifery education in preparing midwives to care for clients likely to experience inequalities in health and/or inequalities in health care provision in England. The study was undertaken in these three phases: (1) literature review of midwifery and relevant social policy literature; (2) national…

  13. Using task analysis to generate evidence for strengthening midwifery education, practice, and regulation in Ethiopia

    Directory of Open Access Journals (Sweden)

    Yigzaw T


    Full Text Available Tegbar Yigzaw,1 Catherine Carr,2 Jelle Stekelenburg,3,4 Jos van Roosmalen,5 Hannah Gibson,1 Mintwab Gelagay,1 Azeb Admassu6 1Jhpiego, Addis Ababa, Ethiopia; 2Jhpiego, Washington DC, USA; 3Department of Obstetrics and Gynecology, Leeuwarden Medical Centre, Leeuwarden, 4Department of Health Sciences, Global Health, University Medical Centre Groningen, University of Groningen, Groningen, 5Faculty of Earth and Life Sciences, Vrije Universiteit, Amsterdam, the Netherlands; 6Federal Ministry of Health, Addis Ababa, Ethiopia Purpose: Realizing aspirations for meeting the global reproductive, maternal, newborn, and child health goals depends not only on increasing the numbers but also on improving the capability of midwifery workforce. We conducted a task analysis study to identify the needs for strengthening the midwifery workforce in Ethiopia. Methods: We conducted a cross-sectional study of recently qualified midwives in Ethiopia. Purposively selected participants from representative geographic and practice settings completed a self-administered questionnaire, making judgments about the frequency of performance, criticality, competence, and location of training for a list of validated midwifery tasks. Using Statistical Package for the Social Sciences, Version 20, we computed the percentages and averages to describe participant and practice characteristics. We identified priority preservice education gaps by considering the tasks least frequently learned in preservice, most frequently mentioned for not being trained, and had the highest not capable response. Identification of top priorities for in-service training considered tasks with highest “not capable” and “never” done responses. We determined the licensing exam blueprint by weighing the composite mean scores for frequency and criticality variables and expert rating across practice categories. Results: One hundred and thirty-eight midwives participated in the study. The majority of

  14. Nurse and midwifery education and intimate partner violence: a scoping review. (United States)

    Crombie, Nerissa; Hooker, Leesa; Reisenhofer, Sonia


    This scoping review aims to identify the scope of current literature considering nurse/midwife educational practices in the areas of intimate partner violence to inform future nursing/midwifery educational policy and practice. Intimate partner violence is a global issue affecting a significant portion of the community. Healthcare professionals including nurses/midwives in hospital- and community-based environments are likely to encounter affected women and need educational strategies that support best practice and promote positive outcomes for abused women and their families. Scoping review of relevant literature from January 2000 to July 2015. Search of databases: CINHAL, MEDLINE, EMBASE, PROQUEST Central and COCHRANE Library. Reference lists from included articles were searched for relevant literature as were several grey literature sources. This review demonstrates low levels of undergraduate or postregistration intimate partner violence education for nursing/midwifery staff and students. Existing intimate partner violence education strategies are varied in implementation, method and content. Outcomes of these educational programmes are not always rigorously evaluated for staff or client-based outcomes. Further research is needed to evaluate existing intimate partner violence education programmes for nurses/midwives and identify the most effective strategies to promote improved clinical practice and outcomes for abused women and their families. Intimate partner violence has a significant social and public health impact. The World Health Organization has identified the need to ensure that healthcare professionals are adequately trained to meet the needs of abused women. Intimate partner violence education programmes, commencing at undergraduate studies for nurses/midwives, need to be implemented with rigorously evaluated programmes to ensure they meet identified objectives, promote best practice and improve care for abused women. © 2016 John Wiley & Sons Ltd.

  15. Pre-registration nursing degree students in rural Victoria: characteristics and career aspirations. (United States)

    Birks, Melanie; Al-Motlaq, Mohammad; Mills, Jane


    This paper describes the preliminary phase of a longitudinal research project involving students enrolling in three different pre-registration nursing programs in two locations in rural Victoria, Australia. This initial report discusses the demographic characteristics, entry pathway, course choice and career aspirations of students enrolled in these programs at both the main rural campus and an outreach satellite school of a major Australian university. Demographic findings from this study demonstrate that most of participants were female, aged between 18 and 50 years. The majority of participants resided in non-metropolitan areas and were enrolled in the flagship Bachelor of Nursing Program, with a large number having entered their chosen course of study via a non-traditional pathway. Career projections reported by participants demonstrate the intention of those from non-metropolitan areas to remain in this location on completion of their studies. Participants indicated their preferred areas of future practice to be in midwifery, emergency and paediatrics. Overall the findings of this part of the study summarise the characteristics of students entering nursing courses via various mechanisms. Exploration and comparison of these characteristics raise a number of issues for discussion, particularly in relation to conversion of level 2 (enrolled) nurses to level 1 (registered) status, and intended career specialisation and location of practice for students of nursing in rural areas.

  16. Lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students. (United States)

    Mc Carthy, Jane; Cassidy, Irene; Tuohy, Dympna


    The development of reflective practitioners is integral to undergraduate nursing degree programmes. This study reports on lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students.The research purposively sampled lecturers (n=7) working in a department of nursing and midwifery at a third level institute in Ireland, all of whom were registered nurses. Using a qualitative research approach, data was collected through audio-taped semi-structured individual interviews. The data were thematically analysed using guidelines developed by Braun and Clarke (2006). Tripartite researcher discussion and further analysis of these initial individual analyses led to consensus regarding the three themes arising from the study. These were: Being a facilitator; Facilitating reflective learning and Creating structure. The discussion centred on: having knowledge and experience to effectively facilitate guided group reflection; the influence of the facilitator's personal philosophy on reflection and adult learning on group facilitation; and finally concerns regarding professional responsibility in response to students' reflective practice accounts.

  17. Pre-registration nursing student's quality of practice learning: Clinical learning environment inventory (actual) questionnaire. (United States)

    Shivers, Eleanor; Hasson, Felicity; Slater, Paul


    Clinical learning is a vital component of nurse education and assessing student's experiences can provide useful insights for development. Whilst most research in this area has focused on the acute setting little attention has been given to all pre-registration nurses' experience across the clinical placements arenas. To examine of pre-registration nursing students (first, second and third year) assessment of their actual experiences of their most recent clinical learning clinical learning experience. A cross sectional survey involving a descriptive online anonymous questionnaire based on the clinical learning environment inventory tool. One higher education institution in the United Kingdom. Nursing students (n=147) enrolled in an undergraduate nursing degree. This questionnaire included demographic questions and the Clinical Learning Environment Inventory (CLEI) a 42 item tool measuring student's satisfaction with clinical placement. SPPS version 22 was employed to analyse data with descriptive and inferential statistics. Overall students were satisfied with their clinical learning experience across all placement areas. This was linked to the 6 constructs of the clinical learning environment inventory; personalization, innovation, individualization, task orientation, involvement, satisfaction. Significant differences in student experience were noted between age groups and student year but there was no difference noted between placement type, age and gender. Nursing students had a positive perception of their clinical learning experience, although there remains room for improvement. Enabling a greater understanding of students' perspective on the quality of clinical education is important for nursing education and future research. Copyright © 2017. Published by Elsevier Ltd.

  18. A survey on viewpoints of nursing and midwifery students and their clinical instructors at Faculty of Nursing and Midwifery of Shahid Sadoughi University of Medical Sciences towards clinical education during 2009-2011

    Directory of Open Access Journals (Sweden)

    T Salimi


    Full Text Available Introduction: Clinical environments play a vital role in nursing and midwifery students' learning. The present study investigates the viewpoints of clinical instructors and nursing and midwifery students of Shahid Sadoughi University of Medical Sciences about clinical education status during 2009-2011. Methods: In this cross sectional research data were gathered using a researcher made questionnaire including five domains: educational plan, quality of clinical instructors function, role of clinical professionals in clinical education, educational facilities and space, clinical evaluation and professional satisfaction. The questionnaire was completed by clinical instructors and nursing and midwifery students. Convenient sampling was accomplished. Face validity, content validity and reliability of the questionnaire was assessed and confirmed by test – retest method. Results: Majority of clinical instructors, nursing and midwifery students reported day and evening work shifts more appropriate. Majority of clinical instructors reported the clinical education status pleasant, but 79.8% nursing students and 64.2% midwifery students reported it moderate. Comparing the mean of clinical education status from the viewpoints of clinical instructors didn't show a significant difference in the domain of "the role of the others impressive in clinical education", but there was a significant difference between the nursing and midwifery students in their view points about the domain. Conclusion: Clinical competency is an essential component in providing high quality nursing care, thus the educational planners should continue to evaluate the effectiveness of clinical education. Boosting the clinical learning environment domains such as “successful instructors”, “professional values”, “professional relationship with the members of caring team” and “conflict management” could make the clinical experience attractive and assure students

  19. Comparison of the education effect in simulated environment with educational film on acquiring midwifery students\\' episiotomy skill

    Directory of Open Access Journals (Sweden)

    Z Kalani


    Full Text Available Introduction: In clinical education, it is essential to prevent patients from injuries  by using the new educational approaches. Therefore, the students must be ready before involving in any procedures. This study aimed to determine the effect of education in simulated environment and instructional videos on the skills of the episiotomy among midwifery students. Methods: In this interventional study, at the beginning of the sixth term, all of the midwifery students, 30 students, were divided randomly into 3 groups. The education was taken place in simulated environment and using educational films without intervention. The training was performed on training mannequin. The film was prepared from this training and presented to each of the students in film group. A practical test done and the results recorded in check list. The data were analyzed by SPSS software. Results: The mean scores of students in performing an episiotomy based on all of the cases in 3 groups was statistically significant difference (p<0.001. But in comparing 3 groups of two, it was not found any statistically significant difference in all cases between the educational groups in simulated environment and educational film (p=0.975. Overall skill level of students on the basis of all the cases in the group without interference was lower than the other two groups. Conclusion: The educational film, which was designed, based on the scientific principles can be effective in gaining skills as a self-taught. Therefore, using the mentioned methods is recommended in clinical education planning.

  20. Assessment of midwifery student preparation for performing the role of breast cancer educator. (United States)

    Bien, Agnieszka Maria; Korzynska-Pietas, Magdalena; Iwanowicz-Palus, Grazyna Jolanta


    Our research project aimed at presenting midwifery student self-assessment of performing the role of breast cancer prevention educator. Investigations were carried out in 2011 at the Medical University of Lublin in Poland, and Katolieke Hogeschool of Kortrijk in Belgium, after obtaining approval of the ethical committee of Polish Midwives Association (III/EC/2011/PMA). The project involved a total of 155 midwifery students, made up of 95 from Poland, and 60 from Belgium. Relations between opposing characteristics were tested with Chi-square (x2) test for independent traits. To assess the dependence relation between the examined variables Pearson's corrected coefficient was used. Data base and statistics were carried out with computer software STATISTICA 9.0 (StatSoftPoland). Student knowledge on prevention against breast cancer was unsatisfactory.The students place of residence determined their self-estimation of personal knowledge of breast cancer prevention and diagnosing methods to assess the incidence of the disease, this knowledge being better with the students of Lublin. Better self-estimation in the students of Lublin of their personal knowledge on factors rising the risk of breast cancer, such as alimentation method, application of oral contraceptives and breast feeding was found than in Belgian students.

  1. Peer-supported review of teaching: making the grade in midwifery and nursing education. (United States)

    Murphy Tighe, Sylvia; Bradshaw, Carmel


    This paper outlines the value of peer-supported review of teaching for nurse and midwifery educators in an academic environment. Reflection and continuing professional development are important tenets of an educators' practice and can be addressed via peer observation. Definitions and models of peer observation are presented. The strengths and challenges associated with peer-supported review of teaching are discussed. The reasons why peer observation is underutilised are explored with some suggestions on how to overcome these challenges. Recent developments in relation to peer observation and peer-supported review are outlined. The need for tangible evidence of development and enhancement of existing teaching expertise is very pronounced in the current economic climate, it is concluded that peer-supported review of teaching can provide such evidence. Copyright © 2012 Elsevier Ltd. All rights reserved.

  2. Decision-making theories and their usefulness to the midwifery profession both in terms of midwifery practice and the education of midwives. (United States)

    Jefford, Elaine; Fahy, Kathleen; Sundin, Deborah


    What are the strengths and limitations of existing Decision-Making Theories as a basis for guiding best practice clinical decision-making within a framework of midwifery philosophy? Each theory is compared in relation with how well they provide a teachable framework for midwifery clinical reasoning that is consistent with midwifery philosophy. Hypothetico-Deductive Theory, from which medical clinical reasoning is based; intuitive decision-making; Dual Processing Theory; The International Confederation of Midwives Clinical Decision-Making Framework; Australian Nursing and Midwifery Council Midwifery Practice Decisions Flowchart and Midwifery Practice. Best practice midwifery clinical Decision-Making Theory needs to give guidance about: (i) effective use of cognitive reasoning processes; (ii) how to include contextual and emotional factors; (iii) how to include the interests of the baby as an integral part of the woman; (iv) decision-making in partnership with woman; and (v) how to recognize/respond to clinical situations outside the midwife's legal/personal scope of practice. No existing Decision-Making Theory meets the needs of midwifery. Medical clinical reasoning has a good contribution to make in terms of cognitive reasoning processes. Two limitations of medical clinical reasoning are its reductionistic focus and privileging of reason to the exclusion of emotional and contextual factors. Hypothetico-deductive clinical reasoning is a necessary but insufficient condition for best practice clinical decision-making in midwifery.

  3. Simulation: a shared learning experience for child and mental health pre-registration nursing students. (United States)

    Felton, Anne; Holliday, Laura; Ritchie, Dawn; Langmack, Gill; Conquer, Alistair


    Learning through the use of simulation is perceived as an innovative means to help manage some of the contemporary challenges for pre-registration nurse education. Mental health and child nurses need to have the knowledge and skills to effectively address the holistic needs of service users. This article reports on a pilot simulated learning experience that was designed with key stakeholders for pre-registration child and mental health nursing students. This involved young actors playing the role of someone who had self-harmed to help students develop their skills for working with young people who experience emotional distress. Focus groups and a questionnaire were used to evaluate the pilot. Students valued the practical approach that simulation entailed and identified the benefits of the shared learning experience across the different fields of practice of nursing. However, some students reported anxiety performing in front of peers and indicated they would perform differently in practice. The pilot identified simulation as a potentially useful approach to help child and mental health student nurses develop skills for caring for young people. However, there is a need for caution in the claims to be made regarding the impact of simulation to address gaps in nursing skills. Copyright © 2013 Elsevier Ltd. All rights reserved.

  4. Learning to create new solutions together: A focus group study exploring interprofessional innovation in midwifery education. (United States)

    Johnsen, Helle


    Undergraduate students can learn how to be innovative in partnerships with health care institutions and private enterprises. This study portrays how a three phase innovation model was applied in an interprofessional health education context at a Danish university college. The aim of the study was to explore midwifery, nutrition and health as well physiotherapy students' perceptions of participating in a real-life innovation project situated in antenatal care. A total of eighteen students participated in five focus group interviews. Thematic analysis was used to interpret data findings. Data analysis revealed three themes: 'Navigating in uncertainty', 'Being part of a team' and 'Impact of project learning'. Students found project learning to be the most relevant with regards to their clinical practice. Furthermore, study findings suggest that innovation is promoted by teamwork, interprofessional participation, mentor support and external partnerships.

  5. Retention and Application of Information Technology Skills among Nursing and Midwifery Students (United States)

    Ip, Barry; Jones, Steve; Jacobs, Gabriel


    Pre-registration nursing and midwifery students are under considerable pressure to acquire the necessary information technology (IT) skills by the time they embark on a professional nursing career. There is a multitude of research findings detailing the use of computer-based learning materials, IT training initiatives and how such materials are…

  6. How well does midwifery education prepare for clinical practice? Exploring the views of Swedish students, midwives and obstetricians. (United States)

    Schytt, Erica; Waldenström, Ulla


    midwifery education in many countries has been adapted to the academic system by a stronger focus on research methodology and scientific evidence. This development has often taken place without extending the programs. We were interested in exploring views about current content of midwifery education in Sweden with a focus on clinical competencies and the new research components. to investigate views about Swedish midwifery education held by students prior to graduation and after 1 year of practice, and by experienced midwives and obstetricians, with special focus on clinical competency. nationwide surveys conducted between June 2007 and January 2008, and 1 year later (follow-up of students). self-administered questionnaires completed by 171 (83%) students and 121 (59%) of these participants after 1 year of midwifery practice, and by 162 (54%) midwives and 108 (40%) obstetricians with at least 5 years of clinical experience. The responders were asked to assess predefined intrapartum competencies, which components of the education were allocated too little and too much time, and how well the education prepared for clinical practise overall. Content analysis of open-ended questions and descriptive analyses was used. most students, midwives and obstetricians were 'very' or 'fairly' satisfied with how the education prepared midwives for clinical practice and 1.8%, 4.7% and 17.6%, respectively, were dissatisfied. About half of the obstetricians and one-third of the experienced midwives rated new midwives' ability to identify deviations from normal progress as low or lacking, compared with 10% of the students. A majority found that too little time, of the 60 weeks programme, was allocated to intrapartum care and medical complications and too much time to research and writing a minor thesis. although few were dissatisfied with how midwifery education prepared for clinical practice in general, the majority of participants would have liked more time for medical complications

  7. Continuing midwifery education beyond graduation: Student midwives' awareness of continuous professional development. (United States)

    Embo, M; Valcke, M


    Midwifery education plays an important role in educating graduates about engaging in continuous professional development (CPD) but there is a lack of empirical research analysing student midwives' awareness of CPD beyond graduation. We aimed to explore student midwives' awareness of the need to become lifelong learners and to map their knowledge of CPD activities available after graduation. Therefore, forty-seven reflective documents, written in the last week of student midwives' training programme, were analysed in a thematic way. Content analysis confirmed student midwives' awareness of the importance of CPD before graduation. They mentioned different reasons for future involvement in CPD and described both, formal and informal CPD-activities. Respondents were especially aware of the importance of knowledge, to a lesser degree of skills-training and still less of the potential value of the Internet for individual and collective learning. Respondents perceived a need for a mandatory preceptorship. Supporting learning guides were highly valued and the importance of reflection on CPD was well-established. This could have resulted from an integrated reflective learning strategy during education. Undergraduate midwives are aware of the importance of CPD and the interplay of formal and informal learning activities. Virtual learning requires special attention to overcome CPD challenges. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Implementing reflection: insights from pre-registration mental health students. (United States)

    Donovan, Moira O


    Reflection and reflective practice continues to be contentious issues in nursing. The focus of this article is the use of reflection by pre-registration mental health students. The broad aim of this preliminary study was to discover student mental health nurses' perceptions of reflection as a learning strategy during clinical placement. Using a constructivist grounded theory methodology [Charmaz, K., 2000. Grounded theory: Objectivist and Constructivist Methods. In: Denzin, N., Lincoln, Y. (Eds.), Handbook of Qualitative Research, second ed. Sage, Thousand Oaks, California], five students were interviewed individually in their clinical placements. Data analysis revealed three major categories: understanding the process of reflection, using reflection in clinical practice, and needing support and guidance. Findings indicated that students were primarily using reflection-on-action, but to varying extents. Overall, students felt that reflection facilitated their learning. Factors were discovered that both helped and hindered students' use of reflection. These included level of preparation to reflect, a limited culture of reflection and the level of support from preceptors, clinical staff, clinical placement co-ordinators, and lecturers. In conclusion, it appears that a collaborative approach between students, Health Service Providers and institutes of nursing is vital for the successful development and implementation of reflective learning strategies in clinical placement. Suggestions are made as to how a collaborative approach may be developed to enhance this process.

  9. Midwifery and the LGBT midwife. (United States)

    Mander, Rosemary; Page, Miranda


    To identify, through searching the published literature, midwifery's attitudes to gay and lesbian midwives. A selective literature review. UK-based material was sparse. Items on midwifery and nursing and medicine and on midwifery in non-UK countries were accessed. Issues emerging include the salience of 'coming out', of education, of culture, of forming relationships with childbearing women and the difficulty of authoritative research. The midwifery literature on LGBT colleagues corresponds with that identified in nursing almost three decades ago. The lack of recognition of LGBT midwives carries personal and organisational implications. Discriminatory attitudes may be difficult to resolve by education. Research on LGBT colleagues is fraught with difficulties. Various aspects of culture affect the acceptance of the colleague who is gay or lesbian. It is uncertain whether the midwife-woman relationship is less easily achieved by the gay or lesbian midwife. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. Effect of an educational intervention about midwifery students\\\\\\' knowledge and preparedness on oral health care in pregnant mothers

    Directory of Open Access Journals (Sweden)

    Simin Zahra Mohebbi


    Full Text Available   Background and Aims : As midwives are in frequent contact with pregnant mothers, they may play a key role in their oral health care (OHC. In this study, we aimed to evaluate the effect of an educational program on Tehran University of Medical Sciences midwifery students’ knowledge and preparedness on OHC in pregnant mothers. Materials and Methods: The midwifery third year students of central campus (n=29 were randomly selected as intervention group and their counterparts in Hemmat campus (n=33 as control. Students in both groups were asked to fill in a questionnaire included 8 demographic question and 18 OHC knowledge and one question on their preparedness to implement OHC. Then the educational intervention was implemented using lecture, demonstration of the correct methods of brushing and flossing on the models and role play method. The follow- up questionnaire was delivered 3 months later. Data were analyzed using Mann-Whitney test, T-test, Chi-Square test, ANOVA and Regression by SPSS software.   Results: The mean OHC in pregnancy knowledge score in intervention and control group were 26.7 and 24.8 at baseline which were changed into 48.5 and 29.1, respectively (P<0.001. Among the students 52.6% in the intervention group and 36.4% in the control group reported very high preparedness to implement OHC in pregnancy. These figures were 68.2% and 41.7% in the post-test.   Conclusion: The promising findings of this educational intervention comprising of both student and teacher-centered methods speak for possibility of improving these students knowledge and preparedness and implies on the necessity to incorporate the related course in midwifery education.

  11. Formação profissional de obstetrizes e enfermeiras obstétricas: velhos problemas ou novas possibilidades? Midwifery and nurse-midwifery education: old problems or new possibilities?

    Directory of Open Access Journals (Sweden)

    Maria Luiza Gonzalez Riesco


    Full Text Available Refere-se às transformações na formação profissional de parteiras, obstetrizes e enfermeiras obstétricas no Brasil, desde a criação dos cursos de parteiras vinculados às escolas médicas, no século XIX, até as mais recentes experiências, mediante cursos de especialização em enfermagem obstétrica. Discute os modelos de formação dos profissionais que existem em outros países, considerando tanto o ensino independente da obstetrícia como a modalidade vinculada aos cursos de enfermagem. Apresenta proposta de um curso de obstetrícia para ser oferecido por escolas de enfermagem.This paper presents the historical transformation of midwifery and nurse-midwifery education in Brazil from the 19th century until recent experiencies of training nurse-midwives as a graduate course in obstetrical nursing. It discusses the education models of these professionals in other countries and presents a proposal for midwifery education integrated into nursing schools.

  12. Diagnosing the problem: using a tool to identify pre-registration nursing students' mathematical ability. (United States)

    Harvey, Sharon; Murphy, Fiona; Lake, Richard; Jenkins, Lynne; Cavanna, Annlouise; Tait, Mike


    Mathematical ability is a skill nurses need to safely administer medicines and fluids to patients (Elliott, M., Joyce, J., 2005. Mapping drug calculation skills in an undergraduate nursing curriculum. Nurse Education in Practice 5, 225-229). However some nurses and nursing students lack mathematical proficiency (Hilton, D.E., 1999. Considering academic qualification in mathematics as an entry requirement for a diploma in nursing programme. Nurse Education Today 19, 543-547). A tool was devised to assess the mathematical abilities of nursing students. This was administered to 304 nursing students in one Higher Education Institution (HEI) in Wales, United Kingdom (UK) on entry to a pre-registration undergraduate nursing course. The students completed a diagnostic mathematics test comprising of 25 non-clinical General Certificate of Secondary Education (GCSE) level multiple choice questions with a pass mark set at 72%. The key findings were that only 19% (n=53) of students passed the test. Students appeared to have difficulties with questions involving decimals, SI units, formulae and fractions. The key demographic variable that influenced test scores was previous mathematical qualifications on entry to the course. The tool proved useful in two ways. First, in identifying those students who needed extra tutorial support in mathematics. Second, in identifying those areas of mathematics that presented difficulties for students.

  13. The effect of breast self-examination (Bse) education given to midwifery students on their knowledge and attitudes. (United States)

    Beydağ, Kerime Derya; Yürügen, Birsen


    This study was conducted in a descriptive and half-experimental format in order to determine the effect of breast self-examination (BSE) education given to 103 midwifery students from Halic University Sciences of Health School Midwifery Department on their knowledge and attitudes. After legal permission was obtained from the institution and verbal participation consent from the students, data were obtained using demographic and knowledge surveys, applied twice before and after education by the researcher between May-June 2010 and evaluated with proportional calculations, Kruskal Wallis test, t-test and t-test for dependent groups. Mean age of the students is 20.2±1.52; 58.3% had no information about BSE and 73.8% were not doing BSE; 7.7% them stated that they had a family member with breast cancer. The knowledge level score was 43.2±10.6 before and 68.4±10.5 after the BSE education (p<0.05). A statistically significant difference persisted between the pre- and post-education scores taking knowledge, making BSE, and frequency of using BSE average scores of the students (p<0.05).

  14. Using task analysis to generate evidence for strengthening midwifery education, practice, and regulation in Ethiopia

    NARCIS (Netherlands)

    Yigzaw, Tegbar; Carr, Catherine; Stekelenburg, Jelle; van Roosmalen, Jos; Gibson, Hannah; Gelagay, Mintwab; Admassu, Azeb


    PURPOSE: Realizing aspirations for meeting the global reproductive, maternal, newborn, and child health goals depends not only on increasing the numbers but also on improving the capability of midwifery workforce. We conducted a task analysis study to identify the needs for strengthening the midwife

  15. Physical fitness in pre-registration nursing students. (United States)

    Orr, Julie; McGrouther, Sue; McCaig, Marie


    Nurses are ideally placed to deliver health promotion interventions, including physical fitness, however evidence suggests that nurses themselves are failing to engage in healthy lifestyles; this in turn making them less likely to promote health. It would appear that some nurses are allowing their own values, beliefs and behaviours to hinder this role. We propose these nurses are in breach of the Nursing and Midwifery (NMC) code. Currently nurses self declare their fitness to practice through the NMC, however self-monitoring has been criticized for its lack of reliability. Recruitment of student nurses in the UK does not currently assess physical fitness levels in line with other professionals such as the armed forces, police or fire service. Over half the nursing workforce is now overweight or obese, with alarming levels of inactivity. Physical activity positively correlates with motivation, wellbeing, coping and positive attitude. These attributes in turn impact on employability, retention and absence. This article explores promoting health, focussing on physical activity and discusses innovative ideas to promote physical activity within the nursing Curricula. Copyright © 2013 Elsevier Ltd. All rights reserved.

  16. The knowledge and skills of pre-registration masters' and diploma qualified nurses: A preceptor perspective. (United States)

    Park, Jennifer R; Wharrad, Heather; Barker, Janet; Chapple, Mary


    The role of nurse preceptor in the UK functions to support and nurture newly qualified staff during transition to accountable practitioners. Transition is a stressful time for all new staff, whether diplomates or graduates. Preceptors are in a prime position to assess the competence and confidence of new staff, and observe their fitness for practice. Studies show variable evidence concerning the benefit to practice of nurses with degree compared to diploma education. This exploratory study investigated preceptors' perceptions of differences in the knowledge and skills displayed by staff from a three-year Diploma programme (DNs), and four-year pre-registration Master in Nursing degree (MNs), run by one School of Nursing. In the first months DNs were said to exhibit more confidence in practical skills while MNs showed academic and analytic skills. Although DNs related well to patients, MNs were better able to communicate with professional colleagues. By six months MNs overtook DNs in their overall confidence. Preceptors valued both DNs and MNs for the skill mix they brought to nursing and the benefit of patient care. Further exploration of preceptors' views would inform education staff and advise preceptors and managers regarding newly qualified nurses.

  17. How well does pre-service education prepare midwives for practice : competence assessment of midwifery students at the point of graduation in Ethiopia

    NARCIS (Netherlands)

    Yigzaw, Tegbar; Ayalew, Firew; Kim, Young-Mi; Gelagay, Mintwab; Dejene, Daniel; Gibson, Hannah; Teshome, Aster; Broerse, Jacqueline; Stekelenburg, Jelle


    Background: Midwifery support and care led by midwives is the most appropriate strategy to improve maternal and newborn health. The Government of Ethiopia has recently improved the availability of midwives by scaling up pre-service education. However, the extent to which graduating students acquire

  18. Innovation in Health Policy Education: Project-Based Service Learning at a Distance for Graduate Midwifery Students. (United States)

    Van Hoover, Cheri


    Core competencies for midwifery practice include an understanding of systems of health care delivery and advocacy for legislation and policy initiatives that promote quality in health care. Today's rapidly changing health care environment, due in part to the implementation of the Patient Protection and Affordable Care Act, mandates that midwives possess greater literacy in health policy and comfort with political action than ever before. Frequently disinterested in politics and intimidated by the policymaking process, student midwives lack the foundational knowledge and practical skills needed to meet this professional obligation. The Midwifery Institute of Philadelphia University graduate program educates both student nurse-midwives and student midwives in health policy using an innovative, project-based service-learning approach featuring real-world collaborative experiences. This novel teaching style is ideally suited for instruction at a distance because of the diversity of experience brought to the virtual classroom by students in widely disparate geopolitical locations. As students accomplish measurable objectives within their individually developed projects and reflect with classmates about their experiences, they feel empowered to effect change and report lower perceived barriers to future political engagement. © 2015 by the American College of Nurse-Midwives.

  19. The Objective Structured Clinical Examination (OSCE) as a strategy for assessing clinical competence in midwifery education in Ireland: a critical review. (United States)

    Smith, Valerie; Muldoon, Kathryn; Biesty, Linda


    In Ireland, to register as a midwife, all student midwives must be deemed competent to practice with the assessment of competence an essential component of midwifery education. A variety of assessment strategies, including observed practice, clinical interviews, portfolios of reflection, the Objective Structured Clinical Examination (OSCE) and written examination papers, are utilised to assess midwifery students' clinical competence. In this paper, a critical review of the OSCE as a strategy for assessing clinical competence in one third level institution in Ireland is offered. Although utilised for assessing competence across a range of areas (e.g. obstetric emergencies and pharmacology/drug administration), the use of the OSCE for assessing midwifery students' competence in lactation and infant feeding practices, as an example for this paper, is described. The advantages, disadvantages, validity and reliability of the OSCE, as an assessment strategy, are critically explored. Recognising that no single assessment strategy can provide all the information required to assess something as complex as clinical performance, the OSCE, when viewed alongside other forms of assessment, and with relevance to the topic under examination, may be considered a valuable strategy for enhancing the assessment of students' clinical competence, and for embracing diversity within midwifery education and training.

  20. [Why do we need mandatory communication courses for pre-registration house officers?

    DEFF Research Database (Denmark)

    Pedersen, B.D.; Faarvang, K.L.; Larsen, M.H.


    This study reports the rationale for the composition of a 3-day mandatory communication skills course for pre-registration house officers (PRHOs). In addition to communication skills, the course addresses aspects of competence related to professional performance within areas covered by the legal...

  1. Facilitating the Transition to Postgraduate Attainment: The Experience of One Postgraduate, Pre-Registration Physiotherapy Programme (United States)

    Spearing, Rachel


    Students on the MSc Physiotherapy (pre-registration) programme at Manchester Metropolitan University work at postgraduate level, whilst studying to become physiotherapists. To facilitate the transition to postgraduate attainment, students participated in two sessions designed to inform them about assessment processes and standards. The hypothesis…

  2. Interprofessional service improvement learning and patient safety: a content analysis of pre-registration students' assessments. (United States)

    Machin, Alison I; Jones, Diana


    A culture of continuous service improvement underpins safe, efficient and cost-effective health and social care. This paper reports a qualitative research study of assessment material from one cohort of final year pre-registration health and social care students' interprofessional service improvement learning experience. Initially introduced to the theory of service improvement, students were linked with an interprofessional buddy group, and subsequently planned and implemented, if possible, a small scale service improvement project within a practice placement setting. Assessment was by oral project presentation and written reflection on learning. Summative assessment materials from 150 students were subjected to content analysis to identify: service user triggers for service improvement; ideas to address the identified area for improvement; and perceptions of service improvement learning. Triggers for service improvements included service user disempowerment, poor communication, gaps in service provision, poor transitions, lack of information, lack of role clarity and role duplication, and differed between professions. Ideas for improvement included both the implementation of evidence based best practice protocols in a local context and also innovative approaches to problem solving. Students described both intrapersonal and interprofessional learning as a result of engaging with service improvement theory and practice. Service improvement learning in an interprofessional context has positive learning outcomes for health and social care students. Students can identify improvement opportunities that may otherwise go undetected. Engaging positively in interprofessional service improvement learning as a student is an important rehearsal for life as a qualified practitioner. It can help students to develop an ability to challenge unsafe practice elegantly, thereby acting as advocates for the people in their care. Universities can play a key support role by working

  3. Problems of Clinical Education According to Junior and Senior Nursing Students\\' Viewpoint at Qom Nursing and Midwifery School in 2008

    Directory of Open Access Journals (Sweden)

    M Abbasi


    Full Text Available Objectives : Clinical education is a dynamic process which plays an important role in training professional nurses. The role of ideal clinical education is undeniable in personal and professional development and clinical expertise of nurses. Nevertheless, students encounter some problems in clinical education. Undoubtedly, awareness of these problems is the first step in reducing them. One of the best and almost reliable sources of assessing such problems are the students themselves. The present study was caried out to assess the clinical education problems from the viewpoints of nursing students studying at their third or fourth year of education at Qom School of Nursing and Midwifery in 2008. Method : The study was a descriptive one in which 53 junior and senior students of nursing participated to answer some clinical education problems of nursing through a self-made questionnaire consisting of 5 domains and 31 questions. Results : The most important problems of clinical education from students' viewpoints included: sufficient clinical practice history among trainers (34%, giving information to the students about their evaluation method before clinical training (26.4%, and reinforcing students' self-confidence at clinical environment (24.5%. Low-importance items were: coordination between educational objectives and Personnel Expectations (50.9%, Welfare Facilities (47.2%, use of educational aids at clinical setting, and enough motivation for Employment at nursing (45.3%. Conclusion : On the basis of the findings of the study, it seems possible to decrease some of the most important problems of nursing students through determining goals and coordinating between educational goals and staff's expectations and preparing welfare and educational equipment for clinical wards.

  4. Experiences of student midwives learning and working abroad in Europe: The value of an Erasmus undergraduate midwifery education programme. (United States)

    Marshall, Jayne E


    universities in the United Kingdom are being challenged to modify policies and curricula that reflect the changing global reality through internationalisation. An aspect of internationalisation is study abroad which the European Commission Erasmus exchange programme is just one means of addressing this. to explore the experiences of student midwives who are engaged in the Erasmus exchange programme and the effect it has on their learning and working in an international context. approval for the small phenomenological cohort study was obtained from two participating universities: the University of Malta and University of Nottingham. Data were collected from 13 student midwives from a total of five cohorts in the form of diaries to explore their experiences of learning and working in another country. Thematic analysis supported by Computer-Assisted Qualitative Data Analysis Software was used to identify five recurrent themes emerging from the data: the findings of which have served further in developing this programme. students valued the opportunity of undertaking study and midwifery practice in another culture and healthcare system, extending their knowledge and development of clinical competence and confidence. For some, this was the first time outside of their home country and adaptation to a new environment took time. Support from their contemporaries, lecturers and midwife mentors however, was overwhelmingly positive, enabling the students to feel 'part of the local university / midwifery team' By the end of the programme, the students recognised that they had become more independent and felt empowered to facilitate developments in practice when they returned home. IMPLICATIONS FOR EDUCATION / PRACTICE: this innovative development embracing internationalisation within the curricula has the potential to increase students' employability and further study within Europe and beyond. It can be used as a vehicle to share best practice within an international context

  5. The effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select method versus teacher-centered education on the clinical gynecology skills of midwifery students in Iran

    Directory of Open Access Journals (Sweden)

    Hamideh Barangard


    Full Text Available This study aimed to determine the effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select method versus teacher-centered education on the clinical skills of midwifery students in Iran. In this clinical trial, 36 midwifery students in their 4th year of education in 2015 were enrolled and divided into 6 groups, 3 groups for teacher-centered education and 3 groups for the SNAPPS method, with each group spending 10 days in the outpatient gynecology clinic. A questionnaire and a checklist were used to gather data. An independent t-test and chi-square test were used to analyze the data. Ability to gain the trust of the patient, verbal and nonverbal communication skills, history taking, preparation of the patient for gynecological examination, and diagnosis and treatment of common diseases were significantly better in the SNAPPS group compared to the teacher-centered education group (P<0.05. The SNAPPS education method can significantly improve the clinical skills of midwifery students in gynecology, in particular history taking, differential diagnosis, and treatment of common diseases.

  6. The effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical gynecology skills of midwifery students in Iran (United States)


    This study aimed to determine the effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical skills of midwifery students in Iran. In this clinical trial, 36 midwifery students in their 4th year of education in 2015 were enrolled and divided into 6 groups, 3 groups for teacher-centered education and 3 groups for the SNAPPS method, with each group spending 10 days in the outpatient gynecology clinic. A questionnaire and a checklist were used to gather data. An independent t-test and chi-square test were used to analyze the data. Ability to gain the trust of the patient, verbal and nonverbal communication skills, history taking, preparation of the patient for gynecological examination, and diagnosis and treatment of common diseases were significantly better in the SNAPPS group compared to the teacher-centered education group (P<0.05). The SNAPPS education method can significantly improve the clinical skills of midwifery students in gynecology, in particular history taking, differential diagnosis, and treatment of common diseases. PMID:27894183

  7. Optimizing Nursing and Midwifery Practice in Rwanda

    African Journals Online (AJOL)

    Historical records show that 983 nurses were qual- ified in Rwanda just ... Table 1 below shows the Nurs- ing and ... Table 1. Nursing and midwifery progress from 1995 to 2015. Education .... and periodic evaluation of the practice environment.

  8. Using video narratives of women's lived experience of breastfeeding in midwifery education: exploring its impact on midwives' attitudes to breastfeeding. (United States)

    Taylor, Alison M; Hutchings, Maggie


    Strong evidence supports the health benefits of breastfeeding contributing to the public health campaign to improve initiation and duration of breastfeeding globally, yet breastfeeding continuation rates are persistently low in the UK. Inadequate support from health professionals appears to be an underlying feature, aggravated by a dearth of professional education that uses a biopsychosocial approach. This paper describes how using women's video narratives of their lived experience of breastfeeding within higher education impacted positively on the attitudes of a group of midwives in relation to supporting breastfeeding women. It reports on the qualitative element of a two-phase sequential mixed methods study where focus group methods generated rich data about how and why the educational intervention altered attitudes. Analysis was thematic. Six major themes emerged, 'listening and learning from real women's experiences'; 'generation of emotions'; 'acquisition of new knowledge and learning'; 'reflection on practice'; 'promotion of independent learning' and 'sharing learning and ideas with peers'. 'Listening and learning from real women's experiences' was central to learning, and was pivotal to attitudinal change, motivating an intense need to improve practice. Findings support the value of using women's video narratives within midwifery education, through their power to integrate affective and cognitive learning, and to promote a transformative learning process. This novel approach brings value-added learning benefits by enhancing the potential to improve attitudes towards supporting breastfeeding women and improving clinical practice. © 2010 Blackwell Publishing Ltd.

  9. State of Clinical Education at Tehran University of Medical Sciences from the Viewpoint of Students of Nursing & Midwifery

    Directory of Open Access Journals (Sweden)

    Sh Baraz Pardenjani


    Full Text Available Introduction : Clinical education is considered as the heart of medicine and health care due to the importance of training expert manpower. To achieve this goal, education quality should be promoted, this requiring its continuous evaluation. In this regard, application of appropriate educational strategies by competent clinical trainers or instructors leads to an improvement in the clinical education outcomes. This study was carried out to assess the learning method of clinical skills and its barriers from the viewpoint of students of midwifery. Materials & Methods : This descriptive cross-sectional study was conducted on 140 employed BS midwives in Yazd Province who had a 6-month working experience using a questionnaire including demographic information and items on the common clinical skills grading, skills learning methods, and barriers to clinical learning. Having collected the questionnaires, the data were analyzed using SPSS. Results : The findings of the study revealed that the rate of clinical skills was at a good level for most of the subjects (56.5%, at an intermediate level for 30.7 %, and at a low level for 12.8% of the subjects. The correlation coefficients were statistically significant between subjects' level of clinical skills and age, department, and clinical experience. In studying the learning methods of clinical skills, 46.6% of learning was attributed to trainers, while 69.3% of the learning barriers were attributed to lack of sufficient cases during education, and 68.6% were attributed to insufficient practical training. Conclusion : Although the graduates had an acceptable level of clinical skills, the need for improving clinical education and administering continuous education programs for controlling and warranting care quality was markedly obvious. As the subjects reported, learning was attributed to trainers, while learning barriers were attributed to lack of sufficient cases during training, and insufficient practical

  10. Developing awareness of sustainability in nursing and midwifery using a scenario-based approach: Evidence from a pre and post educational intervention study. (United States)

    Richardson, Janet; Grose, Jane; Bradbury, Martyn; Kelsey, Janet


    The delivery of healthcare has an impact on the environment and contributes to climate change. As a consequence, the way in which nurses and midwives use and dispose of natural resources in clinical practice, and the subsequent impact on the environment, should be integral component of nursing and midwifery education. Opportunities need to be found to embed such issues into nursing curricula; thus bringing sustainability issues 'closer to home' and making them more relevant for clinical practice. The study was designed to measure the impact of a sustainability-focussed, scenario-based learning educational intervention on the attitudes and knowledge of student nurses and midwives. Pre test/Post test intervention study using scenario-based learning as the educational intervention. The Sustainability Attitudes in Nursing Survey (SANS_2) was used as the outcome measure. Clinical skills session in a UK University School of Nursing and Midwifery. 676 second year undergraduate nursing and midwifery students. The 7-point scale SANS survey was completed before and after the teaching session; standard non-parametric analysis compared pre and post intervention scores. Changes were observed in attitude towards climate change and sustainability and to the inclusion of these topics within the nursing curricula (p=0.000). Participants demonstrated greater knowledge of natural resource use and the cost of waste disposal following the session (p=0.000). Participants also reported that sessions were realistic, and levels of agreement with statements supporting the value of the session and the interactive nature of delivery were higher following the session. Using a scenario-based learning approach with nursing and midwifery students can change attitudes and knowledge towards sustainability and climate change. Embedding this approach in the context of clinical skills provides a novel and engaging approach that is both educationally sound and clinically relevant. Copyright © 2017

  11. Developing information literacy skills in pre-registration nurses: an experimental study of teaching methods. (United States)

    Brettle, Alison; Raynor, Michael


    To compare the effectiveness of an online information literacy tutorial with a face-to-face session for teaching information literacy skills to nurses. Randomised control trial. Seventy-seven first year undergraduate pre-registration diploma nursing students. Online in-house information literacy tutorial One hour face-to-face session, covering the same material as the intervention, delivered by the nursing subject librarian. Search histories were scored using a validated checklist covering keyword selection, boolean operators, truncation and synonyms. Skills retention was measured at 1 month using the same checklist. Inferential statistics were used to compare search skills within and between groups pre and post-session. The searching skills of first year pre-registration nursing students improve following information literacy sessions (pInformation literacy skills improve after both face-to-face and online instruction. There is no skills degradation at 1 month post-intervention for either method. Copyright © 2011. Published by Elsevier Ltd.

  12. Development of the community midwifery education initiative and its influence on women's health and empowerment in Afghanistan: a case study. (United States)

    Speakman, Elizabeth M; Shafi, Ahmad; Sondorp, Egbert; Atta, Nooria; Howard, Natasha


    Political transition in Afghanistan enabled reconstruction of the destroyed health system. Maternal health was prioritised due to political will and historically high mortality. However, severe shortages of skilled birth attendants--particularly in rural areas--hampered safe motherhood initiatives. The Community Midwifery Education (CME) programme began training rural midwives in 2002, scaling-up nationally in 2005. This case study analyses CME development and implementation to help determine successes and challenges. Data were collected through documentary review and key informant interviews. Content analysis was informed by Walt and Gilson's policy triangle framework. The CME programme has contributed to consistently positive indicators, including up to a 1273/100,000 reduction in maternal mortality ratios, up to a 28% increase in skilled deliveries, and a six-fold increase in qualified midwives since 2002. Begun as a small pilot, CME has gained support of international donors, the Afghan government, and civil society. CME is considered by stakeholders to be a positive model for promoting women's education, employment, and health. However, its future is threatened by insecurity, corruption, lack of regulation, and funding uncertainties. Strategic planning and resource mobilisation are required for it to achieve its potential of transforming maternal healthcare in Afghanistan.

  13. The Effect of Interactive Educational Workshops with or Without Standardized Patients on the Self-Efficacy of Midwifery Students in Sexual Health Counseling

    Directory of Open Access Journals (Sweden)

    Talaat Khadivzadeh


    Full Text Available Background & aim: Modifications in learning systems based on the concepts of self-efficacy and self-esteem are among the suggested strategies to bridge the gap between knowledge and practice. The aim of this study was to compare the effect of two interactive educational workshops with or without standardized patients (SPs on midwifery students' self-efficacy in providing sexual health counseling at Mashhad University of Medical Sciences, Mashhad, Iran in 2014. Methods:In this quasi-experimental study, 62 B.Sc. and M.Sc. students of midwifery at Mashhad School of Nursing and Midwifery were randomly divided into two groups. The groups were trained, using one of two interactive educational workshops (with or without SPs on sexual health counseling (10 hours. Data were collected, using a demographic questionnaire and a self-efficacy assessment tool. For data analysis, paired and independent t-tests were performed, using SPSS version 16. Results: The mean scores of students' self-efficacy in providing sexual health counseling in the two groups were not significantly different at the beginning of the study (P=0.587, while two weeks after the intervention, the scores were significantly higher in students who participated in SP-based workshops (76.0±10.9 vs. 66.7±5.9, P

  14. 以高端服务为导向的高职助产教育策略分析%Analysis of High-end Service Oriented Vocational Midwifery Education Strategy

    Institute of Scientific and Technical Information of China (English)



    As people enhance the quality of life, with high-end service oriented service delivery has been widely recognized. However the midwifery Science in China started late, vocational midwifery education still exist some shortcomings, can not meet the current needs of the society. Therefore, we must strengthen the vocational midwifery education, to cultivate more high-quality midwifery professionals. The related concepts and vocational midwifery education combined with the current high-end services, to explore the strategies of higher vocational nursing education.%随着人们生活质量的提升,以高端服务为导向的助产服务已经得到广泛的认可。然而我国助产科学起步较晚,高职助产教育方面还存在一些不足之处,不能满足当前社会需求。因此,必须加强高职助产教育,才能培养出更多的高素质助产专业人才。本文结合高端服务的相关概念及高职助产教育现状,对高职助产教育策略进行探讨。

  15. Midwifery in Somaliland. (United States)

    Crichton, Margaret


    During the civil war in Somaliland (1982-1991), health facilities were devastated and many healthcare workers were killed or became refugees. Since then the country has struggled to rebuild hospitals and health centres and increase the number of healthcare professionals. Many non government officers from a variety of countries are assisting throughout the country. In 2011 I accepted a post establishing the first BSc in midwifery in Hargeisa, the capital of Somaliland. I was employed by Tropical Health Education Trust (THET) in conjunction with Edna Adan University hospital. The students were to be nurse-midwives; the hope was that they would go on to become the movers and shakers in Somaliland. Little did I know how big the challenge would be.

  16. Introducing a buddying scheme for first year pre-registration students. (United States)

    Campbell, Anne

    Student buddying schemes have been found to be helpful for a variety of different university students. This article describes a scheme where first year pre-registration child nursing students are buddied with second-year students, which was first initiated in the academic year 2012/2013. The first year students were aware that peer support was available but contact was only maintained by a minority of students. At present it is uncertain what impact the scheme has had on attrition figures, particularly in the first year. Initial evaluation indicates that students found the scheme helpful and would like it to continue to be available to first-year students.

  17. Primary care clinical placements: The views of Australian registered nurse mentors and pre-registration nursing students (part 2). (United States)

    McInnes, Susan; Peters, Kath; Hardy, Jennifer; Halcomb, Elizabeth


    An increased burden of chronic and complex conditions treated in the community and an aging population have exacerbated the primary care workload. Predicted nursing shortages will place further stressors on this workforce. High quality clinical placements may provide a strategic pathway to introduce and recruit new nurses to this speciality. This paper is Part 2 of a two part series reporting the findings of a mixed methods project. Part 1 reported on the qualitative study and Part 2 reports on the quantitative study. Forty-five pre-registration nursing students from a single Australian tertiary institution and 22 primary care Registered Nurse (RN) mentors who supervised student learning completed an online survey. Students largely regarded their primary care placement positively and felt this to be an appropriate learning opportunity. Most RNs were satisfied with mentoring pre-registration nursing students in their setting. Furthermore, the RNs desire to mentor students and the support of general practitioners (GPs) and consumers were seen as key enablers of pre-registration nursing placements. Findings from this study provide a preliminary impression of primary care clinical placements from the perspective of pre-registration nursing students and registered nurse mentors. Further research should examine whether a broader scope of non-traditional health settings such as non-government organisations, charities, pharmacies, welfare and social services can also provide appropriate learning environments for pre-registration nursing students.

  18. Culturally capable and culturally safe: Caseload care for Indigenous women by Indigenous midwifery students. (United States)

    West, R; Gamble, J; Kelly, J; Milne, T; Duffy, E; Sidebotham, M


    Evidence is emerging of the benefits to students of providing continuity of midwifery care as a learning strategy in midwifery education, however little is known about the value of this strategy for midwifery students. To explore Indigenous students' perceptions of providing continuity of midwifery care to Indigenous women whilst undertaking a Bachelor of Midwifery. Indigenous Bachelor of Midwifery students' experiences of providing continuity of midwifery care to Indigenous childbearing women were explored within an Indigenous research approach using a narrative inquiry framework. Participants were three Indigenous midwifery students who provided continuity of care to Indigenous women. Three interconnected themes; facilitating connection, being connected, and journeying with the woman. These themes contribute to the overarching finding that the experience of providing continuity of care for Indigenous women creates a sense of personal affirmation, purpose and a validation of cultural identity in Indigenous students. Midwifery philosophy aligns strongly with the Indigenous health philosophy and this provides a learning platform for Indigenous student midwives. Privileging Indigenous culture within midwifery education programs assists students develop a sense of purpose and affirms them in their emerging professional role and within their community. The findings from this study illustrate the demand for, and pertinence of, continuity of care midwifery experiences with Indigenous women as fundamental to increasing the Indigenous midwifery workforce in Australia. Australian universities should provide this experience for Indigenous student midwives. Copyright © 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  19. A descriptive survey investigating pre-registration student nurses' perceptions of clinical skill development in clinical placements. (United States)

    Stayt, Louise C; Merriman, Clair


    Clinical skill development is essential to nurse education. Clinical skills are frequently taught in higher education institutions using clinical simulation. It is unclear if clinical skills are subsequently consolidated and developed in clinical placements. The aim of this survey was to evaluate pre-registration student nurses perceptions of the frequency of opportunities to practise, the level of supervision and assessment of, clinical skills in their clinical placements. This was a cross-sectional survey design using an online, self-report questionnaire including a Likert-type scale and open ended comments. Four hundred and twenty one students, from all year groups, from a university in the south of England on a wide variety of clinical placements participated. Participants evaluated the frequency of opportunity to practise, level of supervision and assessment of and feedback on performance of specific clinical skills. Clinical skills evaluated were measurement of vital signs, aseptic non-touch technique, assisting with eating and drinking, and assisting with comfort and hygiene. Data were analysed utilising Statistical Package for the Social Sciences Version 19. The frequency of opportunities to practise skills in clinical placement was variable with some participants reporting that they never had opportunity to practise essential skills. Similarly the level of supervision and assessment was also inconsistent suggesting that participants frequently practised clinical skills unsupervised without being assessed as competent. Inconsistencies in clinical skill development may lead to graduates who are not work ready and as a result, insufficient clinical competence potentially leads to unsafe practice and poor patient care. This calls for stronger partnerships between educators and clinical areas and the prioritisation of mentor preparation and education as well as organisational support in terms of mentor workload planning. Copyright © 2012 Elsevier Ltd. All

  20. Second language learning in a family nurse practitioner and nurse midwifery diversity education project. (United States)

    Kelley, Frances J; Klopf, Maria Ignacia


    To describe the Clinical Communication Program developed to integrate second language learning (L2), multimedia, Web-based technologies, and the Internet in an advanced practice nursing education program. Electronic recording devices as well as audio, video editing, Web design, and programming software were used as tools for developing L2 scenarios for practice in clinical settings. The Clinical Communication Program offers opportunities to support both students and faculty members to develop their linguistic and cultural competence skills to serve better their patients, in general, and their students who speak a language other than English, in particular. The program provided 24 h on-demand access for using audio, video, and text exercises via the Internet. L2 education for healthcare providers includes linguistic (listening, speaking, reading, and writing) experiences as well as cultural competence and practices inside and outside the classroom environment as well as online and offline the Internet realm.

  1. The use of electronic books in midwifery education: the student perspective. (United States)

    Appleton, Leo


    The objectives of this paper are: (i) to illustrate the use of e-books by health studies students at a college of higher education; (ii) to provide a demonstration of how e-books may be facilitated by library and information services staff working across the health and academic sectors; (iii) to comment upon the experiences of health studies students, in using e-books. A focus group of 10 student midwives was used to gain insight into how e-books may be used in an academic context for health professionals. The findings of the student midwives' focus group are reported and discussed. In this instance, the student midwives were encouraged to use e-books as part of a structured information skills programme. The paper concentrates on how the e-books were used within this context and addresses the potential benefits and disadvantages from a student perspective. The results provide evidence of a largely positive experience of using e-books as an electronic information resource. The focus group reveals many benefits and advantages in the facilitation and use of e-books, as well as addressing areas for development. It is concluded that e-books have a place in health library and information resources, but further development of e-books and e-book collections is required and subsequent investigation into their most effective use.

  2. The development of a problem-based curriculum in midwifery. (United States)

    Thomas, B G; Quant, V M; Cooke, P


    Making use of best available evidence has clearly become an important part of midwifery practice. As educational programmes are preparing the practitioners of the future, it is believed that midwifery education should also be informed by evidence. At Thames Valley University, a BSc Midwifery curriculum, using the principles of problem-based learning, has been implemented following a review of both appropriate research and evaluation. This article explains the process undertaken in preparation for the course as well as the proposed means of ongoing evaluation.

  3. The influence of critical thinking skills on performance and progression in a pre-registration nursing program. (United States)

    Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn


    The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and

  4. Midwifery students׳ experiences of an innovative clinical placement model embedded within midwifery continuity of care in Australia. (United States)

    Carter, Amanda G; Wilkes, Elizabeth; Gamble, Jenny; Sidebotham, Mary; Creedy, Debra K


    midwifery continuity of care experiences can provide high quality clinical learning for students but can be challenging to implement. The Rural and Private Midwifery Education Project (RPMEP) is a strategic government funded initiative to (1) grow the midwifery workforce within private midwifery practice and rural midwifery, by (2) better preparing new graduates to work in private midwifery and rural continuity of care models. this study evaluated midwifery students׳ experience of an innovative continuity of care clinical placement model in partnership with private midwifery practice and rural midwifery group practices. a descriptive cohort design was used. All students in the RPMEP were invited to complete an online survey about their experiences of clinical placement within midwifery continuity models of care. Responses were analysed using descriptive statistics. Correlations between total scale scores were examined. Open-ended responses were analysed using content analysis. Internal reliability of the scales was assessed using Cronbach׳s alpha. sixteen out of 17 completed surveys were received (94% response rate). Scales included in the survey demonstrated good internal reliability. The majority of students felt inspired by caseload approaches to care, expressed overall satisfaction with the mentoring received and reported a positive learning environment at their placement site. Some students reported stress related to course expectations and demands in the clinical environment (e.g. skill acquisition and hours required for continuity of care). There were significant correlations between scales on perceptions of caseload care and learning culture (r=.87 pflexible academic programme enabled students to access learning at any time and prioritise continuity of care experiences. Strategies are needed to better support students achieve a satisfactory work-life balance. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  5. The 1999-2000 ACC task analysis of nurse-midwifery/midwifery practice: a consideration of the concept of professional issues. (United States)

    Johnson, P G; Oshio, S; Fisher, M C; Fullerton, J T


    The American College of Nurse-Midwives (ACNM) Certification Council periodically conducts a task analysis study as evidence supporting the content validity of the national certification examination in nurse-midwifery and midwifery. The purpose of this article is to report findings related to the examination of the relationship between professional issues and safe beginning-level midwifery as measured by the 1999-2000 Task Analysis of American Nurse Midwifery and Midwifery Practice. Study findings suggest that newly certified midwives place strong emphasis on the importance of tasks related to the ACNM "Hallmarks of Midwifery," which characterize the art and science of the profession: these include tasks dealing with health promotion and cultural competency. The beginning midwives, however, gave consistently low ratings to tasks related to ACNM "Core Competencies" that mirror the professional responsibilities of midwives; these include tasks related to the history of midwifery, research, or health policy. The study has implications for nurse-midwifery/midwifery educators, experienced midwifery mentors, and other persons interested in reinforcing the relevance of these important professional issues to the new midwife.

  6. Pre-registration paid employment practices of undergraduate nursing students: A scoping review. (United States)

    Phillips, Craig; Kenny, Amanda; Esterman, Adrian


    This article presents findings from a scoping review that sought to highlight what is known about pre-registration paid employment practices of undergraduate nursing students. Researchers have identified large numbers of undergraduate nursing students engaging in paid employment. This review was prompted by our interest in the different employment choices that students make and whether these choices have any impact on transition to practice. A scoping review was designed to map the existing evidence base on undergraduate student nurse employment practices. Scoping reviews support the identification of a broad range of literature, which encompasses all types of study design. Utilising key search terms, databases searched included MEDLINE, CINAHL, Psych INFO, EMBASE, SCOPUS, SCIRUS, Joanna Briggs Institute, Web of Science, Informit Health and the Cochrane database. We utilised Arksey and O'Malley's five-stage approach: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising and reporting the results. Based on the research question, relevant literature was selected which was reported in accordance with Arksey and O'Malley's framework. The scoping review identified 40 articles that explored the nature of undergraduate student nurse paid employment activity. Highlighted themes included: reasons for engaging in paid employment; specific paid employment models; paid employment and academic performance, and paid employment choice and transition to graduate practice. The review highlighted a lack of studies detailing the relationship between paid employment and transition to graduate nurse practice, particularly those studies situated within the hospitality sector.

  7. Research awareness: making learning relevant for pre-registration nursing students. (United States)

    Irvine, Fiona; Gracey, Caryl; Jones, Orlagh S; Roberts, Joanne L; Tamsons, R Emma; Tranter, Siobhan


    This paper outlines efforts to improve the teaching and learning methods for research on a second year pre-registration nursing programme in one university in Wales, UK. This focussed on experiential approaches supported by electronic learning resources. A subsequent evaluation aimed to elicit participating students' and lecturers' perceptions of the success of the experiential approaches and the supporting resources. A questionnaire was distributed to 53 student nurses who participated in the experiential learning and this was supplemented with an informal qualitative 'graffiti board' evaluation with the cohort; and a group interview with 4 of the lecturers who had acted as group facilitators during the experiential research sessions. The findings revealed that similar issues were pertinent for both lecturers and students and these were contained within three distinct themes relating to the structure, process and outcomes of the teaching and learning approaches. The student-led approach to evaluation offers a fresh outlook which ensures that the emic perspective is included through the study. The study sheds light on the strengths and limitations of experiential approaches to research teaching and suggest that this is a challenging approach both for students and lecturers, which should not be entered into lightly.

  8. Using portfolios for clinical practice learning and assessment: the pre-registration nursing student's perspective. (United States)

    McMullan, Miriam


    Portfolios have been introduced to help to integrate theory and practice and thereby address the issue of the theory-practice divide. Although there has been much theoretical discussion about portfolio use in clinical placements, few studies have focused on the students' perceptions regarding their use. To obtain adult branch pre-registration nursing students' perspectives on using portfolios for their clinical practice learning and assessment, postal questionnaires were sent to 253 diploma of nursing students with a reminder to all students three weeks later. The response rate was 69% (174/253). This paper reports on the qualitative findings of the study, which employed both quantitative and qualitative methods. Although students stated that portfolios helped them in their development of self-awareness and independent learning, they indicated that portfolios do not sufficiently address the assessment of their clinical skills and the integration of theory and practice. They considered that portfolios could be greatly improved in three areas, namely in the conflict between using portfolios for both assessment and learning, the amount of support and guidance students feel they receive with their portfolio use and the portfolio design.

  9. Developing clinical teaching capacities of midwifery students. (United States)

    Rance, Sharon; Sweet, Linda


    Competency Standards in Australia articulate that the midwife must be able to contribute to the professional development of themselves and others. Few undergraduate health professional curricula currently incorporate content for the development of specific knowledge and skills required for clinical teaching. This project aimed to understand and enhance midwifery students' preparedness to assume their future clinical teaching responsibilities. Design-based research was used to implement an educational intervention aimed at developing clinical teaching skills through a peer education session between 1st and 3rd year students. The perspectives of 30 undergraduate midwifery students about their preparedness for their teaching role and the intervention were obtained through 3 focus groups. A thematic analysis of the data was undertaken. Three themes were identified encompassing the research aims and objectives; 'Co-creating a culture for learning', 'reciprocal teaching and learning' and 'developing clinical teaching capacities'. The findings indicate that the midwifery students had a holistic understanding of their responsibilities in clinical teaching in the workplace. They were able to identify ways in which their teaching capacities were being developed through their clinical experiences and the curriculum, both intended and hidden. Despite limited educational activities for clinical teaching, the midwifery students made explicit connections of the relational interdependence of workplace-based experiences and their learning. Students were clearly able to identify ways in which their own learning experiences and the culture in which this learning is embedded, assists them to develop clinical teaching skills, ready to support the next generation of midwifery students. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  10. Midwifery and obstetrics: twenty years of collaborative academic practice. (United States)

    Angelini, Diane J; O'Brien, Barbara; Singer, Janet; Coustan, Donald R


    This review describes a collaborative educational practice model partnering midwifery and obstetrics within a department of obstetrics and gynecology. For more than 20 years, the authors' model has demonstrated sustainability and influence on medical education. The focus is on resident education in obstetrics, using midwifery faculty as teachers in the obstetric and obstetric triage settings. This noncompetitive and integrated educational practice model has achieved sustainability and success using midwives in a collaborative approach to medical education. The continuing collaboration and innovation within medical and resident education are important elements for the future of collaborative practice.

  11. Development of the Community Midwifery Education initiative and its influence on women’s health and empowerment in Afghanistan: a case study (United States)


    Background Political transition in Afghanistan enabled reconstruction of the destroyed health system. Maternal health was prioritised due to political will and historically high mortality. However, severe shortages of skilled birth attendants - particularly in rural areas - hampered safe motherhood initiatives. The Community Midwifery Education (CME) programme began training rural midwives in 2002, scaling-up nationally in 2005. Methods This case study analyses CME development and implementation to help determine successes and challenges. Data were collected through documentary review and key informant interviews. Content analysis was informed by Walt and Gilson’s policy triangle framework. Results The CME programme has contributed to consistently positive indicators, including up to a 1273/100,000 reduction in maternal mortality ratios, up to a 28% increase in skilled deliveries, and a six-fold increase in qualified midwives since 2002. Begun as a small pilot, CME has gained support of international donors, the Afghan government, and civil society. Conclusion CME is considered by stakeholders to be a positive model for promoting women’s education, employment, and health. However, its future is threatened by insecurity, corruption, lack of regulation, and funding uncertainties. Strategic planning and resource mobilisation are required for it to achieve its potential of transforming maternal healthcare in Afghanistan. PMID:25220577

  12. Profile analysis of post graduate education of midwifery in TurkeyTürkiye’de ebelik lisansüstü eğitim profilinin incelenmesi

    Directory of Open Access Journals (Sweden)

    Ummahan Yücel


    Full Text Available Introduction: It is expected from midwives, who are graduated from the post graduate education program, to play an active role in educating midwives who will work in the same area besides protecting and developing maternity and child welfare. Aim: The objective in this research is to analyze some properties about post-graduate midwifery students' education and profession and to investigate undergraduate students', who are studying in post-graduate level, major field of studies. Method: In 2007–2008 academic years, it was reached the data of 84 midwives out of 114 in total, who were registered to the Institute of Health Sciences. They were studying or completed their post-graduate education. Results: It is stated in the research that 56.0% of the midwives who are undergraduate students continue their post-graduate program, 28.6% of them complete it and 15.4% of them continue their doctorate program. Major fields of studies that are completed or maintained by order of highest percentage are: Department of Midwifery, Women Health and Labour Nursing and Public Health Nursing. It is remarkable that doctorate education is mostly maintained in Women Health and Labour Nursing Department, Faculty of Medicine-Department of Public Health and Public Health Nursing major fields of studies. Almost half of the midwives (46.4% states that they carry on their post-graduate education in order to increase the status of the profession and provide scientific development. All of the participants think that it is necessary to open up Midwifery Doctorate Program as soon as possible in Turkey. Conclusions: As a result of the research; it is detected that the need of post-graduate education in the field of midwifery is increasing day by day. Özet Giriş: Lisansüstü eğitim programlarından mezun olan uzman ebelerin, anne ve çocuk sağlığının korunması ve geliştirilmesinin yanı sıra bu alanda hizmet verecek ebelerin yetiştirilmesinde aktif rol almalar

  13. Important aspects of midwifery

    Directory of Open Access Journals (Sweden)

    E. Barnett


    Full Text Available The art of midwifery must be one of the oldest of acquired skills. In prehistoric times, the more experienced women assisted and comforted their younger relatives during parturition. There are scattered references to midwives in ancient literature, including the Bible. In Genesis 35:17 we learn that Rachel’s death was the result of “ hard labour” . One should congratulate the midwife who delivered Sarah of a son at the age of 90 years - Genesis 17:17. Midwifery stagnated during the Middle Ages due, partly to the ignorance of the midwives as well as to a lack of knowledge of human anatomy coupled with the accepted teaching of the ancients, which was regarded as the ultimate authority. Great advances in the art and science of midwifery have occurred since the Middle Ages, amounting to a revolution in thought and practice. Less than 100 years ago, in 1898, in W.S. Playfair’s “Science and Practice of Midwifery” no mention was made of any form of antenatal examination or even of the testing of urine for albumin. Times have indeed changed - today the whole concept of maternal and child care would be quite unrecognisable to a Victorian midwife. We have also accepted the male midwife into our midst.

  14. Assertiveness training for undergraduate midwifery students. (United States)

    Warland, Jane; McKellar, Lois; Diaz, Monica


    Assertiveness can be defined as an interpersonal behaviour that promotes the fact all people in a relationship are equally important. All health professionals including midwives must work with and care for people. At times this will include facilitating interactions that require skilful negotiation and assertiveness. Yet embedding assertiveness education into undergraduate midwifery curricula has not been widely adopted. This paper explores one method of delivering assertiveness training in an undergraduate midwifery course and provides comment on the effectiveness of this strategy in developing assertiveness skills in a cohort of undergraduate midwifery students. We used an assertiveness survey which was administered immediately before and 3-4 months after an assertiveness training workshop. All students (n = 55) attending the training day were invited to participate. Of these 41 (77% response) chose to participate in the pre intervention survey and 32 participated (9 students lost to follow-up) in the follow up survey. There was an overall improvement in self-perceived assertiveness scores following the assertiveness training workshop. These findings provide encouraging evidence that educational institutions that offer specific and targeted assertiveness education will be rewarded with more assertive graduates. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Exploring resilience in nursing and midwifery students: a literature review. (United States)

    McGowan, Jennifer E; Murray, Karen


    The aim of this study was to explore the concepts of 'resilience' and 'hardiness' in nursing and midwifery students in educational settings and to identify educational interventions to promote resilience. Resilience in healthcare professionals has gained increasing attention globally, yet to date resilience and resilience education in nursing and midwifery students remain largely under-researched. An integrative literature review was planned, however, only quantitative evidence was identified therefore, a review of quantitative studies was undertaken using a systematic approach. A comprehensive search was undertaken using Medline, CINAHL, Embase, PsycINFO and Maternity and Infant Care databases January 1980-February 2015. Data were extracted using a specifically designed form and quality assessed using an appropriate checklist. A narrative summary of findings and statistical outcomes was undertaken. Eight quantitative studies were included. Research relating to resilience and resilience education in nursing and midwifery students is sparse. There is a weak evidence that resilience and hardiness is associated with slightly improved academic performance and decreased burnout. However, studies were heterogeneous in design and limited by poor methodological quality. No study specifically considered student midwives. A greater understanding of the theoretical underpinnings of resilience in nursing and midwifery students is essential for the development of educational resources. It is imperative that future research considers both nursing and midwifery training cohorts and should be of strong methodological quality. © 2016 John Wiley & Sons Ltd.

  16. Clinical skills education for graduate-entry nursing students: enhancing learning using a multimodal approach. (United States)

    Bloomfield, Jacqueline G; Cornish, Jocelyn C; Parry, Angela M; Pegram, Anne; Moore, Jaqualyn S


    This paper discusses the development of a new clinical skills course at a school of nursing and midwifery in London. The course, part of a two year pre-registration programme for graduates in other disciplines, adopted an innovative multimodal approach. This comprised a range of teaching, learning and assessment strategies designed to maximise comprehensiveness, complementarity and flexibility. The background to the development is discussed and each component is described in detail. A brief summary of relevant feedback generated from anonymous student evaluations is included. This provides important insights into the perceived strengths and weakness of the module from a learner perspective. The paper concludes by identifying proposed future developments and recommending wider applications of the multimodal approach within nursing and healthcare education on an international level. Copyright © 2011 Elsevier Ltd. All rights reserved.

  17. The perceived benefits of belonging to an extra curricular group within a pre-registration nursing course. (United States)

    Gerrard, Sabina; Billington, John


    This study describes a qualitative research design that focuses on nursing students who were aligned to different extra-curricular groups (a student representative committee, a Nurses' Day Committee and a magazine editorial team) within the School of Health. The study explores the nursing students' experiences and perceptions of belonging to an extra-curricular group within a pre-registration nursing course. Data were collected using focus groups. The findings of this study suggest that students who are members of extra-curricular groups perceive group membership to have many positive benefits. The findings were grouped into three main themes namely: employability, retention and personal gain. The findings suggest that students are clearly aware of their career development and expressed how group membership meant they were able to develop skills around employability. Students highlighted that they gained support and built lasting relationships through the groups which supported and reassured them which it was felt enabled them to progress successfully through the course. These themes reinforce the value of having established groups within a pre-registration curriculum.

  18. Online anatomy and physiology: piloting the use of an anatomy and physiology e-book-VLE hybrid in pre-registration and post-qualifying nursing programmes at the University of Salford. (United States)

    Raynor, Michael; Iggulden, Helen


    Anatomy and physiology (A&P) teaching and learning in nursing curricula poses problems for educators because of the often varying levels of students' background knowledge. This study reports on a pilot project that attempted to normalize these differentials by delivering A&P teaching using an online interactive e-book-virtual learning environment (VLE) hybrid. Evaluate the effectiveness of using an online interactive resource to deliver A&P teaching. Data were collected from pre-registration and post-qualifying students by questionnaire and observation, and from lecturers by structured interviews. Scale-up issues were identified and documented as part of support for the ongoing pilot. The pre-registration group encountered problems accessing the resource and yielded evidence to suggest that inexperienced learners require a high level of direction to use the resource effectively. The post-qualifying group benefited from the resource's interactive elements and 24/7 availability. There was clear evidence that the group were able to relate knowledge gained from the resource to practice. This hybrid has great potential to add value to A&P learning on nursing programmes at post-qualifying level. The resource could replace its printed equivalent; however, negotiations need to take place between institutions and publishers in order to resolve scale-up issues.

  19. Prescription Writing Errors of Midwifery Students in Common Gynecological problems

    Directory of Open Access Journals (Sweden)

    Serveh Parang


    Full Text Available Background and aim: Giving improper prescriptions is common among medical practitioners, mostly graduates, in most communities even developed countries. So far, to our knowledge, no study has been conducted on prescription writing of graduate midwifery students. Therefore, this study aimed to detect prescription writing errors of midwifery students in common gynecological problems. Methods: In this descriptive cross-sectional study, 56 bachelor midwifery students, who had passed the theoretical and clinical courses of gynecology, were evaluated by Objective Structured Clinical Examination (OSCE. A demographic questionnaire and a standard checklist for writing the prescriptions and medications were used for data collection. SPSS Version 16 was used to carry out descriptive statistics. Findings: Most of the students were single, with the mean age of 23.0±1.7 years. Most errors were related to not recording the patients’ age and sex, diagnosis, chief complaint, and the prescriber’s name (observed in less than 10% of the prescriptions. The complete dosage schedule and drug name were stated only in 1.8±4.8 and 14±18.6 of prescriptions, respectively. In more than 93% of the cases, route of use and treatment duration were not recorded. Conclusion: According to the results, the number of prescription errors of midwifery students was high. Therefore, it is recommended to run educational courses on prescription writing skills (e.g. writing prescriptions based on World Health Organization (WHO guidelines for the midwifery students.

  20. A mini-midwifery business institute in a midwifery professional roles course: an innovative teaching strategy for successful career planning and business management of practice. (United States)

    Jesse, D Elizabeth; Dewees, Connie; McDowell, William C


    It is essential to include teaching strategies in midwifery education that address career planning and the business aspects of practice. This article presents the Mini-Midwifery Business Institute (M-MBI), an innovative teaching strategy for midwives that can also be applied to other advanced practice professions. The M-MBI can be integrated into a professional roles course. Before and after graduation, midwifery students and other advanced practice professionals can use the information to gain confidence and skills for successful career planning and the business management of practice.

  1. Freestanding midwifery units versus obstetric units

    DEFF Research Database (Denmark)

    Overgaard, Charlotte; Fenger-Grøn, Morten; Sandall, Jane


    women intending to give birth in two freestanding midwifery units (FMU) versus two obstetric units in Denmark differed by level of social disadvantage Methods The study was designed as a cohort study with a matched control group. It included 839 lowrisk women intending to give birth in an FMU, who were...... prospectively and individually matched on nine selected obstetric/socio-economic factors to 839 low-risk women intending OU birth. Educational level was chosen as a proxy for social position. Analysis was by intention-to-treat. Results Women intending to give birth in an FMU had a significantly higher...

  2. Pre-registration children's and young people's nurse preparation. A SWOT analysis. (United States)

    Richardson, Jim; McEwing, Gillian; Glasper, Edward Alan


    An investigation was undertaken into the views of nurse educators on current approaches to preparing children's and young people's nurses in the UK. A convenience sample of lead academics in 17 child health nursing departments of British universities was contacted by email and invited to liaise with colleagues to generate lists of the strengths, weaknesses, opportunities and threats (SWOT) of the educational system. Thirteen departments provided data that were analysed and themed. Major themes included the common foundation programme, clinical skills learning, clinical placements and employment. More detailed evaluative work should be undertaken before wholesale changes are made to a relatively new curriculum.

  3. Problem solving skills of the nursing and midwifery students and influential factors


    Nursan Çinar; Cefariye Sözeri; Sevil Şahin; Reyhan Cevahir; Mihriban Say


    Effective problem solving strategies and decision making skill based on a powerful basis of knowledge are behaviors expected from midwife and nurses students that need to be developed during their vocational education. This study aimed to determine and to compare the problem solving skills of nursing and midwifery students during their education and to verify the factors that influence the problem solving skills. The sampling comprised all the 252 students of the Midwifery and Nursing departm...

  4. Midwifery models: students' conceptualization of a midwifery philosophy in clay. (United States)

    Walker, Deborah S


    Formulating a professional and personal philosophy statement assists nurses and midwives in clarifying focus and direction. It also facilitates grounding of the nursing and midwifery professions or professionals by enabling the identification of both shared beliefs and unique elements. The purpose of this activity was to assist beginning student nurse-midwives (SNMs) in exploring the intersection of their own and the profession's philosophy. Through the creation of a clay representation of their philosophical model, eight SNMs expressed their midwifery philosophies at the beginning of their clinical sequence by sculpting them in clay and then described their sculptures and how they exemplified their philosophies.

  5. A comprehensive systematic review of the use of simulation in the continuing education and training of qualified medical, nursing and midwifery staff. (United States)

    Elliott, Sharon; Murrell, Karen; Harper, Peter; Stephens, Tim; Pellowe, Carol


    Simulation can be defined as a person, device or set of conditions made to resemble a real life situation. It is used in many high-risk industries particularly when reality is dangerous, critical events are rare and errors are costly in human and/or financial terms. The use of simulation in the UK is now considered an essential component of education programmes designed for healthcare practitioners. However the use of simulation in undergraduate education has been studied in depth but little is known about its use in postgraduate education. The aim of this systematic review was to establish: where and in which context is simulation an effective educational medium in post qualifying/continuing education; what is the benefit to learners of using simulation in respect of their knowledge, skills and confidence and what are the implications for future research in this area? This review looked for both quantitative and qualitative evidence in the form of primary research.The review focused on post qualification medical, nursing and midwifery staff undertaking educational development programmes utilising simulation. Types of interventions: the intervention explored in this review is simulation in the form of the re-creation of a patient centred scenario / event in a realistic context. The review explicitly excluded simulation designed to specifically to improve motor skills in isolation from context, such as part task trainers. The outcome measures to be explored in this review were: demonstration of the application of knowledge to the simulated clinical situation; demonstrable improvement in knowledge of the environment and equipment; demonstration of risk assessment; safe working practice in relation to the clinical environment; recognition of own limitations and knowing when to call for help; effective communication; team working and leadership skills; evidence from learners in relation to the educational experience; evidence of increased learner confidence following

  6. Facilitating a midwifery book club. (United States)

    Chenery-Morris, Samantha


    A midwifery student book club was set up at University Campus Suffolk (UCS) with the aim of engaging students in alternative forms of literature relevant to their studies and to enhance their university experience. The book club was well attended by first and second year midwifery students, but less so by third years. There was evidence of informal student engagement with the lecturer through follow up emails about the meetings. Most of the books reviewed were enjoyed, but the responsibility of suggesting a book for their peers to review was deemed too much by some students.

  7. Let's talk about society: A Critical Discourse Analysis of sociology courses in pre-registration nursing. (United States)

    Koch, Tomas F; Leal, Valentina J; Ayala, Ricardo A


    The discussion of teaching and learning in nursing has been prolific. Whereas most of the debate tends to focus on core contents of nursing programmes, little has been discussed about the teaching in 'supporting subjects' with relevance to both nursing education and nursing practice. This article offers a perspective on sociology scholarship for applied professions by using the case of nursing programmes. Syllabus is a rich source of data, and in its representational capacity it becomes both a discursive construction and a vehicle of ideology. Accordingly, we present a Critical Discourse Analysis of syllabi of nursing schools in Chile as to identify core contents and ideologies, and implied challenges for nursing education. We argue that while the syllabus as a discourse discloses a significant cleavage, the biggest challenge is precisely to challenge the ideologies constructed by and embedded in the syllabi. Our reflection thus points to a better interdisciplinary dialogue as to enhance the actual contribution of sociology to nursing. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. Subjectivity and the valid assessment of pre-registration student nurse clinical learning outcomes: implications for mentors. (United States)

    Cassidy, Simon


    This discussion, supported by the author's personal reflections as a mentor and teacher, examines the issue of subjectivity when assessing the competence of pre-registration nursing students during their clinical placements. A difference is highlighted between valid and invalid subjectivity affecting the quality of mentors' assessments. Valid subjectivity refers to situations where students and mentors enter into a contract of trust and commitment from the outset of placement learning, enabling the 'substantiated' opinion of mentors to become a credible part of proficiency assessment. Invalid subjectivity presupposes that there has been limited investment in the student/mentor relationship and that assessment is therefore more reliant on the 'unconfirmed' views of mentors. Humanistic approaches to evaluating student learning are explored and a question is posed as to whether the trustworthiness of subjective assessment is improved when there is a sense of mutual reciprocity between students and mentors. Particular reference is made to reflective practice in adding meaning to this connection. Finally, an example of holistic assessment during 'live' clinical supervision involving a student and this author is offered (Table 1), in order to illustrate the implications for mentors attempting to enhance subjective evaluation of student learning.

  9. Looking after children and young people: ensuring their voices are heard in the pre-registration nursing curriculum. (United States)

    Sinclair, Wendy; Camps, Laura; Bibi, Fatima


    'Looked after Children' refers to those under the age of 18 years, who have been subject to a care order under The Children Act (1989). In England there are approximately 64,400 young people who are subject of a care order, with evidence suggesting that these young people are likely to experience greater health problems than their peers. While service user involvement is seen as integral to the nursing curriculum much of the literature to date has revolved around adult service users and carers. For a number of years professionals have been urged to hear the voices of young service users and carers, and in particular, those who regularly use health and social care services. This paper will highlight the importance of collaborating with looked after children and young people to inform the nursing curriculum. By focussing on the experiences of delivering a seminar in collaboration with this group of young people in a pre-registration BSc (Hons) in Children's Nursing, the paper will first describe how the session is organised followed by a discussion of the key issues arising these being explored from a nurse lecturer and student nurse perspective.

  10. Building organizational capacity for effective mentorship of pre-registration nursing students during placement learning: Finnish and British mentors' conceptions. (United States)

    Jokelainen, Merja; Jamookeeah, David; Tossavainen, Kerttu; Turunen, Hannele


    Health-care organizations have a key role in improving the quality of student mentorship in placements. This study presents the findings of Finnish and British mentors' conceptions of how to build organizational capacity for the provision of effective mentorship for pre-registration nursing students during placement learning. The data obtained from nine semistructured focus group interviews were analyzed using a phenomenographic approach. Three categories of description are presented. Organizations were mainly perceived as optimizers of investments in developing clear strategies for the provision of sufficient resources and professional support for mentors. The creation of a positive mentorship culture within a development-oriented, student-centred and goal-directive atmosphere was seen as essential. Furthermore, providing well-prepared placements for clinical practice of students was emerged as crucial, which included adequate working conditions and stakeholders as well as arrangements of learning opportunities. It is concluded that effective student mentorship requires health-care organizations to invest in financial and human resources in order to promote the quality of the placement learning environments. Such provision will enhance students' recruitment, retention and effectiveness, leading to safe practice and cost-benefits for health-care organizations in the longer term. © 2011 Blackwell Publishing Asia Pty Ltd.

  11. Course experiences, satisfaction and career intent of final year pre-registration Australian pharmacy students. (United States)

    Shen, Grace; Fois, Romano; Nissen, Lisa; Saini, Bandana


    students' satisfaction and perception of career. This may relate to challenges in the community pharmacy sector, job opportunities in hospital and limited understanding of the pharmaceutical industry. The results offer insight for the profession in terms of entry into various roles and also to pharmacy educators for their roles in shaping curricula and placement experiences that attract future graduates to defined career pathways in pharmacy.

  12. Course experiences, satisfaction and career intent of final year pre-registration Australian pharmacy students

    Directory of Open Access Journals (Sweden)

    Shen G


    pharmacy. Conclusion: Complex factors including university experiences are involved in shaping students’ satisfaction and perception of career. This may relate to challenges in the community pharmacy sector, job opportunities in hospital and limited understanding of the pharmaceutical industry. The results offer insight for the profession in terms of entry into various roles and also to pharmacy educators for their roles in shaping curricula and placement experiences that attract future graduates to defined career pathways in pharmacy.

  13. A national survey of how acupuncture is currently used in midwifery care at Swedish maternity units


    Martensson, Lena; Kvist, LInda; Hermansson, Evelyn


    Objective: it is not known how acupuncture is used in midwifery care in Sweden and what kind of requirements health-care providers have for midwives and acupuncture training programmes. The aims of this study were to survey indications for the use of acupuncture in midwifery care in Sweden, and to examine the criteria and requirements used for purchase of acupuncture education programmes. Design: a postal survey using a structured questionnaire. Setting: 45 maternity units in Sweden. Particip...

  14. Personal and professional values grading among midwifery students. (United States)

    Özcan, Müesser; Akpinar, Aslihan; Ergin, Ayla B


    The purpose of this study was to determine the professional and personal values among midwifery students in Turkey and to identify whether the years of study affected these values. A total of 192 participants were asked to prioritize 16 professional and 36 personal values. The relationship between the year of study and value ranking was analyzed by Kruskal-Wallis test. The first three of the professional values were justice, equality, and human dignity. Equality ranked sixth among the personal terminal values, and it increased with the years of study. Of personal instrumental values, responsibility and cleanliness ranked second and fifth, which are of central importance for the profession of midwifery. However, the other two important values, privacy and preventing unnecessary suffering, ranked lower when the years of study increased, in other words when the students confront clinics. Since these values are important for midwifery, ethics courses should be given throughout the midwifery education to prepare students for the challenges they face in the clinical environment.

  15. The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making. (United States)

    Morris, Jenny


    More engaging teaching and learning strategies are needed to teach research-related courses to pre-registration nursing students. Team-based learning was implemented within a second year pre-registration nursing evidence-informed decision making course. Results from a questionnaire survey indicated that 70% believed team-based learning was appropriate for the course, 60% that it was an effective and motivating learning strategy, and 54% recommended using team-based learning in other courses. The results from ten student interviews illustrated the positive way in which team-based learning was perceived, and how the students thought it contributed to their learning. Test results were improved with an increase in the numbers of students achieving 70% or higher; and higher scores for students in the lowest quartile. Team-based learning was shown to be an effective strategy that preserved the benefits of small group teaching with large student groups.

  16. Awareness and Attitude of Midwives and Midwifery Students toward Community Oriented Midwifery


    afsaneh keramat; Rihane Arab; Lila Khorasani


    Introduction: As the literature indicates community-oriented midwifery can play an important role in woman health improvement. This study aimed at investigating midwives’ and midwifery students' awareness about and attitude toward community oriented midwifery in Shahroud University of Medical Sciences in 2009. Methods: In this cross sectional study, a self –made questionnaire including 20 items on awareness about and 25 items on attitude toward community oriented midwifery was used for data c...

  17. A qualitative study of the perceptions and experiences of Pre-Registration House Officers on teamwork and support

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    Cochrane Mac


    Full Text Available Abstract Background Following the implementation of a new final Year 5 curriculum in one medical school we carried out a study to explore the experience of the transition from final student year to Pre-Registration House Officer (PRHO. This study looks at the experiences of two successive cohorts of PRHOs in relation to team work, support and shared responsibility in their transition from final year students to qualified doctors. The involvement of PRHOs in teams is likely to change in the development of Foundation programmes. Methods A qualitative study with semi-structured interviews with 33 PRHOs, stratified by gender, ethnicity and maturity, from two study cohorts, qualifying in 2001 and 2002, from one medical school in the UK, in their first three months following medical graduation. Results Most PRHOs reported positive experiences for their inclusion as a full member of their first ward teams. This contributed to their increasing confidence and competence in this early period of career transition. However, a number of organisational barriers were identified, e.g. incomplete teams, shift work, which produced problems in their integration for one third of newly qualified doctors. Conclusion Recently introduced policies, intended to improve the working lives of newly qualified doctors have produced both benefits and unintended adverse impacts on PRHOs. The changes of the new PRHO Foundation programme will have further impact. Foundation doctors may need to relate to wider teams with more interaction and less protection. Such changes will need to be managed carefully to protect the PRHO at a vulnerable time.

  18. Midwifery in Gibraltar: the lived experience. (United States)

    Melvin, Judy


    This article is based on personal and clinical experiences and observations during a two-week elective placement at a small, local maternity unit in Gibraltar. Training in a large multicultural and ethnically diverse hospital proved very different to the environment of St Bernard's Hospital in Gibraltar. The positive, almost idealistic midwifery care observed instilled hope about a midwifery career and the future of midwifery in the UK. It is hoped that this article will inspire other students.

  19. Midwifery students' experiences of simulation- and skills training. (United States)

    Lendahls, Lena; Oscarsson, Marie G


    In Sweden, simulation- and skills training are implemented in midwifery education in order to prepare students for clinical practice. Research regarding the use of both low to high levels of fidelity in simulation in midwifery programme is limited. The aim of this study was to explore midwifery students' experiences of simulation- and skills training. Midwifery students (n=61), at advanced level, were interviewed in 13 group interviews from 2011 to 2105. A semi-structured interview guide was used, and data were analysed by content analysis. The results are presented in four main categories: develops hands on skills and communication, power of collaborative learning, highly valued learning environment and facilitates clinical practice. The majority of students felt that the simulation- and skills training were necessary to become familiar with hands on skills. Having repetitive practices in a safe and secure environment was viewed as important, and students highly valued that mistakes could be made without fear of comprising patient safety. Student's collaboration, reflections and critical thinking increased learning ability. Simulation- and skills training created links between theory and practice, and the lecturer had an important role in providing instructions and feedback. Students felt prepared and confident before their clinical practice, and simulation- and skills training increased safety for all involved, resulting in students being more confident, as patients in clinical practice became less exposed. Furthermore, mentors were satisfied with students' basic skills. Simulation- and skills training support the development of midwifery skills. It creates links between theory and practice, which facilitates students' learning ability. Training needs to include reflections and critical thinking in order to develop their learning. The lecturer has an important role in encouraging time for reflections and creating safe environment during the skills and simulation

  20. Designing an oral health module for the Bachelor of Midwifery program at an Australian University. (United States)

    Duff, Margaret; Dahlen, Hannah G; Burns, Elaine; Priddis, Holly; Schmied, Virginia; George, Ajesh


    Maternal oral health is important yet many pregnant women are unaware of its significance. Midwives are advised to promote oral health during pregnancy and are supported to do this in Australia through the Midwifery Initiated Oral Health training program. However, limited undergraduate education is being provided to midwifery students in this area. The objective of this paper is to describe how an innovative oral health education module for an undergraduate midwifery course in Australia was designed using a multidisciplinary approach. Midwives experienced in curriculum development and key investigators from the Midwifery Initiated Oral Health program designed the module using existing literature. Constructive alignment, blended learning and scaffolding were used in the design process. The draft module was then reviewed by midwifery academics and their feedback incorporated. The final module involves 4 h of teaching and learning and contains three components incorporated into first year course units. Each component is aligned with existing learning outcomes and incorporates blended learning approaches and tutorials/class activities as well as online quizzes and personal reflection. The module details key information (current evidence; basic anatomy/physiology; common oral conditions; and guidelines during pregnancy) that could better prepare students to promote oral health in clinical practice. This is the first time such an innovative, multidisciplinary approach has been undertaken embedding oral health in an undergraduate midwifery program in Australia.

  1. Midwifery and dialogue in organizations

    DEFF Research Database (Denmark)

    Kristiansen, Marianne; Block Poulsen, Jørgen

    the process. That goes for the understanding of dialogue as sharing, daring and caring; for dialogic competencies as, e.g., confirmation and meta-communication; and for generatively facilitated conversations as midwifery. The methodology is accordingly characterized as emergent, mutual involvement. The book...... is a dialogue between theory and praxis, too. It integrates research, action, and training as well as theories of interpersonal and organizational communication, Roger's humanistic psychology, Gadamer's philosophical hermeneutics, and Buber's philosophy of dialogue. The empirical material consists...... of approximately 50 colleague supervision or midwifery conversations and group-feedback sessions; and of 24 staff appraisal interviews or development conversations, which we followed on a monitor in an adjoining room. After each of these conversations, a feedback session was held. In the book you will find...

  2. Validation of Perceptions of Empowerment in Midwifery Scale (PEMS in the Portuguese population

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    João José de Sousa Franco


    Full Text Available Introduction: Since when midwives are prominent in different socio-cultural contexts of individuals and populations associated with the control of women during pregnancy, childbirth and postpartum? In Portugal, the level of training of nurses in breastfeeding and obstetric has evolved, is considered the most advanced in the European context, and this would have posed new challenges for these professionals. Methodology: focusing on what the perception of empowerment that have specialized nurses in midwifery and maternal health in Portugal, it was decided to conduct this study, entitled "Validation of the Portuguese population scale - Perceptions of Empowerment in Midwifery Scale (PEMS" . We responded to the research question, what are the levels of empowerment of nurses in nursing and midwifery maternal health in Portugal? Objective: To determine the level of empowerment of nurses in nursing and midwifery maternal health in Portugal. In this study we used the quantitative method and descriptive. To accomplish this we proceeded to the implementation of a data collection instrument organized into two distinct parts. The first part allowed us to collect sociodemographic data and professional reviewers. In the second use "Perceptions of Empowerment in Midwifery Scale" (Matthews, Scott, and Gallagher, 2009, measuring tool we had to validate cross-culturally. The study presented here took samples of 309 Portuguese health nurses maternal obstetrical nurse specialists. Results: 'Perceptions of Empowerment in Midwifery Scale (PEMS' (Matthews, Scott, and Gallagher, 2009, presents a framework pentafatorial (effective management and interdisciplinary relationships, sustained and autonomous practice, professional communication and consent, recognition health team, training and education, which together account for 72.9% of the variance of the results. On average, nurses in maternal health nursing and midwifery have a low level of empowerment, the lowest level

  3. Returning birth: the politics of midwifery implementation on First Nations reserves in Canada. (United States)

    Olson, Rachel; Couchie, Carol


    to explore the role of midwives in the implementation of an elective birthing programme in one remote First Nation community in Canada, and to identify current barriers and challenges to the practice of midwifery in these settings the study is a multisited ethnography based on 15 months of fieldwork in Manitoba, Canada. Thirty-nine individual qualitative, semi-structured interviews were completed. The data from the interviews were coded into themes and presented in the paper. the study focuses on one First Nation community and their process of implementation of midwifery services. This case study is used to address broader themes of midwifery and policy at a national level. participants included Aboriginal midwives from across Canada, policy makers from provincial and federal jurisdictions, medical professionals involved in Aboriginal health care, Aboriginal political leadership, and Aboriginal women and their families. national policy and issues of jurisdiction among levels of government were shown to be a barrier to midwifery implementation. the current policy of evacuation in most Aboriginal communities does not effectively address the Millennium Development Goal of having a skilled birth attendant at every birth. The role of midwifery is central to the process of returning birth to Aboriginal communities, and steps must be taken at both the policy and clinical level to ensure that midwifery implementation and education can become an option for all Aboriginal communities in Canada. when considering midwifery implementation in communities, midwives must engage in both political and clinical negotiations to ensure their ability to practice effectively. Understanding the complexity of the policy discourse, along with the place of midwifery within the existing clinical guidelines is integral to the success of this process. Copyright © 2012 Elsevier Ltd. All rights reserved.

  4. An evaluation of the appropriateness and effectiveness of structured reflection for midwifery students in Ireland. (United States)

    Gallagher, Louise; Lawler, Denise; Brady, Vivienne; OBoyle, Colm; Deasy, Anna; Muldoon, Kathryn


    Midwifery students undertaking the undergraduate midwifery education programme in Ireland participate in facilitated reflective sessions that aim to develop their skills of reflecting on and in clinical practice. This paper presents a qualitative evaluation of the appropriateness and effectiveness of the facilitated reflection sessions for pre and post-registration midwifery students in two large Dublin maternity teaching hospitals. The aim was to evaluate structured reflective practice sessions which sought to assist midwifery students to become competent reflective practitioners. Group reflection sessions were conducted weekly in a clinical practice area at the same time each week over one academic year. After the series of structured reflective sessions, midwifery students and facilitating staff were invited to evaluate the reflective process. This evaluation consisted of a self-completion survey to identify the factors that facilitated and impeded student participation in the sessions. Respondents answered a series of questions about the reflective practice sessions and were also invited to enter qualitative data regarding their subjective experiences of the process in free text boxes. The data were then collated into themes by an independent reviewer. The results of the evaluation clearly indicate that midwifery students and facilitators welcomed the opportunity to engage in group reflection sessions as a form of peer support and as a catalyst for learning from clinical practice. Findings suggest that reflective practice can contribute to the development of skilled, self-aware and engaged practitioners.

  5. Public Health and Midwifery in Indonesia. (United States)


    JPRS: ^472 21 March 1961 PUBLIC HEALTH AND MIDWIFERY IN INDONESIA 3y M. Joedono DISTRIBUTION STATEMENT A Approved for Public Release...established to service the translation and research needs of the various government departments. ,-^’ JPRS: J^72 CSO: 1335-S/d PUBLIC HEALTH AND MIDWIFERY

  6. Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection). (United States)

    Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary


    develop and test a tool designed for use by academics to evaluate pre-registration midwifery students' critical thinking skills in reflective writing. a descriptive cohort design was used. a random sample (n = 100) of archived student reflective writings based on a clinical event or experience during 2014 and 2015. a staged model for tool development was used to develop a fifteen item scale involving item generation; mapping of draft items to critical thinking concepts and expert review to test content validity; inter-rater reliability testing; pilot testing of the tool on 100 reflective writings; and psychometric testing. Item scores were analysed for mean, range and standard deviation. Internal reliability, content and construct validity were assessed. expert review of the tool revealed a high content validity index score of 0.98. Using two independent raters to establish inter-rater reliability, good absolute agreement of 72% was achieved with a Kappa coefficient K = 0.43 (pcritical thinking in reflective writing. Validation with large diverse samples is warranted. reflective practice is a key learning and teaching strategy in undergraduate Bachelor of Midwifery programmes and essential for safe, competent practice. There is the potential to enhance critical thinking development by assessingreflective writing with the CACTiM (reflection) tool to provide formative and summative feedback to students and inform teaching strategies. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  7. Midwifery students' perceived independence within the core competencies expected of the midwifery community upon graduation: an Italian study. (United States)

    Fasan, J; Zavarise, D; Palese, A; Marchesoni, D


    The general aim of this article is to describe the independence perceived by midwifery students who are due to qualify with regard to core competencies that are considered essential by the community of professional midwives working in Italian healthcare hospitals. A multi-method research project was undertaken. One hundred sixty-seven midwives working in 11 regional facilities were approached with the aim of selecting the core competencies expected by graduands. In the same region, all graduands (24) educated at two universities were involved in the study aiming to discover the level of the independence (from 0 none to 10 maximum) perceived in each core competence selected by the midwives. The average score obtained by graduands in the questionnaire containing 102 core competencies was 717.4 (standard deviation 130.3, median 743). The minimum score was 363 and the highest was 916. Assuming the minimum cut-off at 612 points, five students (20.8%) had a perceived level of independence below sufficiency. Italian midwifery education has been reformed five times since 1940. The reduction in the length of the direct entry midwifery programme as introduced in the latest Italian national reform, and the higher standard of education requested also by European Directives, cause an increasing number of students to prefer to extend their course duration and postpone graduation until they feel independent. Any change in curriculum should consider the impact in the short, medium and long terms. For this reason, each new policy should consider carefully the point of view of experts in the disciplines, such as midwifery, with the objective of protecting and developing their competence in taking care of women, newborns and their families. © 2012 The Authors. International Nursing Review © 2012 International Council of Nurses.

  8. Psychological Distress and Help Seeking Amongst Higher Education Students: Findings from a Mixed Method Study of Undergraduate Nursing/Midwifery and Teacher Education Students in Ireland (United States)

    Deasy, Christine; Coughlan, Barry; Pironom, Julie; Jourdan, Didier; Mannix-McNamara, Patricia


    Psychological distress as experienced by higher education students is of major concern because of its potential to adversely impact academic performance, retention, mental health and lifestyle. This paper reports a mixed method investigation of student self-reported psychological distress and help-seeking behaviour. The sample comprised all…

  9. Chinese midwifery: the history and modernity. (United States)

    Cheung, Ngai Fen


    to investigate how and why Chinese midwife numbers are dwindling, and to help understand the role of midwives in society in general. to critically examine Chinese midwifery in three stages: (1) historical literature overview; (2) identification and reinterpretation of Chinese midwifery and its development; (3) placing issues that have arisen within a sociological context (i.e. the modernisation of obstetric technologies and the meaning of modernity). no books on the history of Chinese midwifery were found. History was classified into three stages: (1) before 1929, a period of an indigenous model; (2) 1929-1996, the highs and lows of the bio-medical model; (3) after 1996, the demise of Chinese midwives. The issues identified were the legitimacy and professionalisation of Chinese midwives, the meaning of modernity and the reasons for the decline of Chinese midwifery. no sufficient evidence-based research was conducted to support the recent changes made to Chinese midwifery. The modernisation of maternity care in China took place amid dramatic social and cultural changes within society. As a consequence, midwifery as a profession in China has been marginalised. The modernisation of maternity care has failed to deliver on personal choice, quality of service and professional diversity. evidence-based research and the state's responsibility are essential to ensure the quality of maternity care and to protect the interests of women. The state's responsibilities include legislation regarding the role of midwives, code of practice, professional standards, responsibility and accountability in order to make midwifery care a true choice for women.

  10. The pursuit of excellence and innovation in service user involvement in nurse education programmes: report from a travel scholarship. (United States)

    Terry, Julia M


    The involvement of service users and carers in nurse education is increasing, with the new standards for pre-registration nurse education in the UK, which require nurse education providers to demonstrate how they are involving users and carers in the planning, delivery, teaching and evaluation of nursing curricula (Nursing and Midwifery Council, 2010). A travel scholarship provided the opportunity to explore best practice in this area, focussing on identifying support systems and processes that enable user involvement. The scholarship was undertaken in the UK and Ireland during a 4 week study tour between June and July 2011, during which I visited 15 universities, and met with nurse education staff, users and carers involved in nurse education programmes. Prerequisite processes, the spectrum and variety of involvement activities, quality assurance and evaluation; and sustainability of user involvement in nurse education are reported in this paper. Service users and carers are an under-utilised resource, and as experts by experience have much to offer students and staff by increased involvement in nurse education programmes. The importance of values, enthusiasm and relationships, the cornerstones that strengthen user involvement; often sustain such partnerships. Copyright © 2012 Elsevier Ltd. All rights reserved.

  11. A human rights framework for midwifery care. (United States)

    Thompson, Joyce Beebe


    This article presents a rights-based model for midwifery care of women and childbearing families. Salient features include discussion of the influence of values on how women are viewed within cultures and societies, universal ethical principles applicable to health care services, and human rights based on the view of women as persons rather than as objects or chattel. Examples of the health impact on women of persistent violation of basic human rights are used to support the need for using a human rights framework for midwifery care--a model supported by codes of ethics, the midwifery philosophy of care, and standards of practice.

  12. Rethinking theory and practice: pre-registration student nurses experiences of simulation teaching and learning in the acquisition of clinical skills in preparation for practice. (United States)

    Hope, Angela; Garside, Joanne; Prescott, Stephen


    In the United Kingdom (UK) simulation learning has been recognised in the form of a regulatory agreement that may replace hours from clinical practice. This integration has become an embedded feature of the pre-registration nursing programme at a University in the North of England, along with strategic investment in staff and simulation suites developed to underpin this curriculum change albeit in the absence of sparse empirical evidence, hence the rationale for the study which was designed to explore the relationship between simulation, theory and practice. The study features a thematic analysis of evaluation questionnaires from pre-registration student nurses (n=>500) collected over a 2 year period which informed subsequent focus group interviews to explore the themes in more detail. Consistent data findings were the students' positive response to simulation as a learning approach facilitating the application of theory in a safe controlled environment. Students reported that they felt prepared for practice, recognising that simulated learning improved their humanistic and problem solving abilities as well as the development of psychomotor, technical skills, and overall confidence. The theory-practice gap is a recurring narrative in the nursing literature, the findings of this study recognises that simulation offers an opportunity to enact the integration of theory and practice illuminating this relationship in a controlled environment thus, reinforcing the theory-practice relationship for nursing students.

  13. The use of simulation to address the acute care skills deficit in pre-registration nursing students: a clinical skill perspective. (United States)

    Nickless, Lesley J


    The increase in patient acuity in primary and secondary settings is continuing, with a corresponding increase in the need for technological competence in these areas. Evidence, however, both nationally and internationally, suggests that these expectations are not being met. This paper offers a review of the literature on acute care, with a specific focus on pre-registration nursing students and the development of acute care skills. Three themes are discussed: factors contributing to the acute care skills deficit, the knowledge and skills required to work in acute care and strategies used to support the acquisition of acute care skills. In response to the review, and based upon the evidence-based solutions identified, the clinical skills team at Bournemouth University designed and developed two teaching sessions, using simulation and role play to support the acquisition of acute care skills in pre-registration students. Student evaluations identify that their knowledge, competence and confidence in this area have increased following the teaching sessions, although caution remains regarding transferability of these skills into the practice environment.

  14. Problem solving skills of the nursing and midwifery students and influential factors

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    Nursan Çinar


    Full Text Available Effective problem solving strategies and decision making skill based on a powerful basis of knowledge are behaviors expected from midwife and nurses students that need to be developed during their vocational education. This study aimed to determine and to compare the problem solving skills of nursing and midwifery students during their education and to verify the factors that influence the problem solving skills. The sampling comprised all the 252 students of the Midwifery and Nursing departments at School of Health Sciences of the University of Sakarya who volunteered for participating in the study and were present at school when data were collected (98 midwifery students and 154 nursing students. Data were collected using a questionnaire and “Problem Solving Scale” developed by Heppner and Petersen and the Turkish validity and reliability study was carried out by Sahin et al. The average problem solving scores were found to be 83.05±15.68 for the midwifery students and 86.85±18.55 for the nursing students. The midwifery students were found to be more successful than nursing students. It was also found that problem solving skills of inquisitive-extroverted students were better than that of the reserved ones.

  15. Perception of mobbing during the study: results of a national quantitative research among Slovenian midwifery students. (United States)

    Došler, Anita Jug; Skubic, Metka; Mivšek, Ana Polona


    Mobbing, defined as sustained harassment among workers, in particular towards subordinates, merits investigation. This study aims to investigate Slovenian midwifery students' (2nd and 3rd year students of midwifery at the Faculty for Health Studies Ljubljana; the single educational institution for midwives in Slovenia) perception of mobbing, since management of acceptable behavioural interrelationships in midwifery profession forms already during the study, through professional socialization. Descriptive and causal-nonexperimental method with questionnaire was used. Basic descriptive statistics and measures for calculating statistical significance were carried out with SPSS 20.0 software version. All necessary ethical measures were taken into the consideration during the study to protect participants. The re- sults revealed that several participants experienced mobbing during the study (82.3%); 58.8% of them during their practical training and 23.5% from midwifery teachers. Students are often anxious and nervous in face of clinical settings (60.8%) or before faculty commitments (exams, presentations etc.) (41.2%). A lot of them (40.4%) estimate that mobbing affected their health. They did not show effective strategies to solve relationship problems. According to the findings, everyone involved in midwifery education, but above all students, should be provided with more knowledge and skills on successful management of conflict situations.

  16. Analysis of midwifery students' written reflections to evaluate progression in learning during clinical practice at birthing units.


    Persson, Eva-Kristina; Kvist, LInda; Ekelin, Maria


    Written daily reflections during clinical practice on birthing units have been used during several years in midwifery education at Lund University, Sweden. However, the usefulness of these reflections for evaluation of progression in learning and professional development of students has to date not been evaluated. In order to analyse written reflections, two taxonomies developed by Bloom and Pettersen have been applied to the texts. Progression in the professional development of midwifery stu...

  17. Being with woman: claiming midwifery space. (United States)

    Hunter, Louise


    Being 'with woman' is characterised as presence, a spiritual concept which is nevertheless bound up with physical space. In this article, the work of the American philosopher Judith Butler is used to explore the interplay between space and relationships in midwifery practice. Butler argues that relationships based on mutual recognition and respect define the actions possible within physical space. In midwifery, being with woman creates a therapeutic space necessary for the wellbeing and empowerment of women and midwives alike.

  18. Determinants of Social Accountability in Iranian Nursing and Midwifery Schools: A Delphi Study

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    Amir Reza Salehmoghaddam


    Full Text Available Background: Revising the medical education programs to meet the needs of society has become both a necessity and an important priority due to the considerable increase of population, changing patterns of diseases, and new health priorities. While this necessity has been highlighted in Iran’s Fifth Development Plan as well as its National 2025 Vision Plan, the determinants of social accountability have not been explained yet. This study aimed to develop determinants of social accountability in the Iranian Nursing and Midwifery Schools. Methods: This classic Delphi study included thirty experts in Nursing and Midwifery Education, Research and Services selected based on purposive sampling and three rounds of Delphi technique and conducted in Nursing and Midwifery School of Mashhad University of Medical Sciences. The primary data were collected using an initial structured questionnaire prepared through extensive review of literature. SPSS 11.5 software was used to analyze the data. The interquartile deviation and percentage of agreement were also used to study the consensus of opinion by experts. Results: Finding obtained from the rounds of Delphi resulted in selecting 69 determinants out of the initial pool of 128 primary determinants of social accountability. The items were selected based on experts’ consensus and categorized under three main activities of Nursing and Midwifery School, namely education, research, and service. Conclusion: Social accountability determinants were explained by 69 items for Schools of Nursing and Midwifery in Iran. The proposed determinants can be used by managers and authorities of Nursing and Midwifery School, policy makers, and evaluating institutions associated with them to ensure realizing social accountability goals.

  19. Determinants of Social Accountability in Iranian Nursing and Midwifery Schools: A Delphi Study (United States)

    Salehmoghaddam, Amir Reza; Mazloom, Seyed Reza; Sharafkhani, Mohammad; Gholami, Hassan; Emami Zeydi, Amir; Khorashadizadeh, Fatemeh; Emadzadeh, Ali


    ABSTRACT Background: Revising the medical education programs to meet the needs of society has become both a necessity and an important priority due to the considerable increase of population, changing patterns of diseases, and new health priorities. While this necessity has been highlighted in Iran’s Fifth Development Plan as well as its National 2025 Vision Plan, the determinants of social accountability have not been explained yet. This study aimed to develop determinants of social accountability in the Iranian Nursing and Midwifery Schools. Methods: This classic Delphi study included thirty experts in Nursing and Midwifery Education, Research and Services selected based on purposive sampling and three rounds of Delphi technique and conducted in Nursing and Midwifery School of Mashhad University of Medical Sciences. The primary data were collected using an initial structured questionnaire prepared through extensive review of literature. SPSS 11.5 software was used to analyze the data. The interquartile deviation and percentage of agreement were also used to study the consensus of opinion by experts. Results: Finding obtained from the rounds of Delphi resulted in selecting 69 determinants out of the initial pool of 128 primary determinants of social accountability. The items were selected based on experts’ consensus and categorized under three main activities of Nursing and Midwifery School, namely education, research, and service. Conclusion: Social accountability determinants were explained by 69 items for Schools of Nursing and Midwifery in Iran. The proposed determinants can be used by managers and authorities of Nursing and Midwifery School, policy makers, and evaluating institutions associated with them to ensure realizing social accountability goals.

  20. The Impact of Racism and Midwifery's Lack of Racial Diversity: A Literature Review. (United States)

    Wren Serbin, Jyesha; Donnelly, Elizabeth


    The United States is increasingly racially diverse. Racial disparities in maternal-child health persist. Despite national calls for workforce diversification, more than 90% of certified nurse-midwives are white. This systematic review examines how racism and midwifery's lack of racial diversity impact both midwives and their patients. Databases were searched in January 2016 for studies that explored 1) racially concordant or racially discordant maternity care provided, at least in part, by midwives; 2) women of color's experience of race and discrimination in maternity care provided, at least in part, by midwives; and 3) midwives of color's experience of race and discrimination in clinical, educational, and/or professional settings. Studies were excluded if they were conducted outside the United States, focused on recent immigrant populations, or didn't have an English-language abstract. Selected studies were each reviewed by 2 independent reviewers, and data from the studies were entered into literature tables and synthesized for discussion. A total of 7 studies was retained for review-3 on the experience of patients and 4 on the experience of providers. The studies show racism is common in midwifery education, professional organizations, and clinical practices. Racism and midwifery's lack of racial diversity act as a barrier to people of color completing midwifery education programs and fully participating in midwifery professional organizations. Both patients and midwives of color identified midwives of color as uniquely positioned to provide high-quality care for communities of color. The midwifery profession and its patients stand to substantially benefit from diversification of the field, which requires addressing racism within the profession. Structural competency is a new theory that offers an effective framework to guide these efforts. © 2016 by the American College of Nurse-Midwives.

  1. BSI not CSI: birth scene investigation--a community midwifery simulation. (United States)

    James, Joy


    Educating students in sophisticated clinical simulation centres, whereby students are exposed to low and high fidelity equipment, is gaining popularity. It is considered beneficial to create the most authentic environment to enhance learning. The Professor Bernard Knight House at the University of Glamorgan, originally designed as an environment for forensic science students, was utilised to simulate a community midwifery scenario. Midwifery students undertook a pilot simulation exercise in this environment, which they found a motivating learning experience, confirming the high level of authenticity of the environment. This is a positive learning tool.

  2. Impact of a continuing professional development intervention on midwifery academics' awareness of cultural safety. (United States)

    Fleming, Tania; Creedy, Debra K; West, Roianne


    Cultural safety in higher education learning and teaching environments is paramount to positive educational outcomes for Aboriginal and/or Torres Strait Islander (hereafter called First Peoples) students. There is a lack of research evaluating the impact of continuing professional development on midwifery academics' awareness of cultural safety. To implement and evaluate a continuing professional development intervention to improve midwifery academics' awareness of cultural safety in supporting First Peoples midwifery students success. A pre-post intervention mixed methods design was used. Academics (n=13) teaching into a Bachelor of Midwifery program agreed to participate. The intervention consisted of two workshops and five yarning circles across a semester. Data included the Awareness of Cultural Safety Scale, self-assessment on cultural safety and perceptions of racism, evaluation of the intervention, participants' journal entries, and researcher's reflections. Responses on the Awareness of Cultural Safety Scale revealed significant improvement in participants' awareness of cultural safety. There was an upward trend in self-assessment ratings. Participants reported high levels of satisfaction with the intervention or workshops and yarning circles. Participants' journal entries revealed themes willingness to participate and learn, confidence as well as anger and distress. Increased awareness of cultural safety can be transformative for midwifery academics. Workshops and yarning circles can support academics in moving beyond a 'sense of paralysis' and engage in challenging conversations to transform their learning and teaching and in turn foster a culturally safe learning and teaching environment for First Peoples midwifery students towards success. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  3. Assessment of Clinical Skills in Midwifery: Some Ethical and Practical Problems. (United States)

    Somers-Smith, M. J.; Race, Angela J.


    Increased academic standards in midwifery education are causing conflict between research-based and traditional knowledge used in clinical assessments. Training of evaluators, frequent changes in clinical placements, and lack of contact between students and evaluators also impinge on the validity and reliability of assessments. (SK)

  4. Special Deliveries: Certified Nurse-Midwifery Programs Lacking in New England (United States)

    Franzosa, Alyssa


    With Boston serving as a hub of both educational and medical excellence, it's no wonder that New England has a high reputation to uphold in both of these areas. However, Boston and the rest of the region lack a specific degree program that is putting New England below the radars of potential midwives. Certified nurse-midwifery is a popular field…

  5. Beyond the Academic Essay: Discipline-Specific Writing in Nursing and Midwifery (United States)

    Gimenez, Julio


    Although academic writing in higher education has been the focus of research efforts for more than two decades, the specific writing experiences, needs and difficulties of undergraduate nursing and midwifery students have remained largely under-researched. This article reports on a project that investigated the nature and dynamics of academic…

  6. Reclaiming birth, health, and community: midwifery in the Inuit villages of Nunavik, Canada. (United States)

    Van Wagner, Vicki; Epoo, Brenda; Nastapoka, Julie; Harney, Evelyn


    This article describes the Inuulitsivik midwifery service and education program, an internationally recognized approach to returning childbirth to the remote Hudson coast communities of Nunavik, the Inuit region of Quebec, Canada. The service is seen as a model of community-based education of Aboriginal midwives, integrating both traditional and modern approaches to care and education. Developed in response to criticisms of the policy of evacuating women from the region in order to give birth in hospitals in southern Canada, the midwifery service is integrally linked to community development, cultural revival, and healing from the impacts of colonization. The midwifery-led collaborative model of care involves effective teamwork between midwives, physicians, and nurses working in the remote villages and at the regional and tertiary referral centers. Evaluative research has shown improved outcomes for this approach to returning birth to remote communities, and this article reports on recent data. Despite regional recognition and wide acknowledgement of their success in developing and sustaining a model for remote maternity care and aboriginal education for the past 20 years, the Nunavik midwives have not achieved formal recognition of their graduates under the Quebec Midwifery Act.

  7. Midwifery 2030: a woman's pathway to health. What does this mean? (United States)

    ten Hoope-Bender, Petra; Lopes, Sofia Tavares Castro; Nove, Andrea; Michel-Schuldt, Michaela; Moyo, Nester T; Bokosi, Martha; Codjia, Laurence; Sharma, Sheetal; Homer, Caroline


    The 2014 State of the World's Midwifery report included a new framework for the provision of woman-centred sexual, reproductive, maternal, newborn and adolescent health care, known as the Midwifery2030 Pathway. The Pathway was designed to apply in all settings (high-, middle- and low-income countries, and in any type of health system). In this paper, we describe the process of developing the Midwifery2030 Pathway and explain the meaning of its different components, with a view to assisting countries with its implementation. The Pathway was developed by a process of consultation with an international group of midwifery experts. It considers four stages of a woman's reproductive life: (1) pre-pregnancy, (2) pregnancy, (3) labour and birth, and (4) postnatal, and describes the care that women and adolescents need at each stage. Underpinning these four stages are ten foundations, which describe the systems, services, workforce and information that need to be in place in order to turn the Pathway from a vision into a reality. These foundations include: the policy and working environment in which the midwifery workforce operates, the effective coverage of sexual, reproductive, maternal, newborn and adolescent services (i.e. going beyond availability and ensuring accessibility, acceptability and high quality), financing mechanisms, collaboration between different sectors and different levels of the health system, a focus on primary care nested within a functional referral system when needed, pre- and in-service education for the workforce, effective regulation of midwifery and strengthened leadership from professional associations. Strengthening of all of these foundations will enable countries to turn the Pathway from a vision into reality.

  8. The 2012 American College of Nurse-Midwives core competencies for basic midwifery practice: history and revision. (United States)

    Phillippi, Julia C; Avery, Melissa D


    The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice, approved in 2012, (hereafter referred to as Core Competencies) outline the knowledge, skills, and abilities that can be expected of new certified nurse-midwives (CNMs) and certified midwives (CMs). The Core Competencies are standards for midwifery education, and the document is an important guide for midwifery practice and policy. As a part of the 2012 revision, the Basic Competency Section of the ACNM Division of Education reviewed a variety of national and international documents to ensure that the basic education of CNMs/CMs is consistent with the practice of midwives in the United States and internationally. Few substantive changes were made to the document, but several areas were adjusted and clarified. New graduates continue to be prepared by midwifery education programs to provide safe, evidence-based midwifery care to women across the lifespan, well newborns up to 28 days, and sexual partners of women diagnosed with sexually transmitted infections. © 2014 by the American College of Nurse-Midwives.

  9. Decision making in midwifery: rationality and intuition. (United States)

    Steinhauer, Suyai


    Decision making in midwifery is a complex process that shapes and underpins clinical practice and determines, to a large extent, the quality of care. Effective decision making and professional accountability are central to clinical governance, and being justify all decisions is a professional and legal requirement. At the same time, there is an emphasis in midwifery on shared decision making, and keeping women at the centre of their care, and research reveals that feelings of choice, control and autonomy are central to a positive birth experience. However the extent to which decisions are really shared and care truly woman-centred is debatable and affected by environment and culture. Using a case study of a decision made in clinical practice around amniotomy, this article explores the role of the intuitive thinking system in midwifery decision making, and highlights the importance of involving women in the decision making process.

  10. The effect of four-phase teaching method on midwifery students' emotional intelligence in managing the childbirth. (United States)

    Mohamadirizi, Soheila; Fahami, Fariba; Bahadoran, Parvin; Ehsanpour, Soheila


    An active teaching method has been used widely in medical education. The aim of this study was to determine the effectiveness of the four-phase teaching method on midwifery students' emotional intelligence (EQ) in managing the childbirth. This was an experimental study that performed in 2013 in Isfahan University of Medical Sciences. Thirty midwifery students were involved in this study and selected through a random sampling method. The EQ questionnaire (43Q) was completed by both the groups, before and after the education. The collected data were analyzed using SPSS 14, the independent t-test, and the paired t-test. The statistically significant level was considered to be teaching method can increase the EQ levels of midwifery students. Therefore, the conduction of this educational model is recommended as an effective learning method.

  11. A Racial Equity Toolkit for Midwifery Organizations. (United States)

    Gordon, Wendy M


    Midwifery associations are increasing awareness and commitment to racial equity in the profession and in the communities we serve. Moving these commitments from words into action may be facilitated by a racial equity toolkit to help guide midwifery organizations to consider all policies, initiatives, and actions with a racial equity lens. Racial equity impact analyses have been used in recent years by various governmental agencies in the United States and abroad with positive results, and emerging literature indicates that nonprofit organizations are having similarly positive results. This article proposes a framework for midwifery organizations to incorporate a racial equity toolkit, starting with explicit intentions of the organization with regard to racial equity in the profession. Indicators of success are elucidated as the next step, followed by the use of a racial equity impact analysis worksheet. This worksheet is applied by teams or committees when considering new policies or initiatives to examine those actions through a racial equity lens. An organizational change team and equity advisory groups are essential in assisting organizational leadership to forecast potential negative and positive impacts. Examples of the components of a midwifery-specific racial equity toolkit are included. © 2016 by the American College of Nurse-Midwives.

  12. From pre-registration to publication: a non-technical primer for conducting a meta-analysis to synthesize correlational data. (United States)

    Quintana, Daniel S


    Meta-analysis synthesizes a body of research investigating a common research question. Outcomes from meta-analyses provide a more objective and transparent summary of a research area than traditional narrative reviews. Moreover, they are often used to support research grant applications, guide clinical practice, and direct health policy. The aim of this article is to provide a practical and non-technical guide for psychological scientists that outlines the steps involved in planning and performing a meta-analysis of correlational datasets. I provide a supplementary R script to demonstrate each analytical step described in the paper, which is readily adaptable for researchers to use for their analyses. While the worked example is the analysis of a correlational dataset, the general meta-analytic process described in this paper is applicable for all types of effect sizes. I also emphasize the importance of meta-analysis protocols and pre-registration to improve transparency and help avoid unintended duplication. An improved understanding this tool will not only help scientists to conduct their own meta-analyses but also improve their evaluation of published meta-analyses.

  13. Taken-for-granted assumptions about the clinical experience of newly graduated registered nurses from their pre-registration paid employment: A narrative inquiry. (United States)

    Law, Yee-Shui Bernice; Chan, E Angela


    Paid employment within clinical setting, such as externships for undergraduate student, are used locally and globally to better prepare and retain new graduates for actual practice and facilitate their transition into becoming registered nurses. However, the influence of paid employment on the post-registration experience of such nurses remains unclear. Through the use of narrative inquiry, this study explores how the experience of pre-registration paid employment shapes the post-registration experience of newly graduated registered nurses. Repeated individual interviews were conducted with 18 new graduates, and focus group interviews were conducted with 11 preceptors and 10 stakeholders recruited from 8 public hospitals in Hong Kong. The data were subjected to narrative and paradigmatic analyses. Taken-for-granted assumptions about the knowledge and performance of graduates who worked in the same unit for their undergraduate paid work experience were uncovered. These assumptions affected the quantity and quality of support and time that other senior nurses provided to these graduates for their further development into competent nurses and patient advocates, which could have implications for patient safety. It is our hope that this narrative inquiry will heighten awareness of taken-for-granted assumptions, so as to help graduates transition to their new role and provide quality patient care.

  14. Mathematical skills of the nursing and midwifery students of Sakarya University school of healht sciences

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    Nursan Çinar


    medication dosages. 65.5 % of the nursing students (n: 93 and 74.0 % of the midwifery students (n: 54 stated that they experienced occasional problems in the mathematical calculations relating to the medication administrations. According to the MCS Test results, it was seen that the lowest correct answering rate was 26.9 % for the nursing students and 5.5 % for the midwifery students, while the highest correct answering rate was 98.6 % for the nursing students and 94.5 % for the midwifery students. Medication administration is an essential skill for nurses and midwives. Any mistake in calculation can lead to medication error and life threatening situations for patients. In the study, it was found that the mathematical skills of the nursing and midwifery students were weak and they didn’t feel adequate in the calculation of the medication dosages. Determining and overcoming this inadequacy of the students during their education would prevent the problems they possibly face in their profession after their graduation.

  15. The Relationship between Clinical Competence and Clinical Self-efficacy among Nursing and Midwifery Students

    Directory of Open Access Journals (Sweden)

    Shahla Mohamadirizi


    Full Text Available Introduction  Self-efficacy in clinical performance had an important role in applying competencies; also competencies and self-efficacy in clinical performance influenced to quality care of nursing and midwifery students. So the present study aimed to define the relationship between clinical competencies and clinical self-efficacy among nursing and midwifery students. Materials and Methods  This is a cross-sectional study conducted on 150 of nursing and midwifery students in Isfahan University of Medical Science, selected through two stage sampling in 2014. The participant completed questionnaires about personal/ educational characteristics and nursing competencies questionnaire (18 items and clinical self-efficacy scale (37 items. The data were analyzed by, Pearson statistical test, t-test, variance analysis through SPSS version16. Results The results showed that 50% (n=75 and 37.4% (n=56 of nursing and midwifery students had good clinical competence and clinical Self-Efficacy, respectively. Also the mean competencies and self-efficacy in clinical performance scores were 35.05± 1.2 and 76.03± 0.4 respectively. Pearson correlation coefficient showed that there was a positive linear correlation between the score of clinical competence and clinical self-efficacy (P

  16. We're all in this together: Midwifery student peer mentoring. (United States)

    McKellar, Lois; Kempster, Cathy


    Many higher education institutions have adopted mentoring programs for students as a means of providing support, improve learning and enhance the student experience. The aim of this project was to improve midwifery students experience by offering a peer mentoring program to commencing students to assist with the transition to university life and the rigours of the midwifery program. This paper reports the evaluation of this specific mentoring program and the ongoing development and implementation of a sustainable program within an Australian University. A survey design was adopted to gather feedback from both mentees to evaluate if the peer mentoring program enhanced the first year midwifery student experience and ascertain how the program could be further developed. Fifty-five students engaged with the peer mentors and completed the questionnaire regarding the mentoring program. Specifically valuable was the positive impact that mentoring had on midwifery student confidence, managing the demands of the program and being motivated to keep going when the program requirements were challenging. The success of this program rested largely with mentoring students sharing their own experiences and providing reassurance that other students could also succeed. Copyright © 2015 Elsevier Ltd. All rights reserved.

  17. Development and evaluation of an online, interactive information and advice tool for pre-registration nursing students. (United States)

    Ryan, Gemma Sinead; Davies, Fiona


    Attrition rates for student nurses on academic programmes is a challenge for UK Higher Education Institutions. Reasons for leaving a programme of study include personal, financial issues or practice placement experiences. Research has shown systematic and integrated support mechanisms may improve attrition rates and student experience. This project explored the sources of, and support needs of nursing and allied health students, develop and evaluate and interactive online tool: 'SignpOSt'. Enabling students to access 'the right support, at the right time, from the right place'. Focus groups were carried out with 14, 3rd year students and 8 academic staff including personal tutors, programme/module leaders. Thematic analysis of transcribed data under four key themes for support and advice: 1. Financial 2. Programme 3. Personal 4. Study/academic, found poor student knowledge and little clarity of responsibilities of academic staff and services leads to students sourcing support from the wrong place at the wrong time. Students valued the speed and accessibility of information from informal, programme specific Facebook groups. Conversely, there were also concerns about the accuracy of these. Further research into the use of informal Facebook groups may be useful along with additional evaluation of the SOS tool.

  18. The Research and Consideration on Professional Status of Midwifery Among Vocational Colleges%高职高专助产专业现状研究与思考

    Institute of Scientific and Technical Information of China (English)



    目的:作为国家卫生和计划生育委员会资助项目——助产专业人才需求与专业设置研究,分析国内外助产专业现状,对我国助产专业人才的培养提出可行方案,以适应助产岗位的需求。方法收集有关国内外助产专业的文献对我国助产专业现状进行剖析,指出当前助产专业教育存在的问题,提出相应的对策。结果我国助产专业存在着诸多问题,许多因素制约了高级助产专业人才的培养和发展等。结论针对我国助产专业现状中存在的问题,提出人才培养相关建议。%Objective Analyzing midwifery profession present situation at home and abroad, then put forward feasible scheme for the cultivation of professional talents of midwifery in China, to meet the needs of the midwifery jobs.Methods Collecting the literature of professional midwifery both at home and abroad to analyze the present situation of professional midwifery in China, to point out the current problems of professional midwifery education, and put forward corresponding measures. ResultsThere exists many problems on professional midwifery in China, and many factors restrict the senior midwifery professional talent training and development.Conclusion Aimed at the problems existing in the professional midwifery present situation in China, we put forward some related suggestions.

  19. Midwifery and quality care: findings from a new evidence-informed framework for maternal and newborn care. (United States)

    Renfrew, Mary J; McFadden, Alison; Bastos, Maria Helena; Campbell, James; Channon, Andrew Amos; Cheung, Ngai Fen; Silva, Deborah Rachel Audebert Delage; Downe, Soo; Kennedy, Holly Powell; Malata, Address; McCormick, Felicia; Wick, Laura; Declercq, Eugene


    In this first paper in a series of four papers on midwifery, we aimed to examine, comprehensively and systematically, the contribution midwifery can make to the quality of care of women and infants globally, and the role of midwives and others in providing midwifery care. Drawing on international definitions and current practice, we mapped the scope of midwifery. We then developed a framework for quality maternal and newborn care using a mixed-methods approach including synthesis of findings from systematic reviews of women's views and experiences, effective practices, and maternal and newborn care providers. The framework differentiates between what care is provided and how and by whom it is provided, and describes the care and services that childbearing women and newborn infants need in all settings. We identified more than 50 short-term, medium-term, and long-term outcomes that could be improved by care within the scope of midwifery; reduced maternal and neonatal mortality and morbidity, reduced stillbirth and preterm birth, decreased number of unnecessary interventions, and improved psychosocial and public health outcomes. Midwifery was associated with more efficient use of resources and improved outcomes when provided by midwives who were educated, trained, licensed, and regulated. Our findings support a system-level shift from maternal and newborn care focused on identification and treatment of pathology for the minority to skilled care for all. This change includes preventive and supportive care that works to strengthen women's capabilities in the context of respectful relationships, is tailored to their needs, focuses on promotion of normal reproductive processes, and in which first-line management of complications and accessible emergency treatment are provided when needed. Midwifery is pivotal to this approach, which requires effective interdisciplinary teamwork and integration across facility and community settings. Future planning for maternal and

  20. Isolated rural general practice as the focus for teaching core clinical rotations to pre-registration medical students

    Directory of Open Access Journals (Sweden)

    Davies Llewellyn M


    clinical schools. Conclusion The results suggest that isolated rural general practice could provide a more substantial role in medical student education.

  1. Sustainability and resilience in midwifery: A discussion paper. (United States)

    Crowther, Susan; Hunter, Billie; McAra-Couper, Judith; Warren, Lucie; Gilkison, Andrea; Hunter, Marion; Fielder, Anna; Kirkham, Mavis


    midwifery workforce issues are of international concern. Sustainable midwifery practice, and how resilience is a required quality for midwives, have begun to be researched. How these concepts are helpful to midwifery continues to be debated. It is important that such debates are framed so they can be empowering for midwives. Care is required not to conceptually label matters concerning the midwifery workforce without judicious scrutiny and diligence. the aim of this discussion paper is to explore the concepts of sustainability and resilience now being suggested in midwifery workforce literature. Whether sustainability and resilience are concepts useful in midwifery workforce development is questioned. using published primary midwifery research from United Kingdom and New Zealand the concepts of sustainability and resilience are compared, contrasted and explored. there are obvious differences in models of midwifery care in the United Kingdom and New Zealand. Despite these differences, the concepts of resilience and sustainability emerge as overlapping themes from the respective studies' findings. Comparison between studies provides evidence of what is crucial in sustaining healthy resilient midwifery practice. Four common themes have been identified that traverse the different models of care; Self-determination, ability to self-care, cultivation of relationships both professionally and with women/families, and a passion, joy and love for midwifery. the impact that midwifery models of care may have on sustainable practice and nurturing healthy resilient behaviors remains uncertain. The notion of resilience in midwifery as the panacea to resolve current concerns may need rethinking. Resilience may be interpreted as expecting midwives 'to toughen up' in a workplace setting that is socially, economically and culturally challenging. Sustainability calls for examination of the reciprocity between environments of working and the individual midwife. The findings invite

  2. Developing leadership roles in nursing and midwifery. (United States)

    McGuire, Clare; Ray, Devashish


    This article is the first in a series of seven articles on an initiative undertaken in NHS Lanarkshire where a creative partnership with the University of the West of Scotland established a shared commitment to developing nursing and midwifery leadership. This article describes the national context within Scotland. It provides an overview of the innovative programmes of work and systems devised to support leadership throughout the organisation with a particular focus on quality of care.

  3. Midwifery continuity: The use of social media. (United States)

    McCarthy, Rose; Choucri, Lesley; Ormandy, Paula; Brettle, Alison


    Continuity models of midwifery care improve women's experiences of care and clinical outcomes, but organisationally driven working practices do not facilitate a continuity model and the midwifery care received by most women is fragmented (Sandall et al., 2016, NHS England, 2016). Little is known about the potential for continuity of midwifery care to be achieved using an electronic platform. This paper examines the experiences of women accessing known midwives through a social media platform and their experiences and perception of continuity of care. The study forms part of a larger research project aiming to increase understanding about online social learning within professionally moderated social media based communities. This paper reports specifically the concept of midwifery continuity within the online communities. Two secret Facebook groups consisting of 31 mothers and 4 midwife moderators were created (17 mothers & 2 midwives / 14 mothers & 2 midwives). Primary data included 8 online and face to face focus groups, conducted at approximately 10 week intervals, and 28 individual one to one interviews with members of the online community within six weeks of giving birth. A thematic analysis using a priori themes was undertaken. This involved coding data which evidenced relational, informational and management continuity across the entire dataset (28 interviews and 8 focus groups). The analysis was undertaken broadly following the six stages described by Braun and Clarke (2006). Relational and informational continuity were identified across the data. Relational continuity was evident for both the participants and the midwife moderators; informational continuity was described by the participants. Management continuity was not identified. Continuity through social media use was valued by both the mothers and the midwives. Information and relational continuity needs of women can be met using professionally moderated, social media based groups. They may

  4. Ignorant, dirty, superstitious crones: Degrading of midwifery and midwives in modern Turkey


    Dinç, Fatma Gökçen


    228 pages This thesis highlights the history of midwives in late Ottoman Empire and Turkish Republic, who have received no formal school education and learned this occupation by the transmission of knowledge between women of the same profession. The historical analysis is situated within a theoretical framework that enables questioning the underlying reasons and the dynamics in the degrading of midwifery and medicalisation of childbirth, as well as grabbing the power relations within the b...

  5. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors' perceptions

    NARCIS (Netherlands)

    Embo, M.; Driessen, E.; Valcke, M.; Vleuten, C.P.M. van der


    BACKGROUND: Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) a

  6. Becoming an Academic: The Reconstruction of Identity by Recently Appointed Lecturers in Nursing, Midwifery and the Allied Health Professions (United States)

    Smith, Caroline; Boyd, Pete


    This study investigates the workplace learning experiences of recently appointed lecturers in UK higher education in nursing, midwifery and the allied health professions. Health care practitioners, appointed to academic posts in Universities, are experts in their respective clinical fields and hold strong practitioner identities developed through…

  7. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: A qualitative study of supervisors' perceptions

    NARCIS (Netherlands)

    Embo, M.; Driessen, E.; Valcke, M.; Vleuten, C.P.M. van der


    BACKGROUND: Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) a

  8. Role Playing Approach vs. Traditional Method about Neonatal Admission Skills among Midwifery Students

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    Shahla Mohamadiriz


    Full Text Available Introduction Since, employing new education approach is necessary for enhancing medical students` skills, so the aim of this study was to determine the effectiveness of role –play approach compared the traditional method about neonatal admission skills in delivery room among midwifery students. Materials and Methods This was an experimental study in 2013-2014 in Isfahan-Iran. After baseline testing, 30 midwifery students were trained using role-playing method for neonatal admission skills (n=15, case group and using a traditional method (n=15, control group. Participants were tested after intervention in final term. The collected data was analyzed using SPSS version 13 and descriptive and analysis such as independent t-test and paired test. The significant level was considered less than 0.05. Results Before intervention, the findings did not show any significant difference between skill scores of  two groups (role-play and traditional method; while a statistically significant difference was observed in after intervention between the scores of two groups (P=0.003. After intervention, Paired t- test showed a statistically significant difference in skills scores in two groups respectively (P=0.024, P=0.010. Conclusion Role-play teaching technique can be increased neonatal admission management skills levels in midwifery students. So, the conduction of this educational model is recommended as an effective learning in neonatal admission management. The role playing approach leads to comparable practical neonatal admission management-performance compared to traditional method. Therefore, this approach could be useful in special educational settings especial midwifery and neonatal wards.

  9. The Nursing and Midwifery Resource - Towards Workforce Planning


    Department of Health


    The Nursing and Midwifery Resource – Towards Workforce Planning The past five years have seen a dramatic change in the composition and organisation of the nursing and midwifery workforce in Ireland. For many years we had a constant supply of newly qualified nurses and midwives, with strong competition for every available post. Click here to download PDF 1.5mb

  10. Patient safety in midwifery-led care in the Netherlands

    NARCIS (Netherlands)

    Martijn, L.M.; Jacobs, A.J.M; Maassen, I.I.; Buitendijk, S.S.; Wensing, M.J.


    OBJECTIVE: to describe the incidence and characteristics of patient safety incidents in midwifery-led care for low-risk pregnant women. DESIGN: multi-method study. SETTING: 20 midwifery practices in the Netherlands; 1,000 patient records. POPULATION: low-risk pregnant women. METHODS: prospective inc

  11. The facilitators and impediment factors of midwifery student′s empowerment in pregnancy and delivery care: A qualitative study

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    Mojgan Janighorban


    Full Text Available Background: The organizational environment and its existing context may deeply affect on empowerment of individuals. In educational institutions as well as other organizations, students are going to be powerful when opportunities for growth and achievement of power are provided for them in learning and educational environments. This study has been carried out to explain the facilitators and impediment factors of midwifery student′s empowerment in pregnancy and delivery care. Materials and Methods: The current qualitative study has been conducted with participation of 15 midwifery senior students, 10 midwifery academic teachers, and 2 employed midwives in educational hospitals. The given data were collected through individual and group semi-structured interviews, and there were analyzed using directed content analysis method. Results: Three main categories of opportunity for acquisition of knowledge, opportunity for acquisition of clinical skills and opportunity for acquisition of clinical experiences formed structure of access to opportunity in the course of an explanation of facilitators and impediment factors for midwifery student′s empowerment in pregnancy and delivery care. Conclusion: To prepare and train the skilled midwives for giving care services to mothers during pregnancy and on delivery and after this period, the academic teachers and clinical instructors should pay due attention to providing the needed opportunities to acquire the applied knowledge and proficiency in the required skills for clinical work and the necessary clinical experiences in these individuals during college period.

  12. The process of internationalization of the nursing and midwifery curriculum: A qualitative study. (United States)

    Abdul-Mumin, Khadizah H


    There is an abundance of literature on internationalization of curricula. However, research on how a curriculum is internationalized to accommodate non-mobile students studying in their home countries is limited. To describe the process undertaken by curriculum developers in internationalizing the Brunei nursing and midwifery curriculum through curriculum design. A descriptive qualitative research design. A nursing and midwifery higher education institution in Brunei. Seventeen nurse/midwife academics. Semi-structured interviews were conducted with 17 curriculum developers. Data were analyzed using thematic analysis. Four themes emerged: expectations of an internationalized curriculum; formation of a committee; benchmarking and setting standards; and designing the curriculum for internationalization. This study has implications for the development of an internationally-oriented curriculum that takes into account the cultural context of a specific country. The findings highlight the need to involve students in curriculum design, a practice that is not common in Brunei. Copyright © 2016 Elsevier Ltd. All rights reserved.

  13. "The midwifery two-step": a study on evidence-based midwifery practice. (United States)

    Kennedy, Holly Powell; Doig, Eleanor; Hackley, Barbara; Leslie, Mayri Sagady; Tillman, Stephanie


    To date, there has been little documentation of how practice-based midwifery networks in the United States might influence the transfer and development of knowledge in childbearing and women's health care. The first phase of this participatory action research project was to conduct a qualitative study with a community of midwifery practices to understand their perspectives on evidence-based practice and how an organized network could facilitate their work. Midwives within the community of interest were invited by letter or e-mail to participate in individual or small group interviews about knowledge transfer, primary concerns of evidence-based practice, and potential for a midwifery practice-based research network. Participatory action research strategies and organizational ethnographic approaches to data collection were used to guide qualitative interviews. Eight midwifery practices enrolled in the study with 23 midwives participating in interviews. They attended births at 2 hospitals in the community. Two broad areas of discourse about evidence-based practice were identified: 1) challenges from influential persons, finances and resources, and the cultural perception of midwifery, and 2) strategies to foster best practice in the face of those challenges. The midwives believed a research network could be useful in learning collectively about their practices and in the support of their work. Evidence-based practice is a goal but also has many challenges in everyday implementation. Practice-based research networks hold promise to support clinicians to examine the evidence and form strong coalitions to foster best clinical practice. The second phase of this study will work with this community of midwives to explore collective strategies to examine and improve practice. © 2012 by the American College of Nurse-Midwives.

  14. Diversity in midwifery care: working toward social justice. (United States)

    Burton, Nadya; Ariss, Rachel


    As midwifery moved from lay practice to a regulated health-care profession in Ontario toward the end of the twentieth century, it brought with it many of its social movement goals and aspirations. Among these was the desire to attend to diversity and equity in the provision of birthing care. Drawing on interviews with currently practicing Ontario midwives, this paper focuses on midwives' conceptualizations of diversity and explores their everyday work to support and strengthen diversity among those using and those providing midwifery care. We argue that midwifery's recent relocation within state structured health care means neither that the social change projects of midwifery are complete nor that midwifery has abandoned its movement-based commitment to social change. Responses to social diversity in health care range from efforts to simply improve access to care to analyses of the role of social justice in recognizing the needs of diverse populations. The social justice aspiration to "create a better world" continues to animate the work of midwives postregulation. This paper explores the legacy of midwifery as a social movement, addressing the connections between diversity, social justice and midwifery care.

  15. An Assessment of the Learning Method of Clinical Skills from the Viewpoint of Midwifery Graduates

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    Sh Mojahed


    Full Text Available Introduction: The promotion of clinical education quality requires the continuous investigation of the current status, identifying its strong potentialities, and modifying its weak points. The purpose of this study was to determine the clinical education status at Tehran University of Medical Sciences form the viewpoint of students of nursing and midwifery. Method : In this descriptive study, all the senior BS students of nursing and senior post diploma students of midwifery studying in the last semester including a total of 250 subjects were asked to fill in a self-administered 36-item questionnaire. The data were analyzed by SPSS using frequency distribution. Results : The most important strong points of clinical education were: instructors' proper treatment and approach toward students, punctual attendance of trainers, instructors and students, observing the prerequisites for practical training, following the stages of clinical education, instructors' complete support of students, and sufficient supervision on the course of clinical education, respectively. The most significant weak points of clinical education included: lack of use of teaching aids in the clinical environment, lack of sufficient facilities, lack of instructors clinical evaluation by students, lack of harmony between theoretical and practical courses. Conclusion : Though some aspects of clinical education are in an excellent state, reinforcing and improving the strong positive points and removing the weak points can function as an effective step in promoting the quality of clinical education. Through frequent assessments of the clinical setting and comparing the present status to the past, the strong and weak points can be determined and enumerated.

  16. Consumerism 2: preregistration nursing and midwifery curricula. (United States)

    Fox, Jane

    This article, the second of two parts, presents findings from a four-stage study exploring the extent to which consumerism and its related aspects have been incorporated into the preregistration nursing and midwifery curriculum. The study was undertaken in recognition that NHS policy (as considered in the first article: Vol 12(5): 321-6) increasingly gave emphasis to the development of a health service that was more consumer and user focused. The study involved use of a Delphi panel, postal questionnaire, review of curriculum documentation, and timetables, together with a small focused group discussion. Findings indicate some aspects relevant to consumerism in health care, e.g. communication and ethical principles were included in the curriculum. Other aspects, such as advocacy, quality assurance, and lay health beliefs, were viewed logically from the perspective of the professional role. In essence, no curriculum transparently addressed consumerism in a central and focused way, although midwifery--and to some extent mental health, learning disabilities, and child branches--gave more overt attention to consumerism than adult branches.

  17. Birth Territory: a theory for midwifery practice. (United States)

    Fahy, Kathleen M; Parratt, Jenny Anne


    The theory of Birth Territory describes, explains and predicts the relationships between the environment of the individual birth room, issues of power and control, and the way the woman experiences labour physiologically and emotionally. The theory was synthesised inductively from empirical data generated by the authors in their roles as midwives and researchers. It takes a critical post-structural feminist perspective and expands on some of the ideas of Michel Foucault. Theory synthesis was also informed by current research about the embodied self and the authors' scholarship in the fields of midwifery, human biology, sociology and psychology. In order to demonstrate the significance of the theory, it is applied to two clinical stories that both occur in hospital but are otherwise different. This analysis supports the central proposition that when midwives use 'midwifery guardianship' to create and maintain the ideal Birth Territory then the woman is most likely to give birth naturally, be satisfied with the experience and adapt with ease in the post-birth period. These benefits together with the reduction in medical interventions also benefit the baby. In addition, a positive Birth Territory is posited to have a broader impact on the woman's partner, family and society in general.

  18. Public health interventions in midwifery: a systematic review of systematic reviews

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    McNeill Jenny


    Full Text Available Abstract Background Maternity care providers, particularly midwives, have a window of opportunity to influence pregnant women about positive health choices. This aim of this paper is to identify evidence of effective public health interventions from good quality systematic reviews that could be conducted by midwives. Methods Relevant databases including MEDLINE, Pubmed, EBSCO, CRD, MIDIRS, Web of Science, The Cochrane Library and Econlit were searched to identify systematic reviews in October 2010. Quality assessment of all reviews was conducted. Results Thirty-six good quality systematic reviews were identified which reported on effective interventions. The reviews were conducted on a diverse range of interventions across the reproductive continuum and were categorised under: screening; supplementation; support; education; mental health; birthing environment; clinical care in labour and breast feeding. The scope and strength of the review findings are discussed in relation to current practice. A logic model was developed to provide an overarching framework of midwifery public health roles to inform research policy and practice. Conclusions This review provides a broad scope of high quality systematic review evidence and definitively highlights the challenge of knowledge transfer from research into practice. The review also identified gaps in knowledge around the impact of core midwifery practice on public health outcomes and the value of this contribution. This review provides evidence for researchers and funders as to the gaps in current knowledge and should be used to inform the strategic direction of the role of midwifery in public health in policy and practice.

  19. Constructive Alignment and the Research Skills Development Framework: Using Theory to Practically Align Graduate Attributes, Learning Experiences, and Assessment Tasks in Undergraduate Midwifery (United States)

    Pretorius, Lynette; Bailey, Carolyn; Miles, Maureen


    Midwifery educators have to provide students with stimulating curricula that teach academic and vocational content, as well as transferable skills. The Research Skills Development (RSD) framework provides a conceptual model that allows educators to explicitly scaffold the development of their students' research skills. This paper aims to…

  20. Problem based learning in midwifery--the students' perspective. (United States)

    Rowan, Catherine J; McCourt, Christine; Beake, Sarah


    Problem based learning (PBL) has been adopted in many settings for the education of health professionals. It has generally been evaluated well by students although much of the literature comes from medical education. The aim of this study was to ascertain the views of student midwives at the beginning and at the end of their programme and three months after graduation about the use of a PBL based programme in midwifery. Eight focus groups were conducted with students whilst undertaking a PBL programme from both a shortened and three year programme across two sites. A questionnaire was sent 3 months after graduation to midwives who had completed the programme. Key themes which emerged from this study were that although students gained skills in information retrieval and critique some did not always feel well prepared for practice. The focus on individual presentations in the tutorial tended to be interpreted as performance rather than discussion in a spirit of enquiry. Students reported being particularly anxious at the beginning of their programme about their learning. They felt that their experience was dependent upon the participation and motivation of the group members.

  1. Quality of midwifery care in Soroti District, Uganda | Kaye | East ...

    African Journals Online (AJOL)

    Quality of midwifery care in Soroti District, Uganda. ... Objectives: To determine the quality of care provided by midwives in Soroti district; and specifically, to identify training needs, gaps in ... EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT

  2. Critical Medical Anthropology in Midwifery Research

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    Elizabeth C. Newnham


    Full Text Available In this article, we discuss the use of critical medical anthropology (CMA as a theoretical framework for research in the maternity care setting. With reference to the doctoral research of the first author, we argue for the relevance of using CMA for research into the maternity care setting, particularly as it relates to midwifery. We then give an overview of an existing analytic model within CMA that we adapted for looking specifically at childbirth practices and which was then used in both analyzing the data and structuring the thesis. There is often no clear guide to the analysis or writing up of data in ethnographic research; we therefore offer this Critical analytic model of childbirth practices for other researchers conducting ethnographic research into childbirth or maternity care.

  3. Nutritional counseling in midwifery and obstetric practice. (United States)

    Cheyney, Melissa; Moreno-Black, Geraldine


    It is generally acknowledged that pregnant women require healthy diets. However, the cultural idea of "eating for two" and what constitutes an "appropriate" diet during pregnancy have been contested grounds of research as guidelines have changed over the decades. Using a grounded theory approach, we examine how research on pregnancy nutrition is incorporated into practice and translated to patients by obstetricians and 2 categories of midwives--certified nurse midwives (CNMs) and direct-entry midwives (DEMs). Five themes emerged from interviews: (1) food and exercise as "two sides of the same coin"; (2) "good food" and "food that harms" dichotomies; (3) nutrition as holistic prevention; (4) institutionalized barriers to nutritional counseling; and (5) food and the obesity epidemic. An exploration of the conceptual connections between these themes by provider type suggests mechanisms that we argue may be functioning to produce, reproduce, and perpetuate midwifery and medical models of care and associated provider-effects on nutrition-related complications.

  4. Critical Medical Anthropology in Midwifery Research

    Directory of Open Access Journals (Sweden)

    Elizabeth C. Newnham


    Full Text Available In this article, we discuss the use of critical medical anthropology (CMA as a theoretical framework for research in the maternity care setting. With reference to the doctoral research of the first author, we argue for the relevance of using CMA for research into the maternity care setting, particularly as it relates to midwifery. We then give an overview of an existing analytic model within CMA that we adapted for looking specifically at childbirth practices and which was then used in both analyzing the data and structuring the thesis. There is often no clear guide to the analysis or writing up of data in ethnographic research; we therefore offer this Critical analytic model of childbirth practices for other researchers conducting ethnographic research into childbirth or maternity care.

  5. Truth, virtue and beauty: midwifery and philosophy. (United States)

    Parker, J M; Gibbs, M


    In this paper, we outline three moments in the history of Western philosophy--Classical Greek, Modernity, Postmodernity--and the ways in which issues of truth, virtue and beauty have been understood within these philosophical formations. In particular, we investigate the ways in which notions of truth, virtue and beauty influenced the orthodoxy of birthing practices at these different moments. Finally, we examine current, critical reflections on the role of the intellectual in postmodern society and use these reflections as a heuristic for understanding the role of the contemporary midwife. We suggest that midwifery must reconcile two divergent demands. The first is to mobilise the positive, instrumental benefits of Western medical science to improve mortality and morbidity outcomes. The second is to remain sensitive to the cultural and social meanings attached to traditional birthing practices and to understand the roles these play in the well-being of mother and child.

  6. Enhancing and developing leadership in midwifery. (United States)

    McCalmont, Carmel; Bailey, Elizabeth


    Leadership is a word often heard in any workplace, and healthcare services are no different. Much has been written about leadership styles and theories, with a search of one online retailer revealing 153,589 books available on the subject. How many midwives have those books on their shelves? In a time when maternity services are rising to meet new pressures and demands, many commentators are calling for leadership to drive the profession on. How do we, as midwives, reflect on our own leadership style and the impact it has on others? Here we discuss the importance of leadership in midwifery as a profession, and to individuals, regardless of grade or position. We use an example of a project within our service to illustrate the opportunities for leadership to flourish throughout a whole team in order to achieve an end goal.

  7. Hepatitis B Knowledge Levels of Turkish Nursing and Midwifery Students

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    Ali Ozer


    Full Text Available Aim: The aim of this study was to determine knowledge levels of students in School of Health, Kahramanmaras Sutcu Imam University, and examine the influence of various factors on hepatitis B knowledge levels. Method: The study was conducted in the School of Health of Kahramanmaras Sutcu Imam University between April and June 2009. All of the 296 students in the school were planned to be included in the study. Survey forms; prepared in the light of the data reported in the literature by investigators, and composed of 37 questions, were delivered to the students and they were asked to fill them out. 18.2% of the students couldn’t be reached. Thus, only 242 students (81.8% were included in the study. Results: While 87.2% of the students expressed sexual intercourse as a transmission route of HBV, 67.4% mentioned perinatal route, 96.7% expressed blood and blood products, 79.8% mentioned use of common goods such as towel and toothbrush. 78.1% of the students did not consider breast milk as a transmission route for HPV, whereas fecal-oral route, handshake-hugging, and kissing were not known to be a way of transmission for HPV in 65.7%, 86.8%, and 56.2% of the study population, respectively. Mean level of hepatitis B knowledge among students was 69.8±19.4. Knowledge score of nursing students was 1.1 points higher than that of midwifery students and the difference between them was not significant. As the college year elevated, hepatitis B knowledge scores increased as well. Conclusion: Hepatitis B knowledge score of undergraduate students in Nursing and Midwifery Departments of Kahramanmaras Sutcu Imam University, was 69.8±19.4. Since hepatitis B knowledge score raises parallel to the elevation of college year, hepatitis B education should be provided in the first year. [TAF Prev Med Bull 2011; 10(2.000: 139-144

  8. Future-Proofing Nursing Education

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    Nicholas Ralph


    Full Text Available The relevance of pre-registration programs of nursing education to current and emerging trends in healthcare and society could have a significant future impact on the nursing profession. In this article, we use a PESTEL (politics, economics, society, technology, environment, and law framework to identify significant current and future priorities in Australian healthcare. Following the PESTEL analysis, we conduct a review of the curriculum content of current Australian undergraduate pre-registration nursing curricula. The data were analyzed to determine how nursing curricula were aligned with the priorities identified in the PESTEL analysis. Findings suggest that preparation–practice gaps are evident in nursing curricula as the broad priorities identified were poorly reflected in undergraduate pre-registration programs. The study recommended (a the establishment of a nationally consistent mechanism to identify current and emerging trends in healthcare and higher education, and (b an evidence-based framework that enhances forward planning in the design of undergraduate pre-registration nursing curricula.

  9. Students' understanding of "Women-Centred Care Philosophy" in midwifery care through Continuity of Care (CoC) learning model: a quasi-experimental study. (United States)

    Yanti, Yanti; Claramita, Mora; Emilia, Ova; Hakimi, Mohammad


    The philosophy of midwifery education is based on the 'Women-centred care' model, which provides holistic care to women. Continuity of care (CoC) is integral to the concept of holistic women-centred care and fundamental to midwifery practice. The objective of this study was to determine any differences in students' understanding of midwifery care philosophy between students who underwent the CoC learning model and those who underwent the fragmented care learning model. We used a quasi-experiment design. This study was conducted by all final year midwifery students at two schools of midwifery in Indonesia. Fifty four students from one school attended 6 months of clinical training using the CoC learning model. The control group was comprised of 52 students from the other school. These students used the conventional clinical training model (the fragmented care learning model). The independent T-test using SPSS was used to analyse the differences between the two groups of students in terms of understanding midwifey care philosophy in five aspects (personalized, holistic, partnership, collaborative, and evidence-based care). There were no significant differences between the groups before interventon. There were significant differences between the two groups after clinical training (p students using all five aspects of the CoC clinical learning model (15.96) was higher than that of the students in the control group (10.65). The CoC clinical learning model was shown to be a unique learning opportunity for students to understand the philosophy of midwifery. Being aligned with midwifery patients and developing effective relationships with them offered the students a unique view of midwifery practice. This also promoted an increased understanding of the philosophy of women-centred care. Zero maternal mortality rate was found in the experiment group. The results of this study suggest that clinical trainingwith a CoC learning model is more likely to increase students

  10. To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students. (United States)

    Scurlock-Evans, Laura; Upton, Penney; Rouse, Joanne; Upton, Dominic


    The use of Evidence-Based Practice (EBP) is increasingly emphasized within healthcare. However, little research has focused on nurses' pre-registration training; particularly regarding the impact of curriculum-design on learning EBP. This study compared the impact of embedding EBP throughout the curriculum, with modular-based teaching, on pre-registration nursing students' EBP profiles. A longitudinal panel study. A convenience sample of fifty-six pre-registration nursing students (55.4% studying an embedded EBP-curriculum and 44.6% studying a modular EBP-curriculum), were recruited from a UK University between 2011 and 2014. Participants completed the Student Evidence-Based Practice Questionnaire (S-EBPQ) in the first, second and third year of their course. This questionnaire measures four EBP domains: frequency of use, attitude, knowledge and skills in retrieving and reviewing evidence, and knowledge and skills in applying and sharing evidence. Two-way mixed between-within Analyses of Variance revealed significant improvements across all domains, except attitude (which remained broadly positive across all years), for both curriculum-groups. No significant differences in this improvement were identified between the two curricula overall. However, the direction and rate of change of scores on the retrieving and applying subscales (but not frequency of use) for the two groups differed across time; specifically those on the embedded curriculum showed a dip in scores on these subscales in year 2. This appeared to be related to associated features of the course such as the timing of placements and delivery of theory. Taking a modular or embedded approach to EBP may have little impact on students' final EBP profiles. However, careful consideration should be given to the timing of related course features which may play a key role in students' perceptions of their knowledge and skills in its application. Further research should explore how curriculum-design might build on

  11. Home births in the Netherlands: midwifery-related factors of influence.

    NARCIS (Netherlands)

    Jabaaij, L.; Meijer, W.


    Objective: Identification of midwifery-related factors influencing the varied percentage of home births in the practices of Dutch midwives. Design: Cross-sectional study. Setting: Independent midwifery practices in the Netherlands. Participants: 115 independent midwives. Measurements: Recording of

  12. Midwifery students training in oral care of pregnant patients: an interventional study.

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    Simin Zahra Mohebbi


    Full Text Available Midwives may play an important role in oral health promotion of pregnant women, whom they are in close contact with. Our aim was to evaluate an educational intervention on the oral health attitude and practices among the junior midwifery students of Tehran University of Medical Sciences in 2010.The junior midwifery students were divided into intervention (n=29 and control (n=33 groups. The intervention group was first educated about general oral health, oral hygiene practices during pregnancy, and tooth brushing and flossing on models. Subsequently, the students performed role playing to ensure they understood the aforementioned lessons correctly. Before and three months after the training course the students filled out a validated self-administered questionnaire and a simplified plaque index was recorded. Statistical analysis was done by Mann-Whitney test and linear regression models.Before the intervention, the mean scores of attitude in general oral health for the intervention and control groups were 5.8 and 5.4, respectively, which improved to 8.9 and 5.4 after the intervention (P<0.001. The mean score of oral health attitude in pregnancy was 20.4 in the intervention group and increased to 30.9 (P<0.001. The intervention group demonstrated much better oral health practices in pregnancy and lower plaque index score after the intervention.The promising finding about attitude and practice improvement in midwifery students after participating in a short course on oral health promotion in pregnancy shows the necessity to enrich their training program by including this subject.

  13. Study of the self-confidence of midwifery graduates from Mashhad College of nursing and midwifery in fulfilling clinical skills. (United States)

    Mirzakhani, Kobra; Shorab, Nahid Jahani


    Self-confidence is one of the main components of clinical competence, and it is considered to be an important indicator of ability and competence. The aim of this study was to determine the confidence of midwifery graduates from Mashhad College of nursing and midwifery in fulfilling the required clinical skills. The study was in the form of a cross-sectional study, and it was performed in 2011 on 50 midwifery graduates who had been working in health centers in Mashhad for six months to three years providing midwifery services, as well as on their supervisors having a minimum of 6 months experiences of responsibility in these centers. The research tools included self-assessment tools of self-confidence in midwives and assessment tools of self-confidence in midwifery graduates in fulfilling clinical skills performed by the supervisors. The validity of the tools was confirmed by face validity and content validity, and the reliability of the test was confirmed by test-retest (r = 0.82). After the data were extracted and encoded, they were analyzed using SPSS software version 11.5, descriptive statistics, the t-test, and Pearson's test. Among the midwifery graduates, 84.57% of them had confidence in the area of management of low-risk situations, and 55.51% had confidence in their ability to manage high-risk situations. The self-confidence levels of graduates in fulfilling clinical skills in the management of low-risk and high-risk situations were significantly different (P confidence (P confidence of graduates in fulfilling clinical skills in the management of high-risk situations. In order to achieve such improvement, it is necessary to identify and use methods of increasing graduates' self-confidence in the learning environment by developing an enhanced midwifery curriculum and improved teaching methods.

  14. Moving towards a Model of Professional Identity Formation in Midwifery through Conversations and Positioning Theory (United States)

    Phillips, Diane J.; Hayes, Barbara


    The disciplines of nursing and midwifery both uphold a powerful oral tradition that can impact upon student learning. Students enrolled in a Graduate Diploma of Midwifery are supervised and assessed by midwives during their placements in midwifery practice settings by a program of "preceptorship" support and where conversations are…

  15. The International Confederation of Midwives' study of essential competencies of midwifery practice. (United States)

    Fullerton, Judith; Severino, Richard; Brogan, Kelly; Thompson, Joyce


    To delineate the knowledge, skills, and behaviours that would characterise the domain of competencies of the midwife who is educated according to the international definition of the profession. Phase I: a qualitative Delphi study; Phase II: a descriptive survey research process. A stratified random sample of member organisations of the International Confederation of Midwives (ICM) and regulatory representatives from these same countries. A list of basic (essential) and additional competencies for midwives who have been educated in keeping with the ICM/WHO/FIGO international definition of the midwife was developed through an interative Delphi process, and then affirmed, using a survey research method. The final list includes 214 individual task statements within six domains of midwifery practice. This list of competencies can serve as a basis for educational curriculum design, as a guideline for regulatory policy development, as a reference document for individual practitioners in an assessment of their initial and continued competency and by the ICM and its member associations as a resource for advocating for the role of midwifery within health-care systems world-wide.

  16. Midwifery care: a perinatal mental health case scenario. (United States)

    Marnes, Joanne; Hall, Pauline


    The establishment of the National Perinatal Depression Initiative (NPDI, 2008-2013) has brought a focus across Australia for the need to identify women at risk of perinatal mental health disorders, suggesting that routine screening by relevant health professionals may aid earlier detection, better care and improved outcomes. Midwives are frequently the primary point of contact in the perinatal period and thus ideally placed to identify, interpret and manage complex situations, including screening for perinatal mental health disorders. This paper offers strategies that could be implemented into daily midwifery practice in order to achieve the goals consistent with the National Perinatal Depression Initiative. A case study (Jen) and discussion, guided by recommendations from the Australian Nursing and Midwifery Competency standards and beyondblue Clinical Practice Guidelines, are used to demonstrate how midwifery care can be provided. In accordance with her legal obligations, the midwife should act within her scope of practice to undertake a series of psychosocial and medical assessments in order to best determine how midwifery care and support can be of benefit to Jen, her infant and her family. Suggestions described include administration of validated screening questionnaires, clinical interview, physical assessment, discussion with partner, awareness of the mother-infant interactions and questioning around baby's sleep and feeding. Based on evaluation of the information gained from a bio-psycho-social assessment, suggestions are made as to the midwifery care options that could be applied.

  17. Continuity of care in community midwifery. (United States)

    Bowers, John; Cheyne, Helen; Mould, Gillian; Page, Miranda


    Continuity of care is often critical in delivering high quality health care. However, it is difficult to achieve in community health care where shift patterns and a need to minimise travelling time can reduce the scope for allocating staff to patients. Community midwifery is one example of such a challenge in the National Health Service where postnatal care typically involves a series of home visits. Ideally mothers would receive all of their antenatal and postnatal care from the same midwife. Minimising the number of staff-handovers helps ensure a better relationship between mothers and midwives, and provides more opportunity for staff to identify emerging problems over a series of home visits. This study examines the allocation and routing of midwives in the community using a variant of a multiple travelling salesmen problem algorithm incorporating staff preferences to explore trade-offs between travel time and continuity of care. This algorithm was integrated in a simulation to assess the additional effect of staff availability due to shift patterns and part-time working. The results indicate that continuity of care can be achieved with relatively small increases in travel time. However, shift patterns are problematic: perfect continuity of care is impractical but if there is a degree of flexibility in the visit schedule, reasonable continuity is feasible.

  18. Research capacity building in midwifery: Case study of an Australian Graduate Midwifery Research Intern Programme. (United States)

    Hauck, Yvonne L; Lewis, Lucy; Bayes, Sara; Keyes, Louise


    Having the research capacity to identify problems, create new knowledge and most importantly translate this knowledge into practice is essential within health care. Midwifery, as well as other health professions in Australia, is challenged in building its research capacity to contribute evidence to inform clinical practice. The aim of this project was to evaluate an innovative Graduate Midwifery Research Intern Programme offered at a tertiary obstetric hospital in Western Australia, to determine what was working well and how the programme could be improved. A case study approach was used to gain feedback from graduate midwives within a Graduate Research Intern (GRI) Programme. In addition outcomes were compiled of all projects the GRI midwives contributed to. Six GRI midwives participated in a survey comprising of four open ended questions to provide feedback about the programme. Findings confirm that the GRI programme increased the graduates understanding of how research works, its capacity to define a problem, generate new knowledge and inform clinical practice. The GRI midwives' feedback suggested the programme opened their thinking to future study and gave them enhanced insight into women's experiences around childbirth. To grow our knowledge as a professional group, midwives must develop and promote programmes to build our pool of research capable midwives. By sharing our programme evaluation we hope to entice other clinical settings to consider the value in replicating such a programme within their context. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  19. Meeting the health and social needs of pregnant asylum seekers: midwifery students' perspectives. Part 2: Dominant discourses and approaches to care. (United States)

    Haith-Cooper, Melanie; Bradshaw, Gwendolen


    Pregnant women seeking asylum in the United Kingdom appear particularly vulnerable, having complex health and social care needs and could benefit from a woman centred approach to midwifery care. This article is the second of three parts and reports on the findings from one objective of a wider doctorate study. It focuses on exploring midwifery students' perceptions of how to approach the care of pregnant women seeking asylum. Although the design of the study is explored in article one, in this context, the data was subject to critical discourse analysis to meet this objective. Key words and phrases were highlighted which appeared to reveal power and ideology implicit in the language used when discussing midwifery care of the pregnant woman seeking asylum. Dominant discourses were identified which appeared to influence the way in which care was approached and the possible sources of these discourses critically analysed. The findings suggest an underpinning ideology around following policies and guidelines to meet the physical needs of the woman at the expense of her other holistic needs. Despite learning to adopt a woman centred approach in theory, once in practice some students appear to be socialised into (re)producing these dominant medical and managerial discourses with "midwifery discourse" being marginalised. In addition, some students appeared to have difficulty understanding how to adopt a woman centred approach and the importance of considering the woman's context and its impact on care. These findings have implications for midwifery educators and this article identifies that the recent Nursing and Midwifery Council requirement for students to undertake a caseloading activity could provide the opportunity for them to adopt a consistent woman centred approach in practice, rejecting dominant medical and managerial discourses. However, these discourses appear to influence midwives caring for women more widely and will be difficult to challenge. Copyright

  20. The effectiveness of varied levels of simulation fidelity on integrated performance of technical skills in midwifery students--a randomised intervention trial. (United States)

    Brady, Susannah; Bogossian, Fiona; Gibbons, Kristen


    Simulation as a pedagogical approach is used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice, in complex healthcare environments. Evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity is lacking. To evaluate the effectiveness of varying levels of fidelity on simulated learning experiences and identify which best contributes to integrated and global clinical skills development in midwifery students. Randomised three arm intervention trial. Midwifery students who had yet to receive theoretical instruction in the performance of the clinical skill of vaginal examination. Midwifery students (n=69) received theoretical instruction in the performance of vaginal examination following random allocation into one of three intervention arms. Participants were recorded performing the procedure using low fidelity (part task trainer only), medium fidelity (part task trainer and life sized poster of a pregnant woman) or progressive fidelity (part task trainer and a simulated standardised patient). Senior midwifery students were recruited to act in the role of standardised patients. There was a statistically significant difference in the mean total Global Rating Scale score between at least two of the three groups (p=0.009). The progressive fidelity group revealed as different from both the low fidelity group (p=0.010) and medium fidelity group (p=0.048). There was a statistically significant difference in the mean total Integrated Procedural Performance Instrument score between at least two of the three groups (p=0.012). The progressive fidelity group revealed as different from both the low fidelity group (p=0.026) and medium fidelity group (p=0.026). Progressive and medium fidelity simulation yields better outcomes than low fidelity simulation and where resources are constrained medium fidelity

  1. 山东省助产从业人员核心胜任力调查分析%Core competency among midwifery staff in Shandong province

    Institute of Scientific and Technical Information of China (English)

    张悦; 陆虹; 王爱华; 刘文静; 杨兰


    目的:了解山东省助产从业人员核心胜任力现状。方法:采用助产士核心胜任力量表对山东省231名助产从业人员进行问卷调查。结果:助产从业人员的核心胜任力总均分为(4.09±0.36)分,其中孕期保健、分娩期保健维度得分较高,公共卫生保健、孕前保健维度得分较低。助产从业人员的年龄、工作年限、助产工作年限、职称与其核心胜任力呈显著正相关(P<0.01)。结论:教育者应进一步完善助产专业教育和在职培训,促进助产从业人员核心胜任力的全面提高。%Objective: To investigate the current status of core competency among midwifery staff in Shandong province. Methods: Totally 231 midwifery staff in Shandong province were investigated by the Midwife Core Competence Questionnaire. Results: The mean score of the core competence among midwifery staff was (4.09±0.36), with higher scores in antenatal care and intrapartum care, and lower scores in public health care and pregestational care. The scores had positive relationship with age, working years, working yeas as a midwife, and the professional titles (P<0.01). Conclusion: We should pay more attention to humanity and sociality of midwifery profession, perfect the professional midwifery education and on-the-job training, and improve core competence in midwifery team.

  2. Cultural safety and its importance for Australian midwifery practice. (United States)

    Phiri, Jasten; Dietsch, Elaine; Bonner, Ann


    Cultural safety is an important concept in health care that originated in Aotearoa (New Zealand) to address Maori consumer dissatisfaction with health care. In Australia and internationally, midwives are now expected to provide culturally safe midwifery care to all women. Historically, Australia has received large numbers of immigrants from the United Kingdom, European countries and the Middle East. There have also been refugees and immigrants from South-East Asia, and most recently, from Africa. Australia continues to become more culturally diverse and yet to date no studies have explored the application of cultural safety in Australian midwifery practice. This paper explores how cultural safety has evolved from cultural awareness and cultural sensitivity. It examines the importance of cultural safety in nursing and midwifery practice. Finally, it explores the literature to determine how midwives can apply the concept of cultural safety to ensure safe and woman centred care.

  3. Perceptions of motherhood: The effect of experience and knowledge on midwifery students. (United States)

    Fraser, Diane M; Hughes, Anita J


    to explore the factors that influence student midwives' constructs of childbearing, before and during their undergraduate midwifery programme. a naturalistic, qualitative study. a university in the East Midlands, UK. 58 women registered on a 3-year midwifery education programme. focus groups were conducted at programme commencement and at 9-12 monthly intervals with two cohorts of midwifery students who were separated into groups of mothers and non-mothers (32 focus groups in total). This paper draws on data from the nine focus groups held at the start of the students' programme. the main themes that emerged from the data were in relation to image during pregnancy, expectations/experiences of childbirth and parenting. In particular, students believed that pregnancy and childbirth should be special. They suggested that a lack of knowledge about sexuality and choice options affected women's ability to be in control. Although normality was the students' expectation of childbirth, they also assumed that hospital birth was the norm. They were unsure whether the baby's father was the best birth partner. Their mothers were suggested as likely to be more supportive, but there was lack of agreement regarding whether they were the best parenting role models. Students also said that there was a lack of positive images of breast feeding. The overall motivation to become midwives was 'to make a difference'. students need to be facilitated early in their programme to explore their belief systems and constructs of childbearing critically so that they are equipped to support parents to have a positive experience, whether childbirth is normal or complex, and so that they can cope with any dissonance between their own expectations and the uncertainties and realities of practice.

  4. Catching the spirit of cultural care: a midwifery exemplar. (United States)

    Jesse, D Elizabeth; Kirkpatrick, Mary K


    Midwives provide an integral part of health care in underserved, rural areas of the United States. To meet the health care needs of people from diverse cultures, they need to learn culturally competent care. This article describes efforts by a university and its college of nursing to adapt to a changing cultural climate and prepare faculty and students to become culturally competent in practice encounters with diverse populations. Culturally competent care is infused in the midwifery curriculum through self-directed inquiry and discovery approaches. Outcomes of these approaches are evident in the nurse-midwifery program, which can serve as a model for integration of culturally competent care throughout the nursing curriculum.

  5. Attrition from midwifery programmes at a midwifery school in the English midlands 1939-1973: A historical study. (United States)

    McIntosh, Tania


    This paper explores the features of attrition from a Midwifery Training programme in mid-twentieth century England. The research uses an historical methodology to explore rates of attrition from a Midwifery Training School in the English Midlands between 1939 and 1973. It uses principally the record books of the Training School which gave details about pupils across the period. This evidence is contextualised through national written and oral archive material. Mid-twentieth century England. The period was a time of significant change in the maternity services, at both a philosophical and organisational level with the creation of the National Health Service and a move towards institutional rather than community based maternity care. Midwifery pupils were regulated by the Central Midwives Board, the national body which governed midwifery, and sat national exams based on national syllabi. Pupil midwives based at the Midwifery Training School whose records are being explored. These included pupils who were had nursing qualifications and those who did not. Numbers of pupils entering training varied across the period in relation to external workforce factors. The greatest proportions of those in training were pupils who already held a nursing qualification, although numbers of untrained pupils rose across the period. Rates of attrition were particularly high within this group, but across all groups rates rose across the period. The evidence suggests that despite the very different organisation of midwifery training and care across the period in comparison to contemporary practice, rates of attrition from training programmes appear remarkably consistent. Copyright © 2016. Published by Elsevier Ltd.

  6. Numeracy Competence Requirements for Admission to Undergraduate Degree Programmes: A Case Study of a Programme to Prepare Pre-Registration Nursing Student Candidates for a Numeracy Entrance Test (United States)

    Dray, Beattie; Perkins, Andrew; Fritsch, Lynn Faller; Burke, Linda


    Some undergraduate programmes require evidence of baseline numeracy skills as a condition of entry. With a widened entry gate into higher education and a recognised "mathematics problem" in society, students wishing to enrol onto degree programmes that require evidence of numeracy often find it difficult to provide such evidence.…

  7. Sexuality, pregnancy and midwifery care for women with intellectual disabilities: a pilot study on attitudes of university students. (United States)

    Jones, Linda K; Binger, Tara E; McKenzie, Christine R; Ramcharan, Paul; Nankervis, Karen


    Women with intellectual disability have historically not been provided the opportunity to become mothers. Attitudes held by future professionals will determine the level and quality of support these women are provided. This study was designed to evaluate and compare the attitudes of students from Education, Disability and Midwifery towards the sexuality and parenting of people with an intellectual disability, and to further examine the attitudes held by Midwifery students following a lecture strategy. A questionnaire assessing attitudes towards the sexuality and parenting of people with intellectual disability was implemented and contained the themes of marriage, parenting, sexual intercourse and sterilization. Significant differences were found between student groups on the themes of sterilization and parenting, with further analysis indicating that Disability students held significantly more positive attitudes than the other two groups. Students reported less positive attitudes towards parenting than marriage, sterilization and sexual intercourse. Respondents' age was significantly associated with their attitudes on parenting, indicating that older students held more conservative attitudes towards the ability of people with an intellectual disability to parent. In addition, this research indicated that the attitudes of Midwifery students became more positive following a lecture delivered after the questionnaire.

  8. Rhetorical skills as a component of midwifery care. (United States)

    Domajnko, Barbara; Drglin, Zalka; Pahor, Majda


    this article argues that rhetorical skills are an important quality factor of midwifery care. In particular, it aims to identify and discuss the relevance of three classical means of persuasion: ethos, pathos and logos. secondary analysis, rhetorical analysis of semi-structured interviews. Slovenia. Interviews were carried out predominantly in 2006. Data refer to childbirths in 2005 and 2006. four women with recent experience of childbirth. analysis identified the presence of all three means of persuasion in the interaction between midwives and women. Focusing on midwives, the quality of their awareness and command of rhetorical skills remains questionable. In particular, women experienced lack of a rational account of the situation and decisions made by health-care professionals involved in maternity care. acknowledging professional ethics, awareness and good command of all three means of persuasion [but above all, argumentative persuasion (logos)] is an integral component of midwifery care. It can contribute to collaborative relations between midwives and women, and thus promote women-centred midwifery care. knowledge of the three classical rhetorical means of persuasion should be integrated into professional midwifery curricula. Copyright © 2009 Elsevier Ltd. All rights reserved.

  9. Missing Midwifery: Relevance for Contemporary Challenges in Maternal Health

    Directory of Open Access Journals (Sweden)

    Rupa Prasad


    Full Text Available Midwifery is rooted in public health, and most of its history has been community oriented. In India, midwifery evolved during the British rule; but over the years with changes in political and program priorities, the role and the capacity of midwives has changed substantially. The verticalization of national health programs has obscured the midwives′ community focus and inhibited its contribution to the wider public health. There is a global acceptance and recognition of the midwifery model of care and skilled delivery for ensuring effective maternal health outcomes. The approaches are in line with local needs and have proved its effectiveness in resource-constrained settings. It is important to recognize the substantial contribution they make to public health, working to promote the long-term well-being of women, their babies and families, by offering information and advice on nutrition, supplementation, breastfeeding, and immunization. There is considerable scope for developing the midwifery model through enhancing the extent of their involvement in assessing health needs of local populations, designing, managing and evaluating maternal and health services, making timely and effective referrals and developing family-centered care.

  10. Obstetric emergencies in primary midwifery care In The Netherlands

    NARCIS (Netherlands)

    Smit, Marrit


    In this thesis, the primary aim was to gain insight into management of obstetric emergencies occurring in primary midwifery care in the Netherlands. Secondly, we aimed to develop preventative strategies and tools to optimise care in case of an obstetric emergency. From 2008-2010, a unique dataset of

  11. Birthin' Babies: The History of Midwifery in Appalachia. (United States)

    Buchanan, Patricia; Parker, Vicky K.; Zajdel, Ruth Hopkins

    This paper examines the history of midwifery in Appalachia. Throughout history, women in labor have been supported by other women. Midwives learned as apprentices, gaining skills and knowledge from older women. Eventually, formalized training for midwives was developed in Europe, but no professional training existed in the United States until…

  12. What Prevents Quality Midwifery Care? A Systematic Mapping of Barriers in Low and Middle Income Countries from the Provider Perspective.

    Directory of Open Access Journals (Sweden)

    Alex Filby

    Full Text Available Quality of care is essential for further progress in reducing maternal and newborn deaths. The integration of educated, trained, regulated and licensed midwives into the health system is associated with improved quality of care and sustained decreases in maternal and newborn mortality. To date, research on barriers to quality of care for women and newborns has not given due attention to the care provider's perspective. This paper addresses this gap by presenting the findings of a systematic mapping of the literature of the social, economic and professional barriers preventing midwifery personnel in low and middle income countries (LMICs from providing quality of care.A systematic search of five electronic databases for literature published between January 1990 and August 2013. Eligible items included published and unpublished items in all languages. Items were screened against inclusion and exclusion criteria, yielding 82 items from 34 countries. 44% discussed countries or regions in Africa, 38% in Asia, and 5% in the Americas. Nearly half the articles were published since 2011. Data was extracted and presented in a narrative synthesis and tables. Items were organized into three categories; social; economic and professional barriers, based on an analytical framework. Barriers connected to the socially and culturally constructed context of childbirth, although least reported, appear instrumental in preventing quality midwifery care.Significant social and cultural, economic and professional barriers can prevent the provision of quality midwifery care in LMICs. An analytical framework is proposed to show how the overlaps between the barriers reinforce each other, and that they arise from gender inequality. Links are made between burn out and moral distress, caused by the barriers, and poor quality care. Ongoing mechanisms to improve quality care will need to address the barriers from the midwifery provider perspective, as well as the underlying

  13. Midwifery students experience of teamwork projects involving mark-related peer feedback. (United States)

    Hastie, Carolyn R; Fahy, Kathleen M; Parratt, Jenny A; Grace, Sandra


    Lack of teamwork skills among health care professionals endangers patients and enables workplace bullying. Individual teamwork skills are increasingly being assessed in the undergraduate health courses but rarely defined, made explicit or taught. To remedy these deficiencies we introduced a longitudinal educational strategy across all three years of the Bachelor of Midwifery program. To report on students' experiences of engaging in team based assignments which involved mark-related peer feedback. Stories of midwifery students' experiences were collected from 17 participants across the three years of the degree. These were transcribed and analysed thematically and interpreted using feminist collaborative conversations. Most participants reported being in well-functioning teams and enjoyed the experience; they spoke of 'we' and said 'Everyone was on Board'. Students in poorly functioning teams spoke of 'I' and 'they'. These students complained about the poor performance of others but they didn't speak up because they 'didn't want to make waves' and they didn't have the skills to be able to confidently manage conflict. All participants agreed 'Peer-related marks cause mayhem'. Teamwork skills should be specifically taught and assessed. These skills take time to develop. Students, therefore, should be engaged in a teamwork assignment in each semester of the entire program. Peer feedback should be moderated by the teacher and not directly related to marks. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

  14. Exploring perinatal death with midwifery students' using a collaborative art project. (United States)

    Barry, Maebh; Quinn, Cathy; Bradshaw, Carmel; Noonan, Maria; Brett, Marie; Atkinson, Sandra; New, Christina


    To explore the influence of the Amulet artwork and exhibition on midwifery students' perceptions of caring for parents experiencing perinatal death. A descriptive qualitative design involving face-to-face semi-structured interviews following institutional ethical approval. A regional Maternity Hospital in Ireland which hosted the National Artwork and Exhibition exploring the hidden world of infant death. A purposive sample of six consenting post registration midwifery students who had attended the Amulet artwork and exhibition. Four core themes emerged and these were i) entering the mother's world and hearing her pain; ii) the journey of grief and connecting with the bereaved parent's unique experience; iii) facing the challenge of providing effective perinatal bereavement care; and iv) maintaining a journey of compassionate practice. Exposure to, and reflection on the Amulet artwork and exhibition increased students' awareness and insight into the non-linear nature of the grieving process, and to the importance of maintaining a journey of compassionate care for parents experiencing perinatal death. The findings suggest that the use of creative women-centered strategies promote affective learning in relation to perinatal death and so may be of use to educators and maternity care providers. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. Preparing for a Nursing and Midwifery Council visit in the community setting. (United States)

    Carr, Jacqui; Aston, Liz; Pitt, Margaret; Kelly, Alison


    Preparing for a Nursing and Midwifery Council placement monitoring visit can appear daunting if practitioners have not previously participated in the process. This paper identifies why visits are required and how practitioners and the local higher education provider representatives can work together to prepare. Based on the experience of the authors it is proposed that the visit is an opportunity to disseminate good practice linked to the education and mentorship of students. Suggestions linked to successful preparation are also shared to assist community nurse teams who encounter the process in the future. It is advocated that feedback from the visit can be used to further strengthen the practice learning experience for both mentors and students.

  16. Innovative Work Behaviour of teachers in Higher Education : An extended view; A first exploration : Paper presented at the International Scientific Nursing and Midwifery Congress Care4, Antwerp, Belgium, February 2015

    NARCIS (Netherlands)

    Lambriex-Schmitz, Peggy; Klink, Marcel van der; Gerken, Maike; Segers, Mien


    Within health education, many innovations are introduced, but are often not successful or sustainable. It is generally acknowledged that the quality of an educational system mainly depends on the quality of the teachers. Innovations will only succeed if teachers experience a climate that stimulates

  17. 'Midwives are the backbone of our health system': lessons from Afghanistan to guide expansion of midwifery in challenging settings. (United States)

    Turkmani, Sabera; Currie, Sheena; Mungia, Jaime; Assefi, Nassim; Javed Rahmanzai, Ahmed; Azfar, Pashtun; Bartlett, Linda


    over the last decade Afghanistan has made large investments in scaling up the number of midwives to address access to skilled care and the high burden of maternal and newborn mortality. at the request of the Ministry of Public Health (MOPH) an evaluation was undertaken to improve the pre-service midwifery education programme through identification of its strengths and weaknesses. The qualitative component of the evaluation specifically examined: (1) programme strengths; (2) programme weaknesses; (3) perceptions of the programme's community impact; (4) barriers to provision of care and challenges to impact; (5) perceptions of the recently graduated midwife's field experience, and (6) recommendations for programme improvement. the evaluation used a mixed methods approach that included qualitative and quantitative components. This paper focuses on the qualitative components which included in-depth interviews with 138 graduated midwives and 20 key informants as well as 24 focus group discussions with women. eight provinces in Afghanistan with functioning and accredited midwifery schools between June 2008 and November 2010. midwives graduated from one of the two national midwifery programmes: Institute of Health Sciences and Community Midwifery Education. Key informants comprised of stakeholders and female residents of the midwives catchment areas. midwives described overall satisfaction with the quality of their education. Midwives and stakeholders perceived that women were more likely to use maternal and child health services in communities where midwives had been deployed. Strengths included evidence-based content, standardised materials, clinical training, and supportive learning environment. Self-reported aspects of the quality education in respect to midwives empowerment included feeling competent and confident as demonstrated by respect shown by co-workers. Weaknesses of the programme included perceived low educational requirement to enter the programme and

  18. Being a young midwifery student: A qualitative exploration. (United States)

    Fenwick, J; Cullen, D; Gamble, J; Sidebotham, M


    undergraduate midwifery programmes offer opportunities for school leavers and young people (aged less than 21 years) to enter the profession. There is limited research exploring this age groups experience of their Bachelor of Midwifery programme. In order to retain these students we need to ensure that their experiences of undertaking a Bachelor of Midwifery program are positive and barriers and challenges are minimised. this study explored young midwifery students' experience of their Bachelor of Midwifery program. a descriptive exploratory qualitative approach was used to explore the experiences of eleven students aged 20 years or less on enrolment. Data was collected using face-to-face or telephone-recorded interviews. Thematic analysis was used to analysis the data set. three major themes described the young students' experiences. The first labelled 'The challenges of being young' presented a number of age related challenges including transport issues with on-call commitments as some students had not gained a driver's license. Students experienced some degree of prejudice relating to their age from their older student peers and some clinical staff during placements. 'Finding your way' was the second theme and described the strategies students used to build confidence and competence both in the university and clinical environment. The young students reported a strong commitment to the profession. They demonstrated high levels of connection with women and found the continuity of care experiences invaluable to their learning. The final theme 'Making the transition from teenager to midwife' demonstrated some unique insights into how studying to become a midwife impacted upon their personal and professional growth. the young students in this study encountered some unique issues related to their age. However as they progressed through the program they developed confidence in themselves and visualised themselves as having a long midwifery career. They were strongly

  19. A Qualitative Study on the Academic Approach to the Professionalization of Midwifery in Turkey


    Sevil GÜNER; YURDAKUL, Mine; YETİM, Nalan


    This study was designed as a qualitative descriptive study to map out the challenges and suggestions in regard to the problems of professionalization of midwifery in Turkey and it was presented as a master thesis in June 2012. The study was conducted in seven universities in Turkey which provided master programs in midwifery. The study participants included twenty faculty members in midwifery departments in these universities who consented to participate. An interview guide consisting of 10 s...

  20. Research on midwifery curriculum at Pingliang Medical College%构建助产专业课程体系的探索

    Institute of Scientific and Technical Information of China (English)

    齐海波; 卜豫宁; 邵怡霞; 史淑霞; 路艳清


    Although there are fifty years of history in midwifery professional training at Pingliang Medical College, it is just the beginning in our college compared with the professional education in developed countries.With the development of medical education and medical model shift, we carefully construct the curriculum of midwifery professional education based on the requirements issued by the National Education Committee.We have trained a group of technically proficient midwifery professionals for Cansu and other Northwest provinces and won a high reputation in the society,.But it still needs constant exploration and innovation for us to develop a perfect curriculum in midwifery professional education%平凉医学高等专科学校虽然已经有50年的助产专业办学历史,但与国际助产专业教育发达的国家相比还有很大差距.随着医学教育的发展和医学模式的转变,在助产专业课程体系建设上,学校认真贯彻的要求,坚持突出专业,注重技能,为甘肃省及西北地区基层卫生机构培养了一批技术过硬的助产专业人才,获得了社会的好评.但是,如何使助产专业课程体系更加科学规范,仍然需要进行不断的探索和创新.

  1. The rise of remifentanil and the decline of midwifery autonomy. (United States)

    Tiffin, Carol; Broadhead, Moira


    Since the 1980s epidural analgesia has been considered the gold standard for pain relief in labour. Over the past decade there has been a growing trend in UK maternity units to offer remifentanil PCA as a fast, safe alternative for women where epidural analgesia is contraindicated. Increasingly more obstetric units and anaesthetists are extending the use of remifentanil and in many units it is now preferred over central neuroaxial blocks (Stocki et al 2014). It would appear that remifentanil is being hailed as the panacea for labour pain. Whilst discussion around the use and effects of remifentanil is very well documented in anaesthetic journals, there is very little midwifery research around this subject. Following a review of the current evidence, this article will explore the use of remifentanil in labour, consequences for women and neonates and implications for midwifery practice.

  2. Factors influencing women's attitudes towards midwifery: Tool validation. (United States)

    Al-Rajabi, Omaymah; Al-Hadid, Lourance; Subih, Maha


    The purpose of this study was to validate a tool that explores the factors influencing women's opinion of and attitudes towards midwifery. A descriptive, cross-sectional design was used. The sample consisted of 526 Jordanian women. Cluster sampling was used to ensure a representative sample; then, convenience sampling was performed. The instrument asked non-identifying demographic questions and covered factors reported in literature to influence women's attitudes towards and views of the profession. The resulting instrument consisted of five factors explained by 29 items. These factors were women's general view of midwives, midwife duties, professional ethics, media influence and demotivating factors associated with working as a midwife. Although the instrument is valid and reliable, it needs further testing in other studies. Taking the factors reported on by the present study into account in public policy-making could promote better understanding of midwifery and improve its status in the community. © 2014 Wiley Publishing Asia Pty Ltd.

  3. Improving Midwifery Care in Ugandan Public Hospitals: The Midwives’ Perspective (United States)

    Nabirye, Rose C.; Beinempaka, Florence; Okene, Cindrella; Groves, Sara


    Background A serious shortage of nurses and midwives in public hospitals has been reported in Uganda. In addition, over 80% of the nurses and midwives working in public hospitals have been found to have job stress and only 17% to be satisfied on the job. Stress and lack of job satisfaction affect quality of nursing and midwifery care and puts patients’ lives at risk. This is coupled with rampant public outcry about the deteriorating nursing and midwifery care in Ugandan public hospitals. Objective To explore factors that result in poor quality of midwifery care and strategies to improve this care from the perspective of the midwives. Method It was a qualitative exploratory design. Participants were midwives and their supervisors working in four Regional Referral hospitals in Uganda. Data was collected by FGDs and KIIs. Content analysis was used to analyze the transcribed data from the voice recordings. Results Four major themes emerged from the study. They were organizational (poor work environment and lack of materials/equipment), professional (midwives’ attitudes, lack of supervision), public/consumer issues (interference) and policy issues (remuneration, promotion and retirement). Conclusions and implications for Practice Midwives love their work but they need support to provide quality care. Continuous neglect of midwives’ serious concerns will lead to more shortages as more dissatisfied midwives leave service.

  4. Communication and interpersonal skills enhancement in midwifery: review

    Directory of Open Access Journals (Sweden)

    Zuzana Škodová


    Full Text Available Aim: The aim of this study is to analyze the available research evidence on the effectiveness of training methods used in communication and interpersonal skills enhancement in midwifery practice and study. Design: Review. Methods: A systematic search in SCOPUS and PubMed databases was performed, with the following selection criteria for studies: quantitative studies in English between the years 2006-2016, using the key words: communication enhancement, communication training, and midwifery in their abstract or title. Theoretical analyses of the problem and review articles were excluded. The search process resulted in the discovery of nine studies focusing on communication skills enhancement in midwifery. Results: All of the available studies confirmed positive effects on communication skills in general, particularly on self-confidence, self-awareness, subjective feelings of competency, and communication within the team. Roleplay with patient-actors proved to be more effective than patient simulators. Conclusion: Although positive effects of the communication training programs were reported in the articles reviewed, there was a high level of heterogeneity in the intervention methods, length and outcome measures used within the training programs. Research studies comparing the effectiveness of the different training methods, using objective outcome measures, and with good quality methodological background, are needed in this area in order to formulate clear recommendations for practice regarding effective interventions.

  5. Faculty members' use of power: midwifery students' perceptions and expectations. (United States)

    Kantek, Filiz; Gezer, Nurdan


    the power dynamics of relationships/interactions between faculty members and students are of crucial importance for positive student outcomes. This study aimed to investigate the relationship between the perceptions and expectations of midwifery students in relation to the use of power by faculty members and bases of power. descriptive, quantitative study. a school for health sciences in Turkey. 122 midwifery students at the school. data were collected using a perceived leadership power survey, and analysed by frequency distribution, arithmetic mean, variance analysis and Cronbach's alpha. the students perceived that faculty members used coercive power most often and used reward power least often. Students expected their instructors to use expert power. In addition, in the examination of relationships between power bases, it was determined that there were positive correlations between legitimate, referent, reward and expert power, but coercive power was only positively correlated with legitimate power. this study found that students expect faculty members to use expert power, and faculty members need to reconsider their power bases. The factors affecting the perceptions of midwifery students regarding the use of power should be analysed in more detail. Copyright 2008 Elsevier Ltd. All rights reserved.

  6. The Midwifery Legacies Project: history, progress, and future directions. (United States)

    Moore-Davis, Tonia L; McGee, Karen B; Moore, Elaine M; Paine, Lisa L


    The Midwifery Legacies Project, formerly known as the OnGoing Group, was founded as an annual greeting card outreach aimed at maintaining contact with midwives as they approached retirement and beyond. In 2009, the importance of documenting personal and professional stories of midwives arose out of a bequest by a midwife who was relatively unknown outside of the community she served. The result has been the evolution of a robust collection of stories, which are known as the 20th Century Midwife Story Collection. Between 2009 and 2014, more than 120 US midwives aged 65 years or older were interviewed by a midwife, a student midwife, or a professional filmmaker. Collectively, these midwives' stories offer an intimate snapshot of the social, political, and cultural influences that have shaped US midwifery during the past half century. Individually, the stories honor and recognize midwives' contributions to the profession and the women they have served. This article details the development, progress, and future directions of the Midwifery Legacies Project. © 2015 by the American College of Nurse-Midwives.

  7. A mixed methods study to develop and pilot a competency assessment tool to support midwifery care of women with intellectual disabilities. (United States)

    Beake, Sarah; Clark, Louise L; Turner, Toni; Bick, Debra


    Recent reports have highlighted the poor quality of health care received by people with intellectual disabilities (otherwise known as 'learning disabilities') in the United Kingdom (UK). UK Confidential Enquiries into maternal deaths have highlighted adverse pregnancy outcomes for women with intellectual disabilities and need for timely and appropriate clinical care. To develop and test a competency assessment tool to support midwifery care of women with intellectual disabilities. A mixed methods study. Large inner city maternity unit. Midwives and key experts in intellectual disabilities, maternity policy and midwifery education. Phase one comprised a systematic narrative review of the literature. Evidence identified informed phase two which included focus groups and interviews. Emergent themes informed the development of a competency assessment tool which was piloted in phase three. Phase one: Four primary research papers and two systematic reviews met the review inclusion criteria. Support to develop parenting skills of women with intellectual disabilities was highlighted as was the need to optimise organisation of maternity services. No studies specifically considered midwifery competencies to support women with intellectual disabilities. Phase two: 23 midwives attended three focus groups and individual interviews were conducted with national leaders in intellectual disability (n=6) and midwifery policy and education (n=7). Themes identified included need for individualised care provided by a known midwife, the importance of effective communication skills and need for clear knowledge and understanding of the legislative framework relevant to intellectual disability. Phase three: A convenience sample of 60 midwives was asked to participate in a pilot study to test the tool, 46 (77%) of whom responded. Thirty midwives (65%) felt competent in their ability to recognise intellectual disability and 37 (80%) competent or expert in understanding women have the right

  8. A Qualitative Study on the Academic Approach to the Professionalization of Midwifery in Turkey

    Directory of Open Access Journals (Sweden)

    Sevil GÜNER


    Full Text Available This study was designed as a qualitative descriptive study to map out the challenges and suggestions in regard to the problems of professionalization of midwifery in Turkey and it was presented as a master thesis in June 2012. The study was conducted in seven universities in Turkey which provided master programs in midwifery. The study participants included twenty faculty members in midwifery departments in these universities who consented to participate. An interview guide consisting of 10 semistructured open-ended questions was used as an instrument of data collection and interviews were recorded. The process of data collections was conducted as face-to-face interviews by a researcher between 28th June 2011-7th December 2011. The recordings were transformed into text. Written audio recording outputs were analyzed by the content analysis which is one of the qualitative data analysis method. Major problems of professionalization of midwifery in Turkey were found as incompetent legislative regulations in midwifery, insufficient professional organizations, problems of autonomy, and insufficient scientific researches in the field. The participants suggested updating the legislative regulations, opening doctoral programs in midwifery departments, strenghtening professional organizations, supporting clinical midwifes to conduct scientific researches. In light of the results, it was concluded that professionalization of midwifery has still certain structural problems. It is maintained that regulations to be made in line with the suggestions in this study will certainly enhance professionalization of midwifery. It was pointed out that it is required to support graduate programs in midwifery, to open new doctoral programs, to support midwifery departments in terms of equipment and human resources, to clarify job definitions, to decrease the number of students in these faculties and to enact legislative regulations in regard to midwifery profession.

  9. Variation in home-birth rates between midwifery practices in the Netherlands.

    NARCIS (Netherlands)

    Wiegers, T.A.; Zee, J. van der; Kerssens, J.J.; Keirse, M.J.N.C.


    Objective: to examine the reasons for the variation in home-birth rates between midwifery practices. method: multi-level analysis of client and midwife associated, case-specific and structural factors in relation to 4420 planned and actual home or hospital births in 42 midwifery practices. Findings:

  10. Written nutrition communication in midwifery practice: What purpose does it serve?

    NARCIS (Netherlands)

    Szwajcer, E.M.; Hiddink, G.J.; Koelen, M.A.; Woerkum, van C.M.J.


    Objective to obtain an in-depth understanding of verbal and written nutrition communication in Dutch midwifery practice. Design, setting and participants data were collected by recording 12 initial antenatal consultations (12 weeks into the pregnancy) with primiparous women from four Dutch midwifery

  11. Developing Nursing and Midwifery Communities of Practice for Making Pregnancy Safer

    National Research Council Canada - National Science Library

    Jody Rae Lori; Debbie Diaz Ortiz; Sandra Oyarzo; Patricia Abbott; Sandra Land


    ... and Midwifery became a reality. The Nursing and Midwifery Community of Practice for Making Pregnancy Safer has grown from 55 members in 18 countries at the end of the first year to 382 members from 79 countries by the end of 2009...

  12. Do the pre-service education programmes for midwives in India prepare confident 'registered midwives'? : A survey from India


    Bharati Sharma; Ingegerd Hildingsson; Eva Johansson; Malvarappu Prakasamma; K V Ramani; Kyllike Christensson


    Objective: The graduates of the diploma and degree programmes of nursing and midwifery in India are considered skilled birth attendants (SBAs). This paper aimed to assess the confidence of final-year students from pre-service education programmes (diploma and bachelor's) in selected midwifery skills from the list of midwifery competencies of the International Confederation of Midwives (ICM). Design: A cross-sectional survey was conducted in Gujarat, India, involving 633 final-year students fr...

  13. Obstetric Knowledge of Nurse-Educators in Nigeria: Levels, Regional Differentials and Their Implications for Maternal Health Delivery (United States)

    Mohammed, Salisu Ishaku; Ahonsi, Babatunde; Oginni, Ayodeji Babatunde; Tukur, Jamilu; Adoyi, Gloria


    Objective: To assess the knowledge of nurse-midwife educators on the major causes of maternal mortality in Nigeria. Setting: Schools of nursing and midwifery in Nigeria. Method: A total of 292 educators from 171 schools of nursing and midwifery in Nigeria were surveyed for their knowledge of the major causes of maternal mortality as a prelude to…

  14. Delivering diversity: newly regulated midwifery returns to Manitoba, Canada, one community at a time. (United States)

    Kreiner, Meta


    Through its publicly funded health care system, Canada is committed to offering accessible, quality maternity health services to all its citizens, yet this remains a challenge in its First Nations, rural and immigrant communities. With the implementation of midwifery as a self-regulating health profession in Manitoba, Canada, in 2000, initiatives were incorporated into the structure of the profession to try to address this issue. This qualitative investigation documents and explores these initiatives through a case study combining semistructured interviews and documentary sources. The innovations discussed include the development of an Aboriginal midwifery degree program, the supports put in place to assist rural midwifery practices, and the efforts to increase ethnic diversity and cultural competence within the midwifery profession. What unites these efforts is a community building approach which attempts to strengthen communities through local midwifery services and midwives drawn from community members.

  15. Autonomous or automatons? An exploration through history of the concept of autonomy in midwifery in Scotland and New Zealand. (United States)

    Fleming, V E


    Through the World Health Organization's definition of midwifery, midwives are frequently heard to describe themselves as autonomous practitioners. In this article this notion is refuted. An overview of individual and collective autonomy is first presented to contextualize the subsequent discussion. Then the notion of autonomy in relation to midwifery practice in Scotland and New Zealand is critiqued through tracing the history of midwives and midwifery in these two countries. Issues relating to midwifery registration, medicalization of birth and consumerism are discussed. Each of these categories is suggested as limiting to autonomous practice within midwifery.

  16. Freestanding midwifery units versus obstetric units

    DEFF Research Database (Denmark)

    Overgaard, Charlotte; Fenger-Grøn, Morten; Sandall, Jane


    likelihood of uncomplicated, spontaneous birth with good outcomes for mother and infant compared to women intending to give birth in an OU. The likelihood of intact perineum, use of upright position for birth and water birth was also higher. No difference was found in perinatal morbidity or third...... comparable and, in some respects, more favourable outcomes when compared to women with the same level of education intending to give birth in an OU. In this sample of low-risk women, we found that the effect of intended place on birth outcomes did not differ with women’s level of education. Conclusion FMU...... and infant compared to women intending to give birth in an OU. All women should be provided with adequate information about different care models and supported in making an informed decision about the place of birth....

  17. Comparison the Effect of Student-Based Group Discussion and Lecture Methods Teaching on Midwifery Student\\'s Learning Level

    Directory of Open Access Journals (Sweden)

    Aghapour SA.


    Full Text Available Aims: True learning needs the utilization of proper teaching methods leading to students’ interests in the learning activities to gain useful learning experiences. Therefore, it is needed to reform the traditional teaching methods and to use new student-focused methods by the educational systems.  The aim of this study was to compare the effects of the student-focused group discussion method and lecture method on the learning level in the Midwifery students. Materials & Methods: In the semi-experimental study, 72 third-semester Midwifery bachelor students of Islamic Azad University, Gorgan Branch, were selected via census method to participate in the theoretical clinical pregnancy course presented as lecture and group discussion methods in 2014. The final test was done after the end of the training courses. And, material durability test was done 8 weeks after the end of the course sessions. Data was analyzed, using SPSS 16 software and Wilcoxon Non-parametric Test. Findings: There was a significant difference between the mean scores of all the sessions conducted through lecture method (45.00±8.00 and group discussion method (57.00±10.00; p=0.0001. There was a significant difference in the material durability after 8 weeks between the mean scores of lecture (24.50±13.90 and group discussion (35.10±13.10 methods (p=0.0001. Conclusion: Standard student-focused group discussion training affects the midwifery students’ learning more than the lecture method does and there is higher information durability.  

  18. Factors that influence nursing and midwifery students' intentions to study abroad: A qualitative study using the theory of planned behaviour. (United States)

    Kelleher, Seán; FitzGerald, Serena; Hegarty, Josephine


    Future health care professionals need to be broadly-educated, adaptable individuals who have significant experience in the world beyond the classroom. Study abroad is an ideal means of developing some of the skills and attitudes that are not only valued among health professionals, but also have global applicability. Although internationalisation through study abroad is widely publicised as a preferred means of developing globally competent third level graduates very little is known about the factors that influence students' predisposition to study abroad, students decision making process and how various factors influence that process. To explore the motivating factors that influence nursing and midwifery student's intentions to study abroad. Qualitative descriptive. A third level institution in Ireland. A purposive sample (n=25) of undergraduate nursing and midwifery students. Data were obtained individually and in a free response format by means of an open ended belief elicitation questionnaire. The theory of planned behaviour was used a theoretical framework to guide both the structure of the questionnaire and the content analysis. The study's findings support earlier works in identifying the main behavioural, normative and control factors that influence a student's decision to study abroad and is the first study to recognise enhanced professional identity as a potential benefit of study abroad. Factors such as cultural sensitivity, employability, language and cost emerged as important issues in need of further investigation. The findings of this study have implications for administrators, academics, and others involved in the development of third level study abroad programmes for nursing and midwifery students. New methods which promote the perceived benefits of study abroad, address the perceived barriers and ultimately increase student participation are needed. Copyright © 2016 Elsevier Ltd. All rights reserved.

  19. Analysis of midwifery students' written reflections to evaluate progression in learning during clinical practice at birthing units. (United States)

    Persson, Eva K; Kvist, Linda J; Ekelin, Maria


    Written daily reflections during clinical practice on birthing units have been used during several years in midwifery education at Lund University, Sweden. However, the usefulness of these reflections for evaluation of progression in learning and professional development of students has to date not been evaluated. In order to analyse written reflections, two taxonomies developed by Bloom and Pettersen have been applied to the texts. Progression in the professional development of midwifery students can be seen through levels of complexity in cognitive and psycho-motor learning areas and also in the description of learning situations. Progression can be seen from a basic description of facts in simple situations at the beginning of the students' practice to a complex description of complicated situations towards the end of the practice. Written daily reflections appear to be a suitable method to help students to reflect in a structured way, thereby helping their professional development. Reflections can help clinical supervisors to understand the needs of the individual student and to support their knowledge accruement. Daily written reflections on clinical practice can be of use in other health education programs.

  20. Education review lead backs compulsory preceptorship. (United States)

    Mckew, Matthew


    All new nurses should complete a mandatory preceptorship year to help them meet new Nursing and Midwifery Council (NMC) requirements, an academic leading the regulator's 'radical' overhaul of education standards has said.

  1. Reflexivity in midwifery research: the insider/outsider debate. (United States)

    Burns, Elaine; Fenwick, Jennifer; Schmied, Virginia; Sheehan, Athena


    To explore the challenges of conducting an observational study of postnatal interactions, between midwives and women, when the researcher was a midwife observing in familiar midwifery settings. Participant observation conducted by researchers who are themselves midwives raises questions regarding the influence of 'identity' and 'insider' knowledge on the conduct of such projects. The insider/outsider status of researchers has been explored in other disciplines, yet this is an area which is underdeveloped in the midwifery literature where few attempts have been made to subject this issue to sustained analysis. A qualitative study (investigating the provision of breast-feeding support in the first week after birth) provided the opportunity for reflexive exploration of the tensions faced by midwife researchers. Two maternity units in New South Wales, Australia. Participants included 40 midwives and 78 breast-feeding women. Possessing 'insider' midwifery knowledge was advantageous in the 'getting in' and 'fitting in' phases of this research study however unanticipated role ambiguity, and moral and ethical challenges, arose as a result of this 'insider' knowledge and status. Prolonged periods of observation challenged the midwife researcher's preconceived ideas and early decisions about the advantages and disadvantages of being an 'insider' or an 'outsider' in the research setting. Reflexive analysis of insider/outsider experiences revealed the middle ground which participant observers tend to navigate. Whilst professional insider knowledge and status offered many advantages, especially at the first study setting, some of the inherent embodied, and socially constructed features of the 'midwife' observer role, were unanticipated. Cultural competence, in these observational study settings, translated into role ambiguity, and at times, culturally entrenched role expectations. Midwifery observation of clinical practice, for research, or practice development purposes

  2. Integrating communication skills training in the curricula of 5 healthcare professions: nursing, occupational therapy, physical therapy, radiography and midwifery

    DEFF Research Database (Denmark)

    Nielsen, Annegrethe; Tørring, Birgitte; Hansen, Susanne Hjorth


    Structured training of communication skills are needed in undergraduate healthcare education in order to prepare the future professionals to cooperate with patients. Often education in communication is not integrated in the curriculum – making it seem a side activity of less importance...... for professionals. In the effort of integrating communication skills training in the undergraduate curricula of nursing, radiography, occupational therapy, physiotherapy and midwifery, we established a communication skills laboratory and arranged a 5 day course for communication teachers from all 5 educational...... programs at University College North Denmark. After the course communication skills training was offered at least once during every 3½ year program and after 3 years this is retained and in some cases developed further. The combination of getting a room where to train and developing the skills to train...

  3. Introducing Midwifery-led Birth Centres to Ontario

    Directory of Open Access Journals (Sweden)

    Cristina A. Mattison


    Full Text Available In Ontario, maternal health systems are changing, with an increasing variety of childbirth options being offered to low-risk pregnant women. Midwifery became a regulated profession in the province in 1994: providing primary care throughout pregnancy, labour and for up to six weeks postpartum. Currently there are three midwifery-led birth centres operating in Ontario, two of which opened in early 2014. The Ministry of Health and Long-Term Care (MoHLTC has launched these new birth centres in order to offer women more choice in health care provider and birth setting. This shift is representative of the MoHLTC’s push to move services out of hospitals and into community-based settings. While the birth centre initiative is in its early stages and a formal program evaluation is needed, it has the potential, if scaled up, to decrease the need for hospital beds as well as reduce health care costs through more appropriate care for low-risk pregnancies, leading to fewer interventions.

  4. Introducing Midwifery-led Birth Centres to Ontario

    Directory of Open Access Journals (Sweden)

    Cristina A. Mattison


    Full Text Available In Ontario, maternal health systems are changing, with an increasing variety of childbirth options being offered to low-risk pregnant women. Midwifery became a regulated profession in the province in 1994: providing primary care throughout pregnancy, labour and for up to six weeks postpartum. Currently there are three midwifery-led birth centres operating in Ontario, two of which opened in early 2014. The Ministry of Health and Long-Term Care (MoHLTC has launched these new birth centres in order to offer women more choice in health care provider and birth setting. This shift is representative of the MoHLTC’s push to move services out of hospitals and into community-based settings. While the birth centre initiative is in its early stages and a formal program evaluation is needed, it has the potential, if scaled up, to decrease the need for hospital beds as well as reduce health care costs through more appropriate care for low-risk pregnancies, leading to fewer interventions.

  5. Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students. (United States)

    Hogan, Rosemarie; Fox, Deborah; Barratt-See, Georgina


    Undergraduate midwifery students commonly experience anxiety in relation to their first clinical placement. A peer mentoring program for midwifery students was implemented in an urban Australian university. The participants were first-year mentee and third-year mentor students studying a three-year Bachelor degree in midwifery. The program offered peer support to first-year midwifery students who had little or no previous exposure to hospital clinical settings. Mentors received the opportunity to develop mentoring and leadership skills. The aim was to explore the benefits, if any, of a peer mentoring program for midwifery students. The peer mentoring program was implemented in 2012. Sixty-three peer mentors and 170 mentees participated over three academic years. Surveys were distributed at the end of each academic year. Quantitative survey data were analysed descriptively and qualitative survey data were analysed thematically using NVivo 10 software. Over 80% of mentors and mentees felt that the program helped mentees adjust to their midwifery clinical placement. At least 75% of mentors benefited, in developing their communication, mentoring and leadership skills. Three themes emerged from the qualitative data, including 'Receiving start-up advice'; 'Knowing she was there' and 'Wanting more face to face time'. There is a paucity of literature on midwifery student peer mentoring. The findings of this program demonstrate the value of peer support for mentees and adds knowledge about the mentor experience for undergraduate midwifery students. The peer mentor program was of benefit to the majority of midwifery students. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  6. Professional midwifery in Guatemala: A qualitative exploration of perceptions, attitudes and expectations among stakeholders. (United States)

    Summer, Anna; Guendelman, Sylvia; Kestler, Edgar; Walker, Dilys


    Despite recommendations that women give birth with a skilled birth attendant (SBA), 70% of births in Guatemala occur outside health facilities with informally trained traditional birth attendants (TBAs). To increase SBA in rural, indigenous communities, a professional midwifery school accredited by the government is scheduled to open in 2017. Drawing from Filby's model on barriers to the successful integration of professional midwifery into health systems, this paper aims to identify threats - and facilitators-toward professional midwifery's re-introduction in Guatemala. To elucidate perceptions, attitudes and expectations towards professional midwifery, qualitative, in-depth interviews were conducted with 32 physicians, nurses, and TBAs in six health centers and with key decision makers and professional midwives (PMs) in Guatemala City. We conducted open and axial coding in Atlas.ti and performed normative comparisons of participants' attitudes, perceptions, and expectations with the National Vision for professional midwifery and relative comparisons within and across disciplinary subgroups. Unprompted, physicians, nurses and TBAs were unable to correctly define professional midwifery. Yet, when professional midwifery was defined for them, they expressed willingness to work with PMs, seeing them as a needed human resource, instrumental in providing intercultural care and strengthening facility relationships with TBAs. Some stakeholders anticipated resistance toward PMs due to provider turf issues. Notable differences in expectations among all groups included ideas for supervision of and by the PMs and the PM's role in monitoring women and conducting births in communities alongside TBAs. Facilitators to professional midwifery's success include national political will, stakeholders' uniformity of vision, and the potential for improved intercultural care. Barriers are mostly professional in nature, including impediments to autonomous practice by PMs, hierarchical

  7. 'Just waiting to be hauled over the coals': home birth midwifery in Ireland. (United States)

    OBoyle, Colm


    to describe the context of Irish home birth midwives' practise experience. ethnography derived from participant observation, unstructured interview and documentary analysis. women and midwives' homes and meeting places in Ireland. 21 self-employed community midwives. choice of place of birth is extremely limited in Ireland. Structural and professional supports for home birth and midwifery are lacking. Home birth midwives highly value midwifery professionalism but are professionally isolated. They promote women's birthing autonomy and choice of place of birth. However, they experience and anticipate negative, even punitive, responses from their own and other professions. This ethnography describes a particularly volatile period in Irish home birth midwifery practice. Irish home birth midwives are professionally isolated which, given wider cultural antagonism to home birth, perfuses their practice with an element of defensiveness. Strong midwifery association is a key pillar of professionalism globally. In Ireland, the lack of a strong professional body undermines autonomous midwifery practice in all settings but particularly in the home. The midwifery philosophy of 'being with woman' appears to run contrary to professionalising discourses where the professional 'knows best'. Contemporary cultural expectations of professionalism such as clinical indemnification and risk averse practice protocols, bring challenges to autonomous midwifery practice. place and context of birth effects not only the woman's birth experience but the midwife's professional autonomy. Without supports for autonomous midwifery, autonomous birthing is under threat. Place of birth effects birth experience and birth quality, not least because it is that context which also influences, for good or ill, midwifery autonomy. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: A systematic review of the literature. (United States)

    Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary


    The value and importance of incorporating strategies that promote critical thinking in nursing and midwifery undergraduate programmes are well documented. However, relatively little is known about the effectiveness of teaching strategies in promoting CT. Evaluating effectiveness is important to promote 'best practise' in teaching. To evaluate the efficacy of teaching methods used to develop critical thinking skills in nursing and midwifery undergraduate students. The following six databases; CINAHL, Ovid Medline, ERIC, Informit, PsycINFO and Scopus were searched and resulted in the retrieval of 1315 papers. After screening for inclusion, each paper was evaluated using the Critical Appraisal Skills Programme tool. Twenty-eight studies met the inclusion criteria and quality appraisal. Twelve different teaching interventions were tested in 8 countries. Results varied, with little consistency across studies using the same type of intervention or outcome tool. Sixteen tools were used to measure the efficacy of teaching in developing critical thinking. Seventeen studies identified a significant increase in critical thinking, while nine studies found no increases, and two found unexplained decreases in CT when using a similar educational intervention. Whilst this review aimed to identify effective teaching strategies that promote and develop critical thinking, flaws in methodology and outcome measures contributed to inconsistent findings. The continued use of generalised CT tools is unlikely to help identify appropriate teaching methods that will improve CT abilities of midwifery and nursing students and prepare them for practise. The review was limited to empirical studies published in English that used measures of critical thinking with midwifery and nursing students. Discipline specific strategies and tools that measure students' abilities to apply CT in practise are needed. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  9. 高职助产专业课程体系的探索%Exploration on the Curriculum System of Midwifery Ma-jor in Higher Vocational Colleges

    Institute of Scientific and Technical Information of China (English)

    高正春; 何军


    Based on an investigation, analysis, study and predic-tion on the curriculum construction and teaching situation of higher vocational midwifery major, the requirements for the occu-pational abilities and qualities of midwifery, typical working tasks and their process, the requirements for its practice qualification examination, the writer reconstructs the curriculum setting of higher vocational midwifery major, and constructs a"two combi-nations+four modules" curriculum system with occupation tasks as the guidance and occupational abilities as the core. The cur-riculum system reform has distinct features and is highly practi-cal, so it is of certain referential meaning and application popu-larization value for further deepening the education and teaching reform of midwifery major, and enhancing the curriculum system construction.%在对高职助产专业课程建设与教学现状、助产工作岗位职业能力与素质要求、典型工作任务及其工作过程、执业资格考试要求等进行调查、分析、研究和预测的基础上,笔者对高职助产专业课程设置进行重组,构建以岗位工作任务为引领、以岗位职业能力为核心的“两结合+四模块”课程体系。该课程体系改革特色鲜明,具有很强的现实性和实践性,对高职院校进一步深化助产专业教育教学改革,加强课程体系建设具有一定的借鉴意义和应用推广价值。

  10. Remote midwifery in Nunavik, Québec, Canada: outcomes of perinatal care for the Inuulitsivik health centre, 2000-2007. (United States)

    Van Wagner, Vicki; Osepchook, Claire; Harney, Evelyn; Crosbie, Colleen; Tulugak, Mina


    The Inuulitsivik midwifery service is a community-based, Inuit-led initiative serving the Hudson coast of the Nunavik region of northern Québec. This study of outcomes for the Inuulitsivik birth centers, aims to improve understanding of maternity services in remote communities. We used a retrospective review of perinatal outcome data collected at each birth at the Inuulitsivik birth centers to examine outcomes for 1,372 labors and 1,382 babies from 2000 to 2007. Data were incomplete for some indicators, particularly for transfers to Montreal. Findings revealed low rates of intervention with safe outcomes in this young, largely multiparous "all risk" Inuit population. Ninety-seven percent of births were documented as spontaneous vaginal deliveries, and 85 percent of births were attended by midwives. Eighty-six percent of the labors occurred in Nunavik, whereas 13.7 percent occurred outside Nunavik. The preterm birth rate was found to be 10.6 percent. Postpartum hemorrhage was documented in 15.4 percent of women; of these cases, 6.9 percent had blood loss greater than 1,000 mL. Four fetal deaths (2.9 per 1,000) and five neonatal deaths (midwifery service rests on the knowledge and skills of the Inuit midwives, and support of an interprofessional health team. Our study points to the potential for safe, culturally competent local care in remote communities without cesarean section capacity. Our findings support recommendations for integration of midwifery services and Aboriginal midwifery education programs in remote communities. © 2012, Copyright the Authors, Journal compilation © 2012, Wiley Periodicals, Inc.

  11. Developing midwifery practice through work-based learning: an exploratory study. (United States)

    Marshall, Jayne E


    To explore what effect the introduction of a Work-Based Learning Module undertaken by midwives in a range of maternity settings has had on their personal professional development, as well as the impact on developing local maternity and neonatal care provision. A case study approach was used consisting of mixed methods. Quantitative data were collected through questionnaires from midwives and their Clinical Supervisors at the end of the module, with a survey questionnaire to each midwifery manager, six months following the implementation of the midwives' project in practice. Qualitative data were collected by focus groups at six different work place locations, with health professionals who had experienced the midwives' projects within the workplace. Quantitative data were manually analysed whereas content analysis was used to identify recurrent themes from the qualitative data, with the support of Computer Assisted Qualitative Data Analysis Software. The University of Nottingham granted ethical approval for the study. Twelve midwives who undertook the work-based module, their respective Clinical Supervisors (n = 12), their employers/managers (n = 12) and health professionals (n = 28) within six individual National Health Service Trusts in the East Midlands of the United Kingdom took part in the study. The work-based learning module not only led to the personal and professional development of the midwife, but also to improving multi-professional collaboration and the consequential development of maternity services within the local Trusts. The value of leading change by completing an innovative and tangible work-based project through a flexible mode of study strengthened the midwives' clinical credibility among colleagues and employers and supports the philosophy of inter-professional learning and working. This novel Work Based approach to learning has the potential to further develop the provision of post-registration education for midwives and other health

  12. Teaching evidence based practice and research through blended learning to undergraduate midwifery students from a practice based perspective. (United States)

    Mary, Sidebotham; Julie, Jomeen; Jennifer, Gamble


    The international world of higher education is changing with universities now offering students flexible delivery options that allow them to study away from campus and at a time convenient to them. Some students prefer on line learning while others prefer face to face contact offered through a traditional lecture and tutorial delivery modes. The response by many universities is to offer a blend of both. While online and blended mode of delivery may be suitable for some subjects there is little knowledge of the efficacy of blended learning models to teach evidence based practice and research (EBPR) to undergraduate midwifery students. EBPR is a challenging, threshold level subject upon which deeper knowledge and skills are built. This paper describes the design, delivery, and evaluation of an undergraduate EBPR course delivered in blended mode to first year midwifery students. Components of the blended learning innovation included: novel teaching strategies, engaging practical activities, role play, and e-learning strategies to maintain engagement. University-based course evaluation outcomes revealed very positive scores and the course was rated within the top ten percent of all courses offered within the Health Group at the host University.

  13. A Study on the learning Styles of Nursing and Midwifery Students in Yasuj According to the VARK Model (2013

    Directory of Open Access Journals (Sweden)

    M Behnam Moghadam


    Full Text Available Background & aim: learning style(s is one of the factors effective learning. Information about students learning styles can aid the presentation of teaching appropriate to their individual style. The purpose of this study was to determine the learning styles of Yasuj nursing and midwifery students based on the VARK model in 2013. Methods: The present research was a descriptive- analytical study which was conducted on 140 students from nursing and midwifery faculty of Yasuj university of Medical Sciences in the academic year of 2013. Sampling was done using census method, and data were collected using demographic information questionnaire followed by questionnaire of learning styles. The data were analyzed using SPSS software version 18, and descriptive- inferential statistics. Results: The mean age of the students was 20.68±1.34. Of the total of 140 students, 98 (70% just selected only one type of the learning styles, whereas, 42 students preferred combination of different styles. Reading-writing style was the prevailing style among single learning style which selected by 43 students but the most frequent style among multi style was double style which was selected only by 15% of the participants. Conclusion: Most of the students had an individual learning style. Identifying the dominant learning style(s of the students and adjusting them to the teaching methods of lecturers and also developing lesson plans based on learning styles could improve educational objectives.

  14. Action learning sets in a nursing and midwifery practice learning context: a realistic evaluation. (United States)

    Machin, Alison I; Pearson, Pauline


    Action learning sets (ALS) are used widely for organisational and workforce development, including in nursing (Anderson and Thorpe, 2004; Pounder, 2009; Young et al., 2010). In the United Kingdom, a multi-faceted educational Pilot programme for new nurses and midwives was implemented to accelerate their clinical practice and leadership development (NHS Education Scotland, 2010). Action Learning Sets were provided for peer support and personal development. The Realistic Evaluation study reported in this paper explored issues of context, mechanism and outcome (Pawson and Tilley, 1997) influencing the action learning experiences of: programme participants (recently qualified nurses and midwives, from different practice settings); and programme supporters. A range of data were collected via: online questionnaires from 66 participants and 29 supporters; three focus groups, each comprising between eight and 10 programme participants; and one focus group with three action learning facilitators. The qualitative data pertaining to the ALS are presented in this paper. Thematic data analysis of context, mechanism and outcome configurations, generated five themes: creating and sustaining a collective learning environment; challenging constructively; collective support; the role of feedback; and effectiveness of ALS. Study outcomes suggest nursing and midwifery action learning should (a) be facilitated positively to improve participants' experience; (b) be renamed to avoid learning methodology confusion; and (c) be outcome focused to evidence impact on practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. A qualitative study of how caseload midwifery is constituted and experienced by Danish midwives

    DEFF Research Database (Denmark)

    Jepsen, Ingrid; Mark, Edith; Nøhr, Ellen Aagaard


    OBJECTIVE: the aim of this study is to advance knowledge about the working and living conditions of midwives in caseload midwifery and how this model of care is embedded in a standard maternity unit. This led to two research questions: 1) What constitutes caseload midwifery from the perspectives...... of the midwives? 2) How do midwives experience working in caseload midwifery? DESIGN AND SETTING: phenomenology of practice was the analytical approach to this qualitative study of caseload midwifery in Northern Denmark. The methodology was inspired by ethnography, and applied methods were field observations...... followed by interviews. PARTICIPANTS: thirteen midwives working in caseloads were observed during one or two days in the antenatal clinic and were interviewed at a later occasion. FINDINGS: being recognised and the feeling of doing high quality care generate high job satisfaction. The obligation...

  16. Integrating the Creative Arts into a Midwifery Curriculum: A Teaching Innovation Report. (United States)

    Jackson, Debra; Sullivan, Jennifer R.


    An arts and humanities course for students in a midwifery diploma program explored images and concepts of childbirth, caring, and parenthood. Evaluation showed the 20 students gained insights into human experiences that will enhance practice. (SK)

  17. Conceptualising a model to guide nursing and midwifery in the community guided by an evidence review

    National Research Council Canada - National Science Library

    Patricia Leahy-Warren; Helen Mulcahy; Lazelle Benefield; Colin Bradley; Alice Coffey; Ann Donohoe; Serena Fitzgerald; Tim Frawley; Elizabeth Healy; Maria Healy; Marcella Kelly; Bernard McCarthy; Kathleen McLoughlin; Catherine Meagher; Rhona OConnell; Aoife OMahony


    Background Successful models of nursing and midwifery in the community delivering healthcare throughout the lifespan and across a health and illness continuum are limited, yet necessary to guide global health services...

  18. The Evolution of World Health Organization's Initiatives for the Strengthening of Nursing and Midwifery. (United States)

    Ventura, Carla Aparecida Arena; Mendes, Isabel Amélia Costa; Fumincelli, Laís; Trevizan, Maria Auxiliadora


    To describe the evolution in the resolutions approved by World Health Organization (WHO)'s World Health Assembly (WHA) to strengthen nursing and midwifery. Qualitative and descriptive study, undertaken through a search of resolutions presented by WHA, on the WHO website, regarding the theme "strengthening of nursing and midwifery." The resolutions on the theme "nursing and midwifery" were included, whose titles were available and whose full texts were accessed, excluding those on general health themes. The key words used were resolutions, strengthening, and nursing and midwifery. Among the 20 resolutions found, 12 were selected, adopted between 1948 and 2013, in accordance with the study inclusion criteria. The data were interpreted using thematic qualitative analysis, identifying and grouping the data in categories related to the study theme. Based on the content analysis of the 12 resolutions studied, three thematic categories were defined: "nursing and midwifery in primary health"; "role of nursing and midwifery in health for all"; and "nurses and midwives' professional training." Based on the categories, the evolution in the strengthening of nursing and midwifery was demonstrated through the initiatives and resolutions approved by WHA, highlighting the importance of nurses and midwives as multiprofessional health team members and their fundamental role in the improvements of the health system. Therefore, in accordance with the needs of each country, the member states can implement strategies presented by the WHA resolutions to strengthen nursing and midwifery services. This study has relevance for the development of health policies considering the relevant contributions of nurses and midwives to healthcare systems and services, based on the analysis of WHO resolutions involving these professions. © 2015 Sigma Theta Tau International.



    佐藤, 香代


    Western influence has brought dramatic changes to childbirth in Japan. With the Meiji Restoration came western medicine and a change in midwifery, from a traditional to a professional practice. Following the Second World War, transformation of both the status of the midwife and attitudes towards childbirth swept through the nation as two new policies were introduced by the US: Firstly, the place of childbirth shifted from the home to the institution; secondly, midwifery was combined with nurs...

  20. The utilization of a midwifery obstetrical unit in a metropolitan area



    M.Cur. In this study a qualitative design which is explorative, descriptive and contextual in nature is followed. The objective of the study is three-fold: firstly, to explore and describe the opinions of members of the community about the reasons for the under-utilization of the Midwifery Obstetrical Unit ; secondly, to explore and describe the suggestions of the community for improving the utilization of the Midwifery Obstetrical Unit and, thirdly, to formulate intervention strategies fo...

  1. Restoring Independence to the Practice of Midwifery : Towards Light, Love and Power for Women


    SUZUI, Emiko


    The lack of autonomy/independence in the practice of midwifery in Japan for the past 30-40 years is quite significant. About 60% of midwives work in hospitals, 35% are in private clinics and 5% are in Independent Midwife Clinics (Report on questionnaire concerning the status of the midwifery job, 1989). This means that the majority of midwives practice under the supervision of obstetricians. Midwives who work in these clinics have no responsibility for their practice, particularly prenatal ex...

  2. Midwifery defined by physicians, nurses and midwives: the birth of a consensus?


    Blais, R; Maheux, B; Lambert, J.; Loiselle, J.; Gauthier, N; Framarin, A


    OBJECTIVE: To describe the form of midwifery practice preferred by physicians practising obstetrics, nurses providing maternity care and midwives. DESIGN: Mail survey conducted in 1991. SETTING: Province of Quebec. PARTICIPANTS: A systematic random sample of 844 physicians, 808 nurses and 92 midwives; 597, 723 and 92 respectively completed the questionnaire, for an overall response rate of 80%. MAIN OUTCOME MEASURES: Midwife training options, range of responsibilities, location of midwifery c...

  3. A qualitative study of how caseload midwifery is experienced by couples in Denmark

    DEFF Research Database (Denmark)

    Jepsen, Ingrid; Mark, Edith; Foureur, Maralyn;


    and wishes for childbirth and therefore they felt regarded as "more than numbers". Irrespective of different kinds of vulnerability or challenges among the participants, the relationship was named a professional friendship, characterised by equality and inclusiveness. One drawback of caseload midwifery...... and acknowledged and experienced working in a team with the midwife. Caseload midwifery was able to solve problems concerning labour onset or gaining access to the labour ward....

  4. Supporting children's nurses through Nursing and Midwifery Council revalidation. (United States)

    Thomas, Sian; Middleton, Carolyn; Llewellyn, Denise


    In April 2016 the Nursing and Midwifery Council introduced revalidation for all nurses and midwives. It was designed to demonstrate a registrant's ability to practise safely and effectively throughout their career and thereby improve patient and public protection. Children's nurses should be aware of their renewal (revalidation) date to prepare their portfolio in good time. The portfolio must include evidence of 450 hours of practice, 35 hours of continuing professional development, five examples of feedback on practice and five written reflective accounts. Revalidation was tested in 19 pilot sites across the UK including Aneurin Bevan University Health Board (ABUHB) - the overall experience of the children's nurses from ABUHB who participated in the pilot was positive. Children's nurses have been supported in revalidation through learning from shared examples of portfolio entries. Advice from ABUHB pilot participants to children's nurses includes getting organised, recording information regularly in their portfolio and the reassurance that revalidation is not difficult.

  5. Are staffing shortages changing the culture of midwifery? (United States)

    Edwards, Nadine; Gilbert, Arianna; Mander, Rosemary; McHugh, Nessa; Murphy-Lawless, Jo; Patterson, Jenny


    The effects of budgetary changes on midwives' practice environment have raised concerns in many settings. A survey of midwives and student midwives in the UK and Republic of Ireland in 2014 produced 280 responses. Staffing shortages were regarded as underpinning many changes, one of which was that of previously optional 'extra' activities, such as unpaid overtime, becoming mandatory. Shortages were aggravated in less acute areas by the transfer of midwives to more acute settings. One of the fears expressed by midwives was that a permanent change in the culture of midwifery would result. These phenomena are the everyday experiences of practising midwives, but they have failed to be addressed in the documents published by regulatory and review bodies.

  6. Critical care nursing practice and education in Rwanda

    African Journals Online (AJOL)

    1 School of Nursing and Midwifery, University of Rwanda, Kigali, Rwanda. 2 School of .... the Ministry of Disaster Management and Refugees Affairs[12] found that 100 .... The educational plan for nurses in some health facilities in Rwanda.

  7. The development of a caseload midwifery service in rural Australia. (United States)

    Tran, Tara; Longman, Jo; Kornelsen, Jude; Barclay, Lesley


    The past two decades have seen progressive decline in the number of rural birthing services across Australia. Despite health system pressures on small birthing units to close there have been examples of resistance and survival. This descriptive study explored the evolution of a rural birthing service in a small town to offer insight into the process of transition which may be helpful to other small healthcare services in rural Australia. Quantitative data derived from birth registers on number and types of birth from 1993-2011 were analysed. Interviews were conducted between January and August 2012 with nine participants (GP obstetricians, midwives, a health service manager and a consumer representative). This rural maternity service developed gradually from a GP obstetrician-led service to a collaborative care team approach with midwifery leadership. This development was in response to a changing rural medical workforce, midwifery capacity and the needs and wants of women in the local community. Four major themes were developed from interview data: (1) development of the service (2) drivers of change (3) outcomes and (4) collaborative care and inter-professional practice. The success of this transition was reported to rest on strategic planning and implementation and respectful inter-professional practice and alignment of birth philosophy across the team. This team created a unified, progressive community-focused birthing service. The development of collaborative care models that embrace and build on established inter-professional relationships can maximise existing rural workforce potential and create a sustainable rural service into the future. Copyright © 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  8. A methodological review of qualitative case study methodology in midwifery research. (United States)

    Atchan, Marjorie; Davis, Deborah; Foureur, Maralyn


    To explore the use and application of case study research in midwifery. Case study research provides rich data for the analysis of complex issues and interventions in the healthcare disciplines; however, a gap in the midwifery research literature was identified. A methodological review of midwifery case study research using recognized templates, frameworks and reporting guidelines facilitated comprehensive analysis. An electronic database search using the date range January 2005-December 2014: Maternal and Infant Care, CINAHL Plus, Academic Search Complete, Web of Knowledge, SCOPUS, Medline, Health Collection (Informit), Cochrane Library Health Source: Nursing/Academic Edition, Wiley online and ProQuest Central. Narrative evaluation was undertaken. Clearly worded questions reflected the problem and purpose. The application, strengths and limitations of case study methods were identified through a quality appraisal process. The review identified both case study research's applicability to midwifery and its low uptake, especially in clinical studies. Many papers included the necessary criteria to achieve rigour. The included measures of authenticity and methodology were varied. A high standard of authenticity was observed, suggesting authors considered these elements to be routine inclusions. Technical aspects were lacking in many papers, namely a lack of reflexivity and incomplete transparency of processes. This review raises the profile of case study research in midwifery. Midwives will be encouraged to explore if case study research is suitable for their investigation. The raised profile will demonstrate further applicability; encourage support and wider adoption in the midwifery setting. © 2016 John Wiley & Sons Ltd.

  9. Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships. (United States)

    Ebert, Lyn; Tierney, Olivia; Jones, Donovan


    Discussions continue within the midwifery profession around the number of and type of clinical experiences required to ensure competent midwifery graduates. Introduction of the three year Bachelor of Midwifery in Australia, almost two decades ago, was intended to reduce the pressure students were under to complete their academic requirements whilst ensuring students developed midwifery practice that encapsulates the philosophical values of midwifery. Currently, midwifery students are mandated to achieve a minimum number of clinical skills and Continuity of Care Experience (CCE) relationships in order to register upon completion of their degree. To achieve these experiences, universities require students to complete a number of clinical practicum hours. Furthermore students are required to demonstrate competent clinical performance of a number of clinical skills. However, there is no evidence to date that a set number of experiences or hours ensures professional competence in the clinical environment. The aim of this paper is to promote discussion regarding the mandated requirements for allocated clinical practicum hours, specified numbers of clinical-based skills and CCE relationships in the context of learning to be a midwife in Australia.

  10. Determining the psychometric properties of the Enhancing Decision-making Assessment in Midwifery (EDAM) measure in a cross cultural context


    Jefford, Elaine; Jomeen, Julie; Martin, Colin R


    Background The ability to act on and justify clinical decisions as autonomous accountable midwifery practitioners, is encompassed within many international regulatory frameworks, yet decision-making within midwifery is poorly defined. Decision-making theories from medicine and nursing may have something to offer, but fail to take into consideration midwifery context and philosophy and the decisional autonomy of women. Using an underpinning qualitative methodology, a decision-making framework ...

  11. 湖南省助产士核心胜任力的调查分析%Study on the core midwifery competencies and its influencing factors among midwives in Hu nan Province

    Institute of Scientific and Technical Information of China (English)

    陆虹; 侯睿; 朱秀; 张贤


    Objective To identify the status of core midwifery competencies of midwives. Method A total of 102 midwives in 6 hospitals in Hunan Province were investigated by using the Midwife Core Competency Scale. Results The average score of core midwifery competencies was (4.08 ±0.48 ). Midwives 'competency for labor and delivery care had the highest score, while their competencies for social sciences and public care as well as pre - pregnancy care were relatively low. There were significant positive correlations between core midwifery competencies and individual factors of age, total working yeare, and years of midwifery practice. Meanwhile,there were significant differences in core midwifery competencies between midwives of different marriage status,professional title and midwifery certification status. Conclusion Proper interventions and policy support need to be achieved to improve Chinese midwifery education and regulation system, thereby to facilitate the enhancement of Chinese midwives'core competencies.%目的 了解湖南省助产士核心胜任力现状.方法 采用助产士核心胜任力量表对湖南省6所医院102名助产士进行调查.结果 助产士核心胜任力总均分为(4.08±0.48)分,其中分娩期保健和产后保健得分较高,而公共卫生保健和孕前保健得分较低;助产士的年龄、工作年限、助产工作年限与助产士核心胜任力得分呈显著正相关,而不同婚姻状况、职称、医院级别、有无助产证和产科进修的助产士核心胜任力水平不同.结论 应进一步完善我国助产专业教育体系,建立独立的助产士准入制度和职称体系,充分发挥助产士的角色职能,从而推动助产士队伍核心胜任力的全面提高.

  12. When the baby remains there for a long time, it is going to die so you have to hit her small for the baby to come out": justification of disrespectful and abusive care during childbirth among midwifery students in Ghana. (United States)

    Rominski, Sarah D; Lori, Jody; Nakua, Emmanuel; Dzomeku, Veronica; Moyer, Cheryl A


    Despite global attention, high levels of maternal mortality continue to plague many low- and middle-income settings. One important way to improve the care of women in labour is to increase the proportion of women who deliver in a health facility. However, due to poor quality of care, including being disrespected and abused, women are reluctant to come to facilities for delivery care. The current study sought to examine disrespectful and abusive treatment towards labouring women from the perspective of midwifery students who were within months of graduation.For this study, we conducted focus groups with final year midwifery students at 15 public midwifery training colleges in all 10 of Ghana's regions. Focus group discussions were recorded and transcribed. A multi-disciplinary team of researchers from the US and Ghana analysed the qualitative data.While students were able to talk at length as to why respectful care is important, they were also able to recount times when they both witnessed and participated in disrespectful and abusive treatment of labouring women. The themes which emerged from these data are: 1) rationalization of disrespectful and abusive care; 2) the culture of blame and; 3) no alternative to disrespect and abuse.Although midwifery students in Ghana's public midwifery schools highlight the importance of providing high-quality, patient-centred respectful care, they also report many forms of disrespect and abuse during childbirth. Without better quality care, including making care more humane, the use of facility-based maternity services in Ghana is likely not to improve. This study provides an important starting point for educators, researchers, and policy makers to re-think how the next generation of healthcare providers needs to be prepared to provide high-quality, respectful care to women during labour and delivery in low-resource settings.

  13. Between the foreign and the local: French midwifery, traditional practitioners, and vernacular medical knowledge about childbirth in Lima, Peru. (United States)

    Warren, Adam


    This article examines the politics of midwifery and the persecution of untitled female assistants in childbirth in early republican Peru. A close reading of late colonial publications and the works of Benita Paulina Cadeau Fessel, a French obstetriz director of a midwifery school in Lima, demonstrates both trans-Atlantic and local influences in the campaign against untitled midwives. Cadeau Fessel's efforts to promote midwifery built upon debates among writers in Peru's enlightened press, who vilified untrained midwives' and wet nurses' vernacular medical knowledge and associated them with Lima's underclass. One cannot understand the transfer of French knowledge about professional midwifery to Peru without reference to the social, political, and cultural context.

  14. Community midwifery initiatives in fragile and conflict-affected countries: a scoping review of approaches from recruitment to retention. (United States)

    Miyake, Sachiko; Speakman, Elizabeth M; Currie, Sheena; Howard, Natasha


    Birth assisted by skilled health workers is one of the most effective interventions for reducing maternal and neonatal mortality. Fragile and conflict-affected states and situations (FCAS), with one-third of global maternal deaths, face significant challenges in achieving skilled care at birth, particularly in health workforce development. The importance of community-level midwifery services to improve skilled care is internationally recognized, but the literature on FCAS is limited. This review aimed to examine community midwifery (CMW) approaches, from recruitment to retention, in FCAS. This scoping review design adapted Arksey and O'Malley's six-stage framework. Data collection included systematic searching of seven databases, purposive hand-searching of reference lists and web sites, and stakeholder engagement for additional information. Potential sources were screened against inclusion and exclusion criteria. Included sources were appraised for methodological quality using the McGill University Mixed Methods Appraisal Tool. Data were analysed thematically, using deductive (i.e. cadre definition, recruitment, education, deployment and retention) and inductive coding (i.e. capacity, gender and insecurity). Twenty-three sources were included, of 2729 identified, discussing community midwifery programmes in six FCAS (i.e. eight for Sudan, six for Afghanistan, three each for Mali and Yemen, two for South Sudan and one for Somalia). Source quality was relatively poor, and cadre definitions were context dependent. Major enablers for effective CMW programmes were community linkages and acceptance, while barriers included inappropriate recruitment, non-standardized education, weak supportive environment, political insecurity and violence. While community engagement and acceptance were crucial, CMW programmes were weakened by inappropriate recruitment and training, lack of support and general insecurity. Further research and implementation evidence is needed to aid

  15. Exercise of essential competencies for midwifery care by nurses in São Paulo, Brazil. (United States)

    Narchi, Nadia Zanon


    GENERAL OBJECTIVE: to analyse the exercise of essential competencies for midwifery care by nurses and/or midwives in the public health system of São Paulo (eastern zone), Brazil. to develop a profile of the public health institutions and of the nurses and/or midwives who care for women before, during and following childbirth; to identify the activities performed in providing such care, as well as their frequency; and to specify the possible obstacles or difficulties encountered by them when exercising their competencies. a descriptive and exploratory research design, using a quantitative approach. the study was conducted in all public health services of São Paulo (eastern zone), Brazil, namely 59 basic health-care units and six hospitals, during the period of October 2006-December 2007. the study population consisted of 272 nurses and/or midwives who provide care for pregnant women and newborns at the primary health-care units and maternity hospitals of the public health system. Participants comprised 100% of hospital nurse coordinators (n=6), 61% of hospital maternity nursing and/or midwifery staff (n=62) and 64% (n=204) of nursing and/or midwifery staff working at primary health-care units. the data collection was based on a single form given to the coordinators and two questionnaires, one handed out to antenatal and postnatal nursing and/or midwifery staff and another handed out to labour and birth nursing and/or midwifery staff. The results showed that nurses and/or midwives providing care for women during pregnancy, labour, birth and the postnatal period did not put the essential competencies for midwifery care into practice, because they encountered institutional barriers and personal resistance, and lacked protocols based on best practice and on the exercise of essential competencies needed for effective midwifery care. the model of care in the public health services of São Paulo (eastern zone) is based much more on hierarchical positions than on

  16. A study of in-hospital midwifery practices that affect breastfeeding outcomes. (United States)

    McAllister, Helen; Bradshaw, Sue; Ross-Adjie, Gail


    Whilst breastfeeding is undoubtedly best for both mother and baby, many factors influence a woman's decision about whether to start and when to cease feeding. This study sought to determine which variables, influenced by midwifery practice, may influence the length of breastfeeding. Mothers who had given birth to a live baby at a Perth private hospital were invited to complete a validated, anonymous questionnaire asking about their breastfeeding experience, both in hospital and following discharge. The response rate was 50% (n=266). Although 94% of women were breastfeeding on discharge from hospital, this rate reduced to 59% at 6 months and 21% at 12 months. The mean duration of breastfeeding was 7.4 months (SD +/- 4.1). Of five variables thought to be associated with an increased length of breastfeeding, only two were found to be statistically significant: whether a mother could independently attach the baby on discharge (p=0.003) and whether or not artificial baby milk was administered in hospital (pbreastfeeding rates, education for both mothers and midwives must be targeted towards ensuring mothers are able to independently attach their baby on discharge from hospital. The findings also support the discouragement of artificial feeding unless there is a medical indication or the mother has made an informed request.

  17. Do you use social media? A study into new nursing and midwifery graduates' uptake of social media. (United States)

    Tuckett, Anthony; Turner, Catherine


    Social media use is expanding rapidly, so too is its use within hospitals and amongst healthcare professionals. This study describes the use of social media by Australian and New Zealand nursing and midwifery graduates of the Graduate e-Cohort study; there were 112 (93%) respondents from a 2014 sample of 121 nurses and midwives. Findings suggest that the professional peak body goal of using social media as a vehicle for professional education requires consideration of the social media platforms that are actually being used by new graduates. We recommend that work by the respective professions at both an undergraduate and graduate level needs to focus on the implications of social media use or policy and practice to ensure that everyone is aware of when and how to engage in social media platforms and what to do and how to behave when using social media.

  18. A midwifery-led in-hospital birth center within an academic medical center: successes and challenges. (United States)

    Perdion, Karen; Lesser, Rebecca; Hirsch, Jennifer; Barger, Mary; Kelly, Thomas F; Moore, Thomas R; Lacoursiere, D Yvette


    The University of California San Diego Community Women's Health Program (CWHP) has emerged as a successful and sustainable coexistence model of women's healthcare. The cornerstone of this midwifery practice is California's only in-hospital birth center. Located within the medical center, this unique and physically separate birth center has been the site for more than 4000 births. With 10% cesarean delivery and 98% breast-feeding rates, it is an exceptional example of low-intervention care. Integrating this previously freestanding birth center into an academic center has brought trials of mistrust and ineffectual communication. Education, consistent leadership, and development of multidisciplinary guidelines aided in overcoming these challenges. This collaborative model provides a structure in which residents learn to be respectful consultants and appreciate differences in medical practice. The CWHP and its Birth Center illustrates that through persistence and flexibility a collaborative model of maternity services can flourish and not only positively influence new families but also future generations of providers.

  19. The relationship between perceived stress and gastrointestinal symptoms in nursing and midwifery students

    Directory of Open Access Journals (Sweden)

    Hasan Huseyin Cam


    Full Text Available Aim: Students are subjected to different kinds of stressors, such as the pressure of academics with an obligation, an uncertain future and difficulties of integrating into the system. Although nursing and midwifery students experience a high level of stress during their training, there has been limited research on stress and its impact on the student's physical responses, such as gastrointestinal symptoms. The aims of this study are to assess the prevalence of gastrointestinal symptoms in nursing and midwifery students and to examine the association between the perceived stress and gastrointestinal symptoms. Methods: This performed using cross-sectional descriptive study design study enrolled a total of 449 students participates in the study in a university degree program was carried out on 366 nursing and midwifery students accepted. A personal information questionnaire, Perceived Stress Scale and a Gastrointestinal Symptoms Questionnaire were administered through a self-reported system. Results: Seventy point two percent of the nursing and midwifery students experienced at least one gastrointestinal symptom, with 35.8% of students reporting at least three gastrointestinal symptoms. Most of the nursing and midwifery students complained of upper dysmotility and bowel symptoms. In addition, students who reported higher perceived stress were significantly more likely to complain of gastrointestinal symptoms. Compared to students with the lowest perceived stress level, the adjusted odds ratio for gastrointestinal symptoms in students with the highest perceived stress level was 6.45 times higher. Conclusions: Gastrointestinal symptoms that are highly prevalent among nursing and midwifery students are significantly associated with the perceived stress level. High perceived stress should be considered a risk factor for gastrointestinal symptoms. Based on the study findings, there is a critical need of instructing the nursing and midwifery students

  20. The first competency-based higher education programme for midwives in the South Asian region--Pakistan. (United States)

    Jan, Rafat; Lakhani, Arusa; Kaufman, Karyn; Karimi, Sadia


    Midwives in Pakistan and the South Asian region who complete a diploma program face many challenges for career growth and development. The absence of higher education in professional midwifery in the region has contributed to general non-acceptance and invisibility of midwifery. In response to the interest, Aga Khan University (AKU) developed bachelors program in midwifery based on the Global Standards for Midwifery Education developed by the International Confederation of Midwives (ICM) with the vision to equip midwives to provide full-scope practice, develop confidence to practice midwifery independently, become clinical leaders and contribute to the future of midwifery. The final curriculum had a balance of theory and clinical practice in order to develop a high level of clinical competence that would meet the ICM standards and guidelines. The two year bachelors program is currently in progress. The first cohort of 21 midwives graduated in 2014 and a second cohort was enrolled in 2015. There is a planning for a future graduate program in midwifery to prepare individuals for leadership roles in practice, teaching, maternal-child health provision and policy making through a master's degree in midwifery.

  1. A case study evaluation of an intervention aiming to strengthen the midwifery professional role in Morocco: anticipated barriers to reaching outcomes. (United States)

    Abou Malham, Sabina; Hatem, Marie; Leduc, Nicole


    In order to reduce the high maternal mortality ratio, Morocco is strongly committed to strengthen its midwifery professional role. This study aimed to identify barriers that could potentially hinder an action plan to strengthen the midwifery professional role from achieving desired outcomes. We used a conceptual framework, which is derived from Hatem-Asmar's (1997) framework on the interaction of educational, professional, and sociocultural systems in which a professional role evolves and from Damschroder et al's (2009) framework for the implementation analysis. This paper builds on a qualitative case study on the factors affecting the action plan's implementation process that also revealed rich data about anticipated barriers to reaching outcomes. Data were collected through training sessions, field observations, documents, focus groups (n=20), and semistructured interviews (n=11) with stakeholders pertaining to the three systems under study. Content analysis was used to identify themes related to barriers. Seven barriers that may compromise the achievement of desired results were found. They relate to the legal framework, social representations, and media support in the sociocultural system and the practice environment, networks and communication mechanisms, and characteristics related to the role and the readiness in the professional system. Disregarding sociocultural and professional system level, barriers may impede efforts to strengthen the midwife's role and to provide qualified midwives who can improve the quality of maternal care. Making changes in the educational system cannot be thought of as an isolated process. Its success is closely tied with multiple contextual factors pertaining to the two other systems. Activities recommended to address these barriers may have great potential to build a competent midwifery workforce that contributes to positive maternal and neonatal health outcomes.

  2. Feasibility of pulse oximetry for assessment of infants born in community based midwifery care. (United States)

    Smit, Marrit; Ganzeboom, Angelina; Dawson, Jennifer A; Walther, Frans J; Bustraan, Jacqueline; van Roosmalen, Jos J M; te Pas, Arjan B


    to evaluate the feasibility of using pulse oximetry (PO) for evaluating infants born in community-based midwifery care. a prospective, observational study of infants born after midwifery supervised (home) births. 27 midwives from seven practices providing primary care in (home) births used PO at birth or the early puerperal period over a ten-month period. Data were obtained on the effect of PO on outcome, interventions and decision-making. Midwives were surveyed about applicability and usefulness of PO. 153 infants born in primary midwifery care. all births were uncomplicated except for one infant receiving supplemental oxygen and another was mask ventilated. In 138/153 (90%) infants PO was successfully used and 88% of midwives found PO easy to use. In 148/153 (97%) infants PO did not influence midwives' clinical judgment and referral policy. In 5/153 (3%) infants, midwives were uncertain of the infant's condition, but PO measurements were reassuring. In case of suboptimal neonatal condition or resuscitation, 100% of midwives declared they would use PO again. it is feasible to use PO in community based midwifery care, but not considered an important contribution to routine evaluation of infants. Midwives would like to have PO available during suboptimal neonatal condition or when resuscitation is required. PO can be applied in community based midwifery care; it does not lead to insecurity or extra referral. Further research on a larger group of infants must show the effect of PO on neonatal outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

  3. The role of quality assurance in future midwifery practice. (United States)

    Dawson, J


    Recent recommendations have been made which would give midwives a more central role in maternity care and a greater degree of independence than they currently enjoy. This paper argues that midwives' current attitudes to quality assurance are incompatible with this enhanced role. Research conducted in three health districts is described, which explored the perceptions of nurses, midwives and managers towards quality assurance. The findings indicate that quality assurance (in whatever form that concept is operationalized) is a demonstration of accountability. For managers this accountability is primarily for the service as a whole, whilst nurses and midwives view their accountability as being owed to patients/clients. The main methodology which the study identified as being used for monitoring nursing care was the development and auditing of explicit standards. This approach has been actively promoted by the Royal College of Nursing, enabling nurses to regain control of the purely professional aspects of the nursing profession. Midwives in the study districts showed a marked reluctance to adopt such a strategy, taking the view that as independent practitioners consensus standards would be unacceptable. It is argued that this attitude is inconsistent with the basic principle that professionals are accountable for both demonstrating and developing the quality of professional practice. It is further suggested that midwives currently have an opportunity to regain professional control of midwifery practice, which will be lost unless they are prepared to take responsibility for evaluating the standards for which they are accountable.

  4. Technologies of birth and models of midwifery care

    Directory of Open Access Journals (Sweden)

    Christine McCourt


    Full Text Available This article is based on a study of a reform in the organisation of maternity services in the United Kingdom, which aimed towards developing a more woman-centred model of care. After decades of fragmentation and depersonalisation of care, associated with the shift of birth to a hospital setting, pressure by midwives and mothers prompted government review and a relatively radical turnaround in policy. However, the emergent model of care has been profoundly influenced by concepts and technologies of monitoring. The use of such technologies as ultrasound scans, electronic foetal monitoring and oxytocic augmentation of labour, generally supported by epidural anaesthesia for pain relief, have accompanied the development of a particular ecological model of birth – often called active management –, which is oriented towards the idea of an obstetric norm. Drawing on analysis of women’s narrative accounts of labour and birth, this article discusses the impact on women’s embodiment in birth, and the sources of information they use about the status of their own bodies, their labour and that of the child. It also illustrates how the impact on women’s experiences of birth may be mediated by a relational model of support, through the provision of caseload midwifery care.

  5. Midwifery participatory curriculum development: Transformation through active partnership. (United States)

    Sidebotham, Mary; Walters, Caroline; Chipperfield, Janine; Gamble, Jenny


    Evolving knowledge and professional practice combined with advances in pedagogy and learning technology create challenges for accredited professional programs. Internationally a sparsity of literature exists around curriculum development for professional programs responsive to regulatory and societal drivers. This paper evaluates a participatory curriculum development framework, adapted from the community development sector, to determine its applicability to promote engagement and ownership during the development of a Bachelor of Midwifery curriculum at an Australian University. The structures, processes and resulting curriculum development framework are described. A representative sample of key curriculum development team members were interviewed in relation to their participation. Qualitative analysis of transcribed interviews occurred through inductive, essentialist thematic analysis. Two main themes emerged: (1) 'it is a transformative journey' and (2) focused 'partnership in action'. Results confirmed the participatory curriculum development process provides symbiotic benefits to participants leading to individual and organisational growth and the perception of a shared curriculum. A final operational model using a participatory curriculum development process to guide the development of accredited health programs emerged. The model provides an appropriate structure to create meaningful collaboration with multiple stakeholders to produce a curriculum that is contemporary, underpinned by evidence and reflective of 'real world' practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. An exploratory study of complementary and alternative medicine in hospital midwifery: models of care and professional struggle. (United States)

    Adams, Jon


    Complementary and alternative medicine (CAM) is increasingly popular amongst midwives in Australia. A growing number of hospital midwives are personally integrating one or a range of CAM within their midwifery practice. Despite this trend we still know little about CAM in midwifery, particularly at a grass-roots level. This paper reports findings from one section of a larger exploratory study examining grass-root practitioners' understandings and experiences of complementary therapies in nursing and midwifery. Thirteen in-depth interviews were conducted with midwives working in New South Wales public hospitals and currently integrating CAM within their general midwifery practice. Analysis illustrates how midwives' explanations of, and affinity claims regarding, CAM feed into wider ongoing issues relating to professional autonomy and the relationship between midwifery and obstetrics.

  7. Understanding the social organisation of maternity care systems: midwifery as a touchstone. (United States)

    Benoit, Cecilia; Wrede, Sirpa; Bourgeault, Ivy; Sandall, Jane; De Vries, Raymond; van Teijlingen, Edwin R


    Theories of professions and healthcare organisation have difficulty in explaining variation in the organisation of maternity services across developed welfare states. Four countries - the United Kingdom, Finland, the Netherlands and Canada - serve as our case examples. While sharing several features, including political and economic systems, publicly-funded universal healthcare and favourable health outcomes, these countries nevertheless have distinct maternity care systems. We use the profession of midwifery, found in all four countries, as a 'touchstone' for exploring the sources of this diversity. Our analysis focuses on three key dimensions: (1) welfare state approaches to legalising midwifery and negotiating the role of the midwife in the division of labour; (2) professional boundaries in the maternity care domain; and (3) consumer mobilisation in support of midwifery and around maternity issues.

  8. Disciplinary discourses: rates of cesarean section explained by medicine, midwifery, and feminism. (United States)

    Lee, Amy Su May; Kirkman, Maggie


    In the context of international concern about increasing rates of cesarean sections, we used discourse analysis to examine explanations arising from feminism and the disciplines of medicine and midwifery, and found that each was positioned differently in relation to the rising rates. Medical discourses asserted that doctors are authorities on birth and that, although cesareans are sometimes medically necessary, women recklessly choose unnecessary cesareans against medical advice. Midwifery discourses portrayed medicine as paternalistic toward both women and midwifery, and feminist discourses situated birth and women's bodies in the context of a patriarchally structured society. The findings illustrate the complex ways in which this intervention in birth is discursively constructed, and demonstrate its significance as a site of disciplinary conflict.

  9. Western Australia facing critical losses in its midwifery workforce: a survey of midwives' intentions. (United States)

    Pugh, Judith D; Twigg, Diane E; Martin, Tracy L; Rai, Tapan


    the ongoing attrition of the midwifery workforce frustrates future workforce planning and the provision of maternity services in Western Australia. This project determined factors contributing to the intention of the midwives to move jobs and/or leave the profession. a cross-sectional survey approach was taken for this descriptive research utilising a self-administered questionnaire developed by the Nursing and Midwifery Office, Department of Health, Western Australia. public and private health sectors in Western Australia, April-May 2010. 1,600 midwives employed in the public and private health sectors throughout Western Australia were invited to participate: 712 responded (44.5%), one-fifth of the state's registered midwives. most midwives worked part-time in a clinical role in public hospitals. Almost half intended moving jobs within 5 years and/or leaving midwifery. Excluding midwives of retirement age, the most common reasons for intending to move jobs were family commitments, working conditions and role dissatisfaction. Those intending to leave midwifery cited work-life balance, career change and family commitments. Midwives thought addressing the following issues would improve midwifery retention: flexible work arrangements, remuneration, staffing and caseload, workplace culture, professional development and models of care. retaining the midwifery workforce requires attention to workforce practices particularly flexible work arrangements and workloads; models of care to strengthen midwives' relationships with clients and colleagues; and accessible professional development. a review of workplace practices at unit and institution levels is urgently required in Western Australia so that midwives can achieve work-life balance and practice to the full extent of their professional role. These changes are necessary to forestall premature retirement of skilled and experienced midwives from the profession and workforce churn. Crown Copyright © 2012. Published by

  10. How does group antenatal care function within a caseload midwifery model? A critical ethnographic analysis. (United States)

    Allen, J; Kildea, S; Stapleton, H


    caseload midwifery and CenteringPregnancy™ (a form of group antenatal care) are two models of maternity care that are separately associated with better clinical outcomes, maternal satisfaction scores and positive experiences compared to standard care. One study reported exclusively on younger women׳s experiences of caseload midwifery; none described younger women׳s experiences of group antenatal care. We retrieved no studies on the experiences of women who received a combination of caseload midwifery and group antenatal care. examine younger women׳s experiences of caseload midwifery in a setting that incorporates group antenatal care. a critical, focused ethnographic approach. the study was conducted in an Australian hospital and its associated community venue from 2011 to 2013. purposive sampling of younger (19-22 years) pregnant and postnatal women (n=10) and the caseload midwives (n=4) who provided group antenatal care within one midwifery group practice. separate focus group interviews with women and caseload midwives, observations of the setting and delivery of group antenatal care, and examination of selected documents. Thematic analyses of the women׳s accounts have been given primary significance. Coded segments of the midwives interview data, field notes and documents were used to compare and contrast within these themes. we report on women׳s first encounters with the group, and their interactions with peers and midwives. The group setting minimised the opportunity for the women and midwives to get to know each other. this study challenges the practice of combining group antenatal care with caseload midwifery and recommends further research. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. Childbirth policies and practices in Ireland and the journey towards midwifery-led care. (United States)

    Devane, Declan; Murphy-Lawless, Jo; Begley, Cecily M


    To describe the dominant policies and practices that have governed childbirth in Ireland, and to outline the progress made towards the introduction of midwifery-led care in one health region. A review of maternity-care policies in Ireland was conducted using government and regional health-authority documents and two historical reviews of government policies. A search was also carried out in PubMed and cinahl databases, using the keywords 'maternity care', 'childbirth', 'policy', 'midwifery-led', 'Ireland/Irish', with relevant Boolean and string operands. Childbirth as a social process is influenced by the model of care, and affects the physical and psychological outcomes for the woman and her family. In Ireland, routine intervention in labour is common, but, since the early 1990s, some changes in the Irish maternity services have taken place. Pilot projects on community midwifery have been introduced in some areas. Challenges to the provision of maternity care in the Health Service Executive, North Eastern area (formerly the North-Eastern Health Board) led to the production of the Kinder report, which included a recommendation to introduce pilot midwifery-led units (MLUs). THE INTRODUCTION OF MIDWIFERY-LED CARE: A Maternity Services Taskforce was established in January 2002 with a wide remit, including facilitation of the establishment of MLUs in Cavan General Hospital, Cavan and Our Lady of Lourdes Hospital, Drogheda, Co. Louth. The MLUs are being evaluated within the context of a randomised trial known as 'the MidU study', which compares midwife-led care with the present system of medical-led care for women who are at low risk of complications during pregnancy and labour. The journey to midwifery-led care in Ireland has been a long one. The phased introduction of MLUs, which are subject to rigorous evaluation, will provide quality evidence upon which to base the future development of maternity care across Ireland.

  12. Discussion on the teaching methods basic nursing in midwifery specialty%探讨助产专业特色的基础护理教学方法

    Institute of Scientific and Technical Information of China (English)

    莫选荣; 罗心静


    目的 探索助产专业的教学方法,提高课堂教学效果.方法 通过培育专业认同感、进行专业化案例教学、差错事故分析、开辟专业知识拓展版块等教学方法,采用自制问卷和成绩考核对126名助产专业学生进行调查.结果 助产专业学生对教学方法和教学效果的满意度较高,考试成绩呈上升趋势.结论 针对助产专业学生开设具有专业化特色的基础护理教学法,有助于提高教学效果和培养助产专业学生的专业认同感.%Objective To explore the teaching methods of basic nursing suitable for midwifery students and to improve the effects of classroom education.Methods The methods included cultivating professional identity, case - based teaching, analysis of nursing errors and setting up columns for professional knowledge.A total of 126 midwifery students were investigated with a self - designed questionnaire and investigated after the implementation of these methods.Results Students were satisfied with the teaching methods and teaching effects and their test results were significantly improved.Conclusion The teaching methods of basic nursing designed for midwifery students can improve the teaching effects and cultivate the professional identity.

  13. The trials of Hanna Porn: the campaign to abolish midwifery in Massachusetts. (United States)

    Declercq, E R


    The case of Hanna Porn affords an opportunity to examine how the laws that led to the abolition of midwifery in Massachusetts evolved and were applied to the midwife whose case set the state legal precedent. Mrs Porn served primarily a Finnish-Swedish clientele of wives of laborers. The outcomes of the births she attended appear to have been positive, and she maintained a neonatal mortality rate of less than half that of local physicians. She also repeatedly defied court orders to stop practicing. Her case exemplifies the efforts that occurred nationally to abolish midwifery in the United States.

  14. The development of a rubric for peer assessment of individual teamwork skills in undergraduate midwifery students. (United States)

    Hastie, Carolyn; Fahy, Kathleen; Parratt, Jenny


    Poor teamwork is cited as one of the major root causes of adverse events in healthcare. Bullying, resulting in illness for staff, is an expression of poor teamwork skills. Despite this knowledge, poor teamwork persists in healthcare and teamwork skills are rarely the focus of teaching and assessment in undergraduate health courses. To develop and implement an assessment tool for use in facilitating midwifery students' learning of teamwork skills. This paper describes how the TeamUP rubric tool was developed. A review of the literature found no research reports on how to teach and assess health students' teamwork skills in standing teams. The literature, however, gives guidance about how university educators should evaluate individual students using peer assessment. The developmental processes of the rubric were grounded in the theoretical literature and feminist collaborative conversations. The rubric incorporates five domains of teamwork skills: Fostering a Team Climate; Project Planning; Facilitating Teams; Managing Conflict and Quality Individual Contribution. The process and outcomes of student and academic content validation are described. The TeamUP rubric is useful for articulating, teaching and assessing teamwork skills for health professional students. The TeamUP rubric is a robust, theoretically grounded model that defines and details effective teamwork skills and related behaviours. If these skills are mastered, we predict that graduates will be more effective in teams. Our assumption is that graduates, empowered by having these skills, are more likely to manage conflict effectively and less likely to engage in bullying behaviours. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

  15. Effect of Midwifery-Based Counseling Support Program on Body Image of Breast Cancer Women Survivors (United States)

    Hamzehgardeshi, Zeinab; Moosazadeh, Mahmood; Elyasi, Forouzan; Janbabai, Ghasem; Rezaei, Maedeh; Yeganeh, Zeinab; Rashidi Alashti, Masoumeh


    Background: Treatment for breast cancer can give rise to complications with important psychological impact. One change in patients regards body image. The aim of this research was to study the effect of a midwifery-based counseling support program on the body image of breast cancer survivors. Materials and Methods: In this randomized clinical trial, the study population was constituted by 80 breast cancer patients referred to Tuba Clinic in Sari, north of Iran, randomly assigned to two groups. Inclusion criteria included breast cancer diagnosis, mastectomy experience, age of 30 to 60 years, primary school education or higher, being married, and receiving hormone therapy. The Body Image Scale and Beck Depression Inventory were completed by intervention and control groups prior to the intervention and again afterwards. This program was implemented to the intervention group (two groups each consisting of 20 patients) for six weekly sessions, each lasting 90 minutes. The collected data were analyzed suing SPSS through Mann-Whitney U and Wilcoxon tests. Results: The results showed that the average age of participants in the intervention and control groups were 46.8 ± 6.85 and 48.9 ± 5.86, respectively. Body image scores in the intervention and control groups before the support program were respectively 21.82 ± 1.66 and 21.7 ± 1.48, and after the support program they were 7.05± 2.70 and 22.92 ±1.49, respectively. Therefore, the results indicate that the support program was effective in improving body image. Conclusion: This study showed that the support program had a positive effect on the body image of patients. Therefore, it is suggested that it should be used as an effective method for all breast cancer survivors. Creative Commons Attribution License

  16. Midwifery students receiving the newborn at birth: A pilot study of the impact of structured training in neonatal resuscitation. (United States)

    Bull, Angela; Sweet, Linda


    The experience of midwifery students in receiving the newborn at birth, before and after structured training in neonatal resuscitation: A pilot study. The practice of receiving the newborn, including neonatal resuscitation is an essential component of midwifery. Anecdotal evidence suggests preparation for the task is ad hoc within midwifery curricula, leading to student's anxiety. This paper reports impacts of neonatal resuscitation training upon levels of knowledge, preparedness, and anxiety for midwifery students receiving the newborn. Midwifery students participated in an online questionnaire before and after neonatal resuscitation training. The responses collected were subjected to descriptive analysis. Of 10 students invited, 6 completed the pre and post course questionnaires. Knowledge of the responsibility in receiving the newborn and instigation of resuscitation increased after attending the course. Steps to prepare to receive the newborn and clinical signs for initial assessment remained static. Students felt more prepared to receive the newborn after the course but did not improve in their preparation to initiate resuscitation. Anxiety levels remained static. Structured neonatal resuscitation training and strategies to ensure application of skills learnt should be embedded into midwifery curricula. Midwifery students' experience in receiving the newborn and neonatal resuscitation is worthy of further study.

  17. Investigation on requirements for higher vocational midwifery talents on post ability, knowledge and quality%高职助产专业人才岗位能力、知识和素质要求的调查

    Institute of Scientific and Technical Information of China (English)

    高飞; 高正春


    Objective To know the current conditions of talents structure, the demands of midwifery profession and the requirements for midwifery talents on post ability, knowledge structure and quality in all levels of hospitals in Shaanxi Province.Methods Questionnaire survey was conducted and the data was analyzed.The survey consisted of two parts.One was about the basic information of midwifery post, and the other part was about the requirements for midwifery talents on post ability, knowledge structure and comprehensive quality.Results In the survey, hospitals of all levels admitted that the educational level and quantity of midwifery talents could not meet clinical needs. Society’s expectation on post ability, knowledge and quality were higher.In the investigated hospitals, 39.15% midwives had vocational school degree, 51.91%college degree and 8.94%bachelor’s degree, master’s degree or PhD.There was statistical significance in the proportion of educational structure of midwives among different leveled hospitals (χ2 =9.95,P<0.05).There was a vacancy of 52.17%midwives in provincial hospitals and city-leveled hospitals and a vacancy of 27.75% midwives in county-leveled and district-leveled hospitals.Conclusion Hospital in all levels are in urgent need of skilled midwifery talents from academies and universities, thus the medical academies and universities should recruit and train more skilled midwifery talents to meet the needs of society.The paper put forward the requirements for higher vocational midwifery talents on post ability, knowledge structure and comprehensive qualities.%目的:了解陕西省各级医院助产专业的人才结构现状、需求情况及医院对助产人员岗位能力、知识、素质要求。方法自制调查问卷,对①助产岗位基本情况;②助产岗位群对助产人员的职业能力、知识、素质要求进行调查,并对数据进行分析。结果所调查的各级医院均认为现有助产士学历水平及

  18. The impact and cost of scaling up midwifery and obstetrics in 58 low- and middle-income countries. (United States)

    Bartlett, Linda; Weissman, Eva; Gubin, Rehana; Patton-Molitors, Rachel; Friberg, Ingrid K


    To guide achievement of the Millennium Development Goals, we used the Lives Saved Tool to provide a novel simulation of potential maternal, fetal, and newborn lives and costs saved by scaling up midwifery and obstetrics services, including family planning, in 58 low- and middle-income countries. Typical midwifery and obstetrics interventions were scaled to either 60% of the national population (modest coverage) or 99% (universal coverage). Under even a modest scale-up, midwifery services including family planning reduce maternal, fetal, and neonatal deaths by 34%. Increasing midwifery alone or integrated with obstetrics is more cost-effective than scaling up obstetrics alone; when family planning was included, the midwifery model was almost twice as cost-effective as the obstetrics model, at $2,200 versus $4,200 per death averted. The most effective strategy was the most comprehensive: increasing midwives, obstetricians, and family planning could prevent 69% of total deaths under universal scale-up, yielding a cost per death prevented of just $2,100. Within this analysis, the interventions which midwifery and obstetrics are poised to deliver most effectively are different, with midwifery benefits delivered across the continuum of pre-pregnancy, prenatal, labor and delivery, and postpartum-postnatal care, and obstetrics benefits focused mostly on delivery. Including family planning within each scope of practice reduced the number of likely births, and thus deaths, and increased the cost-effectiveness of the entire package (e.g., a 52% reduction in deaths with midwifery and obstetrics increased to 69% when family planning was added; cost decreased from $4,000 to $2,100 per death averted). This analysis suggests that scaling up midwifery and obstetrics could bring many countries closer to achieving mortality reductions. Midwives alone can achieve remarkable mortality reductions, particularly when they also perform family planning services--the greatest return on

  19. Improving interprofessional coordination in Dutch midwifery and obstetrics: A qualitative study

    NARCIS (Netherlands)

    V.L.N. Schölmerich (Vera); A.G. Posthumus (Anke); H. Ghorashi (Halleh); W. Waelput (Wim); P.P. Groenewegen (Peter); S. Denktaş (Semiha)


    textabstractBackground: Coordination between the autonomous professional groups in midwifery and obstetrics is a key debate in the Netherlands. At the same time, it remains unclear what the current coordination challenges are. Methods: To examine coordination challenges that might present a barrier

  20. A trend analysis in referrals during pregnancy and labour in Dutch midwifery care 1988-2004

    NARCIS (Netherlands)

    Amelink-Verburg, M.P.; Rijnders, M.E.B.; Buitendijk, S.E.


    Objective To assess the trends and patterns of referral from midwives to obstetricians within the Dutch maternity care system from 1988 to 2004, and the differences in referral patterns between nulliparous and parous women. Design A descriptive study. Setting The Dutch midwifery database (LVR1), whi

  1. Perceptions of nearly graduated fourth year midwifery students regarding a 'good midwife' in the Netherlands

    NARCIS (Netherlands)

    Jong, Esther I. Feijen-de; Kool, Liesbeth; Peters, Lilian L.; Jansen, Danielle E. M. C.

    Objective: Midwifery students have the challenge to learn to be autonomous and capable midwives to ensure a safe and emotionally satisfying experience for mothers (to be) and their babies. They have to develop and acquire knowledge and skills for practice, and they have to adopt and internalize the

  2. Home or hospital birth: a prospective study of midwifery care in the Netherlands.

    NARCIS (Netherlands)

    Wiegers, T.A.


    A large scale study on maternity care in the Netherlands, describing many facets of midwifery care in relation to the preferred place of birth (at home or in hospital), the obstetric result, and the experiences of childbirth. In the Netherlands only women with low risk pregnancies are free to cho

  3. Empathy and spiritual care in midwifery practice: Contributing to women's enhanced birth experiences. (United States)

    Moloney, Sharon; Gair, Susan


    Research has identified empathy as a crucial ingredient in effective practice for health professionals, including midwifery. Equally, the role of spirituality has been recognised as enhancing the quality of the birth experience through the care, compassion and presence of the midwife. Yet literature discussing birthing women's lived experiences of caregiver empathy and spiritual care appears uncommon. The aim of this article is to highlight women's stories about midwives' empathy and spiritual care or lack thereof during birth, in order to contribute to the promotion of more empathic, spiritually aware midwifery practice. Ten interviews and seven focus groups were conducted with forty-eight women, including mothers, midwives and staff from a women's service. A secondary analysis of the data was conducted examining women's descriptions and reflections on midwives' levels of empathy and spiritual care. When midwives' empathy and spiritual care were evident, women's birth experiences appeared enhanced, providing a solid foundation for confident mothering. Conversely, participants appeared to link a lack of caregiver empathy, compassion or spiritual care with more enduring consequences, birth trauma and difficulty bonding with their babies. Midwives' empathy and spiritual care can play a key role in creating positive birth and mothering experiences. More research into the role of empathy and spiritual care in enhancing midwifery practice in all birth settings is recommended, as is the increased embeddedness of empathic regard and the notion of 'birth as sacred' into midwifery curricula. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  4. Women's experiences of self-reporting health online prior to their first midwifery visit

    DEFF Research Database (Denmark)

    Johnsen, Helle; Clausen, Jette Aaroe; Hvidtjørn, Dorte


    . Little is known about the process of self-reporting health, and how this information is managed during the client-professional meeting. AIM: To explore women's experiences of self-reporting their health status and personal needs online prior to the first midwifery visit, and how this information may...

  5. Improving interprofessional coordination in Dutch midwifery and obstetrics: A qualitative study

    NARCIS (Netherlands)

    V.L.N. Schölmerich (Vera); A.G. Posthumus (Anke); H. Ghorashi (Halleh); W. Waelput (Wim); P.P. Groenewegen (Peter); S. Denktaş (Semiha)


    textabstractBackground: Coordination between the autonomous professional groups in midwifery and obstetrics is a key debate in the Netherlands. At the same time, it remains unclear what the current coordination challenges are. Methods: To examine coordination challenges that might present a barrier

  6. The mentoring experiences of new graduate midwives working in midwifery continuity of care models in Australia. (United States)

    Cummins, Allison M; Denney-Wilson, E; Homer, C S E


    The aim of this paper was to explore the mentoring experiences of new graduate midwives working in midwifery continuity of care models in Australia. Most new graduates find employment in hospitals and undertake a new graduate program rotating through different wards. A limited number of new graduate midwives were found to be working in midwifery continuity of care. The new graduate midwives in this study were mentored by more experienced midwives. Mentoring in midwifery has been described as being concerned with confidence building based through a personal relationship. A qualitative descriptive study was undertaken and the data were analysed using continuity of care as a framework. We found having a mentor was important, knowing the mentor made it easier for the new graduate to call their mentor at any time. The new graduate midwives had respect for their mentors and the support helped build their confidence in transitioning from student to midwife. With the expansion of midwifery continuity of care models in Australia mentoring should be provided for transition midwives working in this way. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  7. Strengths and weakness of midwifery care from the perspective of women.

    NARCIS (Netherlands)

    Janssen, B.M.; Wiegers, T.A.


    Background: Since users of healthcare services can be regarded as experts by experience, their views and judgements on quality of care are of paramount importance to care-providers who seek to improve or evaluate their services. Aim: To explore client experiences of midwifery care, and to propose re

  8. A trend analysis in referrals during pregnancy and labour in Dutch midwifery care 1988-2004

    NARCIS (Netherlands)

    Amelink-Verburg, M.P.; Rijnders, M.E.B.; Buitendijk, S.E.


    Objective To assess the trends and patterns of referral from midwives to obstetricians within the Dutch maternity care system from 1988 to 2004, and the differences in referral patterns between nulliparous and parous women. Design A descriptive study. Setting The Dutch midwifery database (LVR1),

  9. Global Collaboration in Nursing and Midwifery “Talking it out”

    African Journals Online (AJOL)

    This article provides an example of a strategy used to promote collaboration among nurses and midwives in ... Midwifery Conference, which brought together over 300 nurses from Eastern Africa, as an opportunity to unite .... Sharing and learning in practice ... perhaps blurring of the lines between teacher and learner.

  10. Promoting women's health in remote Aboriginal settings: Midwifery students' insights for practice. (United States)

    Thackrah, Rosalie D; Thompson, Sandra C; Durey, Angela


    To describe midwifery students' insights on promoting health to Aboriginal women in remote Australia following a supervised clinical placement. Semistructured, in-depth interviews were conducted with all midwifery students who undertook the placement between 2010 and 2013. Aboriginal communities on the Ngaanyatjarra Lands, Western Australia. Undergraduate and postgraduate midwifery students from a Western Australian university. Remote cultural immersion clinical placement. Student learning related to culturally respectful health care delivery and promotion of health. Students observed that, despite vast distances, high rates of participation in a breast screening program were achieved due to the informal provision of culturally relevant information and support. Opportunistic encounters in communities also enabled sexual health messages to be delivered more widely and in less formal settings. The role played by Aboriginal Health Workers and female family members was vital. The importance of culturally respectful approaches to sensitive women's business, including discretion, the use of local language and pictorial representations of information, was recognised as was the socio-cultural context and its impact on the health and well-being of the community. Although short in duration, the Ngaanyatjarra Lands clinical placement provided midwifery students with a rare opportunity to observe the importance of local contexts and cultural protocols in Aboriginal communities, and to adapt health promotion strategies to meet local needs and ways of doing things. These strategies embraced the strengths, assets and capacities of communities, yet students also witnessed challenges associated with access, delivery and acceptance of health care in remote settings. © 2015 National Rural Health Alliance Inc.

  11. Service user involvement in nursing, midwifery and health visiting research: a review of evidence and practice. (United States)

    Smith, Elizabeth; Ross, Fiona; Donovan, Sheila; Manthorpe, Jill; Brearley, Sally; Sitzia, John; Beresford, Peter


    In the UK policy recommends that service users (patients, carers and the public) should be involved in all publicly funded health and social care research. However, little is known about which approaches work best in different research contexts and why. The purpose of this paper is to explain some of the theoretical limitations to current understandings of service user involvement and to provide some suggestions for theory and methods development. This paper draws upon findings from a review of the research 'evidence' and current practice on service user involvement in the design and undertaking of nursing, midwifery and health visiting research. A multi-method review was commissioned by the NHS Service Delivery and Organisation (SDO) Research and Development Programme. The timeframe was April 2004-March 2005. The full report (Ref: SDO/69/2003) and supplementary bibliography are available from: REVIEW METHODS/DATA: Initial searches of the health and social care literature and consultations with researchers were used to develop a broad definition of the topic area. A service user reference group (26 members) worked with the project team to refine the scope of the review, to set inclusion criteria and develop a framework for the analysis. Systematic searches of the literature were undertaken online and through library stacks (345 relevant documents were identified). Ongoing and recently completed studies that had involved service users were identified through online databases (34 studies) and through a national consultation exercise (17 studies). Selected studies were followed up using telephone interviews (n=11). Members of the service user reference group worked with the research team to advise on key messages for dissemination to different audiences. Information was gained about contextual factors, drivers, concepts, approaches and outcomes of service user involvement in nursing, midwifery and health visiting research, as well as

  12. Place of Birth and Concepts of Wellbeing: An Analysis from Two Ethnographic Studies of Midwifery Units in England


    McCourt, C.; Rayment, J.; Sandall, J.; Rance, S.


    This article is based on analysis of a series of ethnographic case studies of midwifery units in England. Midwifery units1 are spaces that were developed to provide more home-like and less medically oriented care for birth that would support physiological processes of labour, women’s comfort and a positive experience of birth for women and their families. They are run by midwives, either on a hospital site alongside an obstetric unit (Alongside Midwifery Unit – AMU) or a freestanding unit awa...

  13. Place of Birth and Concepts of Wellbeing: An Analysis from Two Ethnographic Studies of Midwifery Units in England


    McCourt, Christine; Rayment, Juliet; Rance, Susanna; Sandall, Jane


    This article is based on analysis of a series of ethnographic case studies of midwifery Units in England. Midwifery units are spaces that were developed to provide more home-like and less medically oriented care for birth that would support physiological processes of labour, women’s comfort and a positive experience of birth for women and their families. They are run by midwives, either on a hospital site alongside an obstetric unit (Alongside Midwifery Unit – AMU) or a freestanding unit away...

  14. Caseload midwifery as organisational change: the interplay between professional and organisational projects in Denmark. (United States)

    Burau, Viola; Overgaard, Charlotte


    The large obstetric units typical of industrialised countries have come under criticism for fragmented and depersonalised care and heavy bureaucracy. Interest in midwife-led continuity models of care is growing, but knowledge about the accompanying processes of organisational change is scarce. This study focuses on midwives' role in introducing and developing caseload midwifery. Sociological studies of midwifery and organisational studies of professional groups were used to capture the strong interests of midwives in caseload midwifery and their key role together with management in negotiating organisational change. We studied three hospitals in Denmark as arenas for negotiating the introduction and development of caseload midwifery and the processes, interests and resources involved. A qualitative multi-case design was used and the selection of hospitals aimed at maximising variance. Ten individual and 14 group interviews were conducted in spring 2013. Staff were represented by caseload midwives, ward midwives, obstetricians and health visitors, management by chief midwives and their deputies. Participants were recruited to maximise the diversity of experience. The data analysis adopted a thematic approach, using within- and across-case analysis. The analysis revealed a highly interdependent interplay between organisational and professional projects in the change processes involved in the introduction and development of caseload midwifery. This was reflected in three ways: first, in the key role of negotiations in all phases; second, in midwives' and management's engagement in both types of projects (as evident from their interests and resources); and third in a high capacity for resolving tensions between the two projects. The ward midwives' role as a third party in organisational change further complicated the process. For managers tasked with the introduction and development of caseload midwifery, our study underscores the importance of understanding the

  15. Conceptualising a model to guide nursing and midwifery in the community guided by an evidence review. (United States)

    Leahy-Warren, Patricia; Mulcahy, Helen; Benefield, Lazelle; Bradley, Colin; Coffey, Alice; Donohoe, Ann; Fitzgerald, Serena; Frawley, Tim; Healy, Elizabeth; Healy, Maria; Kelly, Marcella; McCarthy, Bernard; McLoughlin, Kathleen; Meagher, Catherine; O'Connell, Rhona; O'Mahony, Aoife; Paul, Gillian; Phelan, Amanda; Stokes, Diarmuid; Walsh, Jessica; Savage, Eileen


    Successful models of nursing and midwifery in the community delivering healthcare throughout the lifespan and across a health and illness continuum are limited, yet necessary to guide global health services. Primary and community health services are the typical points of access for most people and the location where most care is delivered. The scope of primary healthcare is complex and multifaceted and therefore requires a practice framework with sound conceptual and theoretical underpinnings. The aim of this paper is to present a conceptual model informed by a scoping evidence review of the literature. A scoping evidence review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement. Databases included CINAHL, MEDLINE, PsycINFO and SocINDEX using the EBSCO platform and the Cochrane Library using the keywords: model, nursing, midwifery, community, primary care. Grey literature for selected countries was searched using the Google 'advanced' search interface. Data extraction and quality appraisal for both empirical and grey literature were conducted independently by two reviewers. From 127 empirical and 24 non-empirical papers, data extraction parameters, in addition to the usual methodological features, included: the nature of nursing and midwifery; the population group; interventions and main outcomes; components of effective nursing and midwifery outcomes. The evidence was categorised into six broad areas and subsequently synthesised into four themes. These were not mutually exclusive: (1) Integrated and Collaborative Care; (2) Organisation and Delivery of Nursing and Midwifery Care in the Community; (3) Adjuncts to Nursing Care and (4) Overarching Conceptual Model. It is the latter theme that is the focus of this paper. In essence, the model depicts a person/client on a lifespan and preventative-curative trajectory. The health related needs of the client, commensurate with their point

  16. Association of Academic Performance with Outcome Expectations and Its Domains in Nursing and Midwifery Students at Kermanshah University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Sepideh Bakhtiari


    Full Text Available Introduction: Outcome expectation is considered as a basic and significant variable in education. It is a cognitive-motivational component that takes the individual into account as an active and sensible decision-maker. The present study was conducted to investigate the correlation of outcome expectations with academic performance of students of nursing and midwifery in Kermanshah University of Medical Sciences. Methods: In this descriptive cross-sectional study, the sample size included 218 nursing and midwifery students selected through convenient random sampling method. The instrument for data collection was the questionnaire of “outcome expectations of career decision-making and discovery targets”, which comprised of 13 questions in three domains of future orientation, job satisfaction and personal expectations. The questionnaires were coded after being completed and the obtained data were fed into SPSS-16 software and analyzed by descriptive statistics, t-test, Kolmogrov-Smirnov, ANOVA and Mann-Whitney tests. Results: The findings indicated no statistically significant difference between place of living (dormitory or home and outcome expectations along with its domains (39.4% and 60-6%. However, a significant correlation was reported between discipline, gender, admittance year and academic performance of the students (p0.05. Conclusion: The findings of this study indicated a positively positive significant relationship between students’ academic performance and outcome expectations along with its domains.

  17. Learning styles of first-year undergraduate nursing and midwifery students: a cross-sectional survey utilising the Kolb Learning Style Inventory. (United States)

    D'Amore, Angelo; James, Santhamma; Mitchell, Eleanor K L


    It is important that educators understand their students' learning styles. In this study we investigate the learning styles of first-year undergraduate nursing and midwifery university students and whether these learning styles are influenced by student demographic characteristics. A cross-sectional survey including demographic questions and the Kolb Learning Style Inventory was utilised. There was a 78% response rate (n=345). The majority of first-year students investigated in this study were divergers (29.5%), followed by assimilators (28.8%), accommodators (23.9%) and convergers (17.9%). Female students had a higher reflective observation (RO) score than male students (p=0.0078). Those with English as first language showed a higher active experimentation score (p=0.0543) and a lower concrete experience (CE) score (p=0.0038). Australian citizens and permanent residents had a higher RO score (p=0.0560) and a lower CE score (p=0.0100) than migrants and international students. Nursing/arts students had a higher abstract conceptualisation (AC) score than nursing students (p=0.0013). Students enrolled in 4-5 subject units had a higher AC score than those enrolled in 1-2 units (p=0.0244). Nursing and midwifery students are mainly of the diverger and assimilating learning styles. Some student demographic characteristics show a significant influence on learning styles. This study has teaching and research implications. Copyright © 2011 Elsevier Ltd. All rights reserved.

  18. Midwifery empowerment: National surveys of midwives from Australia, New Zealand and Sweden. (United States)

    Hildingsson, Ingegerd; Gamble, Jenny; Sidebotham, Mary; Creedy, Debra K; Guilliland, Karen; Dixon, Lesley; Pallant, Julie; Fenwick, Jennifer


    the predicted midwifery workforce shortages in several countries have serious implications for the care of women during pregnancy, birth and post partum. There are a number of factors known to contribute to midwifery shortages and work attrition. However, midwives assessment of their own professional identity and role (sense of empowerment) are perhaps among the most important. There are few international workforce comparisons. to compare midwives' sense of empowerment across Australia, New Zealand and Sweden using the Perceptions of Empowerment in Midwifery Scale-R (PEMS-Revised). a self-administered survey package was distributed to midwives through professional colleges and networks in each country. The surveys asked about personal, professional and employment details and included the Perceptions of Empowerment in Midwifery Scale-R (PEMS-Revised). Descriptive statistics for the sample and PEMS were generated separately for the three countries. A series of analysis of variance with posthoc tests (Tukey's HSD) were conducted to compare scale scores across countries. Effect size statistics (partial eta squared) were also calculated. completed surveys were received from 2585 midwives (Australia 1037; New Zealand 1073 and Sweden 475). Respondents were predominantly female (98%), aged 50-59 years and had significant work experience as a midwife (+20 years). Statistically significant differences were recorded comparing scores on all four PEMS subscales across countries. Moderate effects were found on Professional Recognition, Skills and Resources and Autonomy/Empowerment comparisons. All pairwise comparisons between countries reached statistical significance (pempowerment compared to their Australian counterparts. This is likely the result of working in more autonomous ways within a health system that is primary health care focused and a culture that constructs childbirth as a normal but significant life event. If midwifery is to reach its full potential globally then

  19. Models of midwifery care for Indigenous women and babies: A meta-synthesis. (United States)

    Corcoran, Patricia M; Catling, Christine; Homer, Caroline S E


    Indigenous women in many countries experience a lack of access to culturally appropriate midwifery services. A number of models of care have been established to provide services to women. Research has examined some services, but there has not been a synthesis of qualitative studies of the models of care to help guide practice development and innovations. To undertake a review of qualitative studies of midwifery models of care for Indigenous women and babies evaluating the different types of services available and the experiences of women and midwives. A meta-synthesis was undertaken to examine all relevant qualitative studies. The literature search was limited to English-language published literature from 2000-2014. Nine qualitative studies met the inclusion criteria and literature appraisal - six from Australia and three from Canada. These articles were analysed for coding and theme development. The major themes were valuing continuity of care, managing structural issues, having negative experiences with mainstream services and recognising success. The most positive experiences for women were found with the services that provided continuity of care, had strong community links and were controlled by Indigenous communities. Overall, the experience of the midwifery services for Indigenous women was valuable. Despite this, there were still barriers preventing the provision of intrapartum midwifery care in remote areas. The expansion of midwifery models of care for Indigenous women and babies could be beneficial in order to improve cultural safety, experiences and outcomes in relation to pregnancy and birth. Copyright © 2016 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  20. A framework to facilitate self-directed learning, assessment and supervision in midwifery practice: a qualitative study of supervisors' perceptions. (United States)

    Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M


    Self-directed learning is an educational concept that has received increasing attention. The recent workplace literature, however, reports problems with the facilitation of self-directed learning in clinical practice. We developed the Midwifery Assessment and Feedback Instrument (MAFI) as a framework to facilitate self-directed learning. In the present study, we sought clinical supervisors' perceptions of the usefulness of MAFI. Interviews with fifteen clinical supervisors were audio taped, transcribed verbatim and analysed thematically using Atlas-Ti software for qualitative data analysis. Four themes emerged from the analysis. (1) The competency-based educational structure promotes the setting of realistic learning outcomes and a focus on competency development, (2) instructing students to write reflections facilitates student-centred supervision, (3) creating a feedback culture is necessary to achieve continuity in supervision and (4) integrating feedback and assessment might facilitate competency development under the condition that evidence is discussed during assessment meetings. Supervisors stressed the need for direct observation, and instruction how to facilitate a self-directed learning process. The MAFI appears to be a useful framework to promote self-directed learning in clinical practice. The effect can be advanced by creating a feedback and assessment culture where learners and supervisors share the responsibility for developing self-directed learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. The effect of schema therapy on reducing symptoms of anxiety and depression in nursing and midwifery students

    Directory of Open Access Journals (Sweden)

    Z Maleki


    Conclusion: schema therapy is an effective method to reduce symptoms of anxiety and depression in nursing and midwifery students. Counselors and therapist can use schema therapy to reduce symptoms of anxiety and depression disorder.

  2. Midwifery retention and coverage and impact on service utilisation in Afghanistan. (United States)

    Mansoor, G Farooq; Hashemy, Pashtoon; Gohar, Fatima; Wood, Molly E; Ayoubi, Sadia F; Todd, Catherine S


    to measure the rate of and determine factors associated with community midwifery education (CME) graduate retention in public sector health care in Afghanistan. cross-sectional. performed in public health facilities of 11 Afghan provinces purposively selected by geographic location and security conditions, between October 2011 and April 2012. Facilities were selected by one of two criteria: either a registered deployment site for a CME graduate or randomly selected through population-proportionate sampling. facility managers and midwives employed in public facilities at the time of data collection. three quantitative instruments were used: a facility checklist assessed staffing and service volume, and two separate questionnaires for midwives and facility managers, which measured employment duration and perceived barriers to midwife retention. at 456 surveyed facilities, 570 midwives were interviewed. Overall, 61.3% (n=209/341) of CME graduates deployed in surveyed provinces were working in public sector facilities, whereas 36.8% were working at their assigned site. Facilities without midwife staff had lower average monthly volumes of antenatal care visits (14.6 (SD ± 22.7) versus 71.5 (SD ± 72.5)), family planning visits (10.4 (SD+13.9) versus 56.8 (SD+85.0)), or facility-based deliveries (0.55 (SD ± 2.2) versus 15.7 (SD ± 18.7)). Perceived reasons for leaving employment were insecurity (civil unrest/armed conflict) (46.4%), family disagreement (28.1%), increased workload without compensation (9.9%), and lack of appropriate housing (7.8%). CME graduate retention in public sector positions was relatively low and significantly impacted by insecurity and cultural issues related to women working outside the home. culturally appropriate measures are needed to attract and retain skilled female health care providers for rural public facilities in Afghanistan and similar settings. Advocacy to encourage family and community support for midwives working in rural

  3. Using student, teacher and practice supervisor feedback to improve the quality of nurse education: how should we collect it and what should we do with it? (United States)

    Russell, G C; Cordingley, M


    Many colleges and universities are committed to gathering feedback as a means of improving course quality. Typically student's views are sought and few institutions seek systematic feedback from both students and members of staff. We report on a pilot study employing student, teacher and practice supervisor feedback on a pre-registration, Diploma in Higher Education (Nursing) course. The paper discusses how we collected the feedback and how the gathered information will influence future planning and decision making.

  4. A protocol for evaluating progressive levels of simulation fidelity in the development of technical skills, integrated performance and woman centred clinical assessment skills in undergraduate midwifery students. (United States)

    Brady, Susannah; Bogossian, Fiona; Gibbons, Kristen; Wells, Andrew; Lyon, Pauline; Bonney, Donna; Barlow, Melanie; Jackson, Anne


    Simulation as a pedagogical approach has been used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice. However, evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity are lacking.Woman centred care is a core premise of the midwifery profession and describes the behaviours of an individual midwife who demonstrates safe and effective care of the individual woman. Woman centred care occurs when the midwife modifies the care to ensure the needs of each individual woman are respected and addressed. However, a review of the literature demonstrates an absence of a valid and reliable tool to measure the development of woman centred care behaviours. This study aims to determine which level of fidelity in simulated learning experiences provides the most effective learning outcomes in the development of woman centred clinical assessment behaviors and skills in student midwives. Three-arm, randomised, intervention trial.In this research we plan to:a) trial three levels of simulation fidelity - low, medium and progressive, on student midwives performing the procedure of vaginal examination;b) measure clinical assessment skills using the Global Rating Scale (GRS) and Integrated Procedural Performance Instrument (IPPI); andc) pilot the newly developed Woman Centred Care Scale (WCCS) to measure clinical behaviors related to Woman-Centredness. This project aims to enhance knowledge in relation to the appropriate levels of fidelity in simulation that yield the best educational outcomes for the development of woman centred clinical assessment in student midwives. The outcomes of this project may contribute to improved woman centred clinical assessment for student midwives, and more broadly influence decision making regarding education resource allocation for maternity simulation.

  5. Using enquiry in learning: from vision to reality in higher education. (United States)

    Horne, Maria; Woodhead, Kath; Morgan, Liz; Smithies, Lynda; Megson, Denise; Lyte, Geraldine


    This paper reports on the contribution of six nurse educators to embed enquiry-led learning in a pre-registration nursing programme. Their focus was to evaluate student and facilitator perspectives of a hybrid model of problem-based learning, a form of enquiry-based learning and to focus on facilitators' perceptions of its longer-term utility with large student groups. Problem-based learning is an established learning strategy in healthcare internationally; however, insufficient evidence of its effectiveness with large groups of pre-registration students exists. Fourth Generation Evaluation was used, applying the Nominal Group Technique and Focus Group interviews, for data collection. In total, four groups representing different branches of pre-registration students (n = 121) and 15 facilitators participated. Students identified seven strengths and six areas for development related to problem-based learning. Equally, analysis of facilitators' discussions revealed several themes related to strengths and challenges. The consensus was that using enquiry aided the development of independent learning and encouraged deeper exploration of nursing and allied subject material. However, problems and frustrations were identified in relation to large numbers of groups, group dynamics, room and library resources and personal development. The implications of these findings for longer-term utility with large student groups are discussed.

  6. Are freestanding midwifery units a safe alternative to obstetric units for low-risk, primiparous childbirth?

    DEFF Research Database (Denmark)

    Christensen, Louise Fischer; Overgaard, Charlotte


    BACKGROUND: Intrapartum complications and the use of obstetric interventions are more common in primiparous childbirth than in multiparous childbirth, leading to concern about out of hospital birth for primiparous women. The purpose of this study was to determine whether the effect of birthplace...... ratios and effect ratios with 95% confidence intervals for matched pairs stratified by parity. RESULTS: On no outcome did the effect of birthplace differ significantly between primiparous and multiparous women. Compared with their counterparts intending birth in an obstetric unit, both primiparous...... for multiparas remained stable. CONCLUSIONS: Freestanding midwifery units appear to confer significant advantages over obstetric units to both primiparous and multiparous mothers, while their infants are equally safe in both settings. Our findings thus support the provision of care in freestanding midwifery...

  7. "Secrets of the female sex": Jane Sharp, the reproductive female body, and early modern midwifery manuals. (United States)

    Hobby, E


    Early modern midwifery manuals in Britain were usually the work of men. These books were a significant source of information about the body to the wider reading public: many sold well, and their prefatory materials include injunctions to readers not to make improper use of them. What is particularly interesting about Jane Sharp's Midwives Book (1671) is that it both provides a compendium of current beliefs concerning reproduction, and indicates the author's ironic perception of the misogyny that underpinned accepted ideas about the female reproductive body. This article gives key examples of Sharp's interventions, and also refers to Thomas Bartholin, Bartholinus Anatomy (1688); Richard Bunworth, The Doctresse (1656); Hugh Chamberlen, The Accomplisht Midwife (1673); The Compleat Midwifes Practice (1656); Helkiah Crooke, Microcosmographia (1615); Nicholas Culpeper, A Directory for Midwives (1651); Jacques Guillemeau, Childbirth (1612); Jean Riolan, A Sure Guide (1657); Daniel Sennert, Practical Physick (1664); William Sermon, The Ladies Companion (1671); and Percival Willughby, Observations in Midwifery (c. 1675).

  8. Midwifery and dialogue in organizations. Emergent, mutual involvement in action research

    DEFF Research Database (Denmark)

    Kristiansen, Marianne; Bloch-Poulsen, Jørgen

    the process. That goes for the understanding of dialogue as sharing, daring and caring; for dialogic competencies as, e.g., confirmation and meta-communication; and for generatively facilitated conversations as midwifery. The methodology is accordingly characterized as emergent, mutual involvement. The book...... is a dialogue between theory and praxis, too. It integrates research, action, and training as well as theories of interpersonal and organizational communication, Roger's humanistic psychology, Gadamer's philosophical hermeneutics, and Buber's philosophy of dialogue. The empirical material consists...... of approximately 50 colleague supervision or midwifery conversations and group-feedback sessions; and of 24 staff appraisal interviews or development conversations, which we followed on a monitor in an adjoining room. After each of these conversations, a feedback session was held. In the book you will find...

  9. Nursing MSc theses: a study of an Iranian College of Nursing and Midwifery in two decades (1990-2010). (United States)

    Motamed-Jahromi, Mohadeseh; Leila Dehghani, Seyedeh


    A thesis is an important part of nursing graduate students' education, which is also their first systematic and scientific attempt to learn the ABCs of research. Articles derived from theses are important for the dissemination of science and the improvement of nursing as a field. Therefore, it is the goal of the present research is to analyze the different aspects of nursing MSc theses and the number of published articles derived from them. This was a descriptive research carried out on 145 nursing MSc theses defended in Razi Faculty of Nursing and Midwifery in Kerman between 1990 and 2010. All of the extracted data were put into an Excel file (2007 version) followed by a data analysis. The results of this study were then presented via the use of descriptive statistics and figures. The research findings showed that most of the theses used a descriptive or analytical-descriptive method, and 42% of them had patients as their participants. They were usually delivered on the subject of health care, and only 58 articles were extracted from the whole 145 theses. The process of writing nursing MSc theses and thesis research articles is improving gradually. However, there is a growing need for empirical and semi-empirical research to bridge the gap between theory and practice, which is also a major concern among nurses.

  10. "Let's fika first"! A look at Swedish midwifery from a cultural perspective. (United States)

    Cairns, Jo Beth


    Sweden is the third largest country in Europe and has a population of approximately nine million people. Swedish midwives are highly esteemed, autonomous and respected by the population. This article discusses cultural aspects of working as a midwife in Sweden along with the obstacle of learning a new language and various new methods of midwifery care. This personal account of my placement in Sweden is intended to offer insight to midwives and nurses who may contemplate working there.

  11. Pregnancy, Childbirth and Midwifery Care among Women with Intellectual Disability in Sweden : Epidemiological and Descriptive Studies


    Höglund, Berit


    The overall aim of this thesis was to investigate pregnancy and childbirth in women with intellectual disability (ID), in Sweden, the health of their newborns and midwifery care for these women. Two register studies and two descriptive studies are included. Pregnancy and birth outcomes as well as data on the newborns’ health were examined by linking data from the National Patient Register and the Medical Birth Register (I-II). The women’s experience of pregnancy and delivery was investigated ...

  12. [Care for parturient women by obstetrical nurses in the Midwifery project: an experience report]. (United States)

    Davim, Rejane Marie Barbosa; Bezerra, Luiz Gonzaga de Medeiros


    This study focuses on the nursing care models that value the woman in childbirth process. Authors described the humanized care provided to the parturient by obstetric nurses in the "Midwifery Project" developed at a University Maternity Hospital. They emphasized that the practice of these models enable the nurse's active participation in the childbirth process, resulting in the satisfaction of the parturient and of the professional.

  13. Levels of empathy in undergraduate emergency health, nursing, and midwifery students: a longitudinal study

    Directory of Open Access Journals (Sweden)

    Williams B


    Full Text Available Brett Williams,1 Ted Brown,2 Malcolm Boyle,1 Lisa McKenna,3 Claire Palermo,4 Jamie Etherington1 1Department of Community Emergency Health and Paramedic Practice, 2Department of Occupational Therapy, 3School of Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University–Peninsula Campus, Frankston, 4Department of Nutrition and Dietetics, Faculty of Medicine, Nursing and Health Sciences, Monash University–Berwick Campus, Berwick, Vic, Australia Purpose: This research examines the extent and nature of empathy among emergency health (paramedic, nursing, and midwifery students at one Australian university and investigates the longitudinal changes in empathy levels across the course of study. Methods: First-, second-, and third-year students at Monash University completed the Jefferson Scale of Empathy–Health Professional (JSE-HP in 2008, 2009, and 2010, and the resulting mean empathy scores were analyzed by course, year of course, year of study, age, and sex. Results: Midwifery students were found to have higher empathy levels than nursing and emergency health students. Second- and third-year students scored higher than their counterparts in the first year. Empathy levels dipped in 2009 and rose in 2010. Students aged 26–30 years and 31–35 years recorded higher scores than their younger colleagues, and female students were found to be more empathic than their male counterparts. Conclusion: The finding that empathy levels are relatively stable over the term of study contributes to the understanding of how empathy evolves over the course of study and offers insights into the importance of incorporating and promoting empathy in health care curricula. Keywords: empathy, nursing, paramedics, midwifery, undergraduates

  14. Rating and Ranking the Role of Bibliometrics and Webometrics in Nursing and Midwifery

    Directory of Open Access Journals (Sweden)

    Patricia M. Davidson


    Full Text Available Background. Bibliometrics are an essential aspect of measuring academic and organizational performance. Aim. This review seeks to describe methods for measuring bibliometrics, identify the strengths and limitations of methodologies, outline strategies for interpretation, summarise evaluation of nursing and midwifery performance, identify implications for metric of evaluation, and specify the implications for nursing and midwifery and implications of social networking for bibliometrics and measures of individual performance. Method. A review of electronic databases CINAHL, Medline, and Scopus was undertaken using search terms such as bibliometrics, nursing, and midwifery. The reference lists of retrieved articles and Internet sources and social media platforms were also examined. Results. A number of well-established, formal ways of assessment have been identified, including h- and c-indices. Changes in publication practices and the use of the Internet have challenged traditional metrics of influence. Moreover, measuring impact beyond citation metrics is an increasing focus, with social media representing newer ways of establishing performance and impact. Conclusions. Even though a number of measures exist, no single bibliometric measure is perfect. Therefore, multiple approaches to evaluation are recommended. However, bibliometric approaches should not be the only measures upon which academic and scholarly performance are evaluated.

  15. Do Turkish nursing and midwifery students teach breast self-examination to their relatives? (United States)

    Ozkan, Arife; Malak, Arzu Tuna; Gurkan, Aysel; Turgay, A San


    To describe health beliefs and breast self-examination (BSE) practice of Turkish female nursing and midwifery students and extent of teaching the screening method to their mothers, sisters and relatives. In this definition survey, data were obtained from 113 nursing and midwifery students (n = 113) in third and fourth class and their mothers, sisters and other relatives in Turkey. Data were collected using a personal data form, a knowledge evaluation form for BSE (Maurer 1997) and the Champion's Health Belief Model Scale. Number percentage, Chi-square test were used in the evaluation of the data. Students learned breast cancer and BSE in their lessons one or two years previously. Knowledge level scores of the students were 52.3 ± 9.6 (min:25,max: 75). Rate of having regular BSE was 32.7%. When health belief scale assessed; the average of susceptibility was 7.52 ± 2.62, seriousness was 21.8 ± 5.30, benefit was 16.7±4.45, barrier was 22.3 ± 6.44, confidence was 40.3 ± 6.67 and medical motivation was 26.6 ± 4.22. The rate of having regular BSE and benefit, barrier scores were compared, they were statistically significant difference(p Knowledge about breast cancer and BSE repetition training programs should be planned for nursing/midwifery students, to increasae their sensitivity, beliefs and attitudes, and medical motivation for BSE.

  16. 'Risk or Right': a discourse analysis of midwifery and obstetric colleges' homebirth position statements. (United States)

    Licqurish, Sharon; Evans, Alicia


    Within the context of global debates about safety and ethics of supporting women to give birth at home, it is important to analyse documents governing midwifery and obstetric practice and influence decision-making around place of birth. In Australia, the United States and the United Kingdom, relatively small numbers of women choose to give birth at home despite their midwifery colleges' support. In the United States and Australia, the obstetric colleges do not support homebirth and these countries have lower numbers of women who birth at home, compared with the United Kingdom. There are numerous regulatory and industry challenges for midwives attending homebirths. This paper reports on a Foucauldian analysis of Australian obstetric and midwifery colleges' position statements about homebirth, who have conflicting views, with the view to understanding their arguments and underlying assumptions. The documents highlighted tensions between competing discourses of risk and autonomy and differences in academic argument. Opportunities for strengthening their statements are highlighted. The methodology is applicable for future analysis of similar documents governing practice in other countries.

  17. Caseload midwifery in a multi-ethnic community: the women's experiences. (United States)

    Beake, Sarah; Acosta, Luisa; Cooke, Pauline; McCourt, Christine


    to evaluate caseload midwifery in a relatively deprived and ethnically diverse inner-city area. semi-structured interviews were undertaken with 24 women from diverse ethnic backgrounds, 12 of whom had received caseload care and 12 women from an adjacent area who had received conventional maternity care in a large inner-city maternity unit. Framework analysis was adopted drawing on links with the authors' previous work on women's views of caseload midwifery. key themes from previous work fitted well with the themes that emerged from this study. Themes included 'knowing and being known', 'person-centred care', 'social support', 'gaining trust and confidence', 'quality and sensitivity of care' and 'communication'. women from this socially and ethnically diverse group of women had similar views and wanted similar care to those in previous studies of caseload midwifery. Many of the women receiving caseload care highlighted the close relationship they had with the midwives and as a result of this felt more able to discuss their concerns with them. This has the potential not only for improved quality of care but also improved safety. Copyright © 2013 Elsevier Ltd. All rights reserved.

  18. The Importance of Evaluating Primary Midwifery Care for Improving the Health of Women and Infants (United States)

    de Jonge, Ank; de Vries, Raymond; Lagro-Janssen, Antoine L. M.; Malata, Address; Declercq, Eugene; Downe, Soo; Hutton, Eileen K.


    In most countries, maternal and newborn care is fragmented and focused on identification and treatment of pathology that affects only the minority of women and babies. Recently, a framework for quality maternal and newborn care was developed, which encourages a system-level shift to provide skilled care for all. This care includes preventive and supportive care that works to strengthen women’s capabilities and focuses on promotion of normal reproductive processes while ensuring access to emergency treatment when needed. Midwifery care is pivotal in this framework, which contains several elements that resonate with the main dimensions of primary care. Primary health care is the first level of contact with the health system where most of the population’s curative and preventive health needs can be fulfilled as close as possible to where people live and work. In this paper, we argue that midwifery as described in the framework requires the application of a primary care philosophy for all childbearing women and infants. Evaluation of the implementation of the framework should therefore include tools to monitor the performance of primary midwifery care. PMID:25853136

  19. Health Beliefs of Midwifery Students at Istanbul University about Breast Cancer and Breast Self-Examination Acknowledgements. (United States)

    Gençtürk, Nuran; Demirezen, Esma; Ay, Fatma


    Knowing the attitudes and beliefs of midwifery students toward breast cancer and breast self-examination (BSE) practice may reduce breast cancer-related deaths by increasing breast cancer awareness. This study was conducted to examine the attitudes and beliefs of midwifery students toward breast cancer and the BSE practice. The study was conducted with 160 midwifery students at Istanbul University as a descriptive, cross-sectional study. Data were collected by a part of Champion's Health Belief Model Scale and a self-administered questionnaire. The descriptive characteristics were given as frequencies and percentages. The evaluation was done with Kruskal-Wallis test, a non-parametric test. It has been observed 70.0 % among midwifery students have knowledge of breast cancer. 90.0 % of midwifery students know about BSE, however only 14.4 % among them practice BSE regularly every month. The benefit, barrier and confidence sub-dimension scores were positively associated with BSE practice regularity (p ≤ 0.05). It has been determined that more than half of midwifery students have knowledge about breast cancer and BSE, and that only a fraction of those with knowledge about BSE practice BSE regularly every month. The perceived seriousness of breast cancer and knowledge about breast cancer affect the ability of individuals to perform BSE, initiating BSE and continuing to practice BSE for early diagnosis of breast cancer. The results from the study provide the midwifery students awareness of breast cancer and BSE both for themselves and for the women for whom they take responsibility.

  20. Do the pre-service education programmes for midwives in India prepare confident ‘registered midwives’? A survey from India

    Directory of Open Access Journals (Sweden)

    Bharati Sharma


    Full Text Available Objective: The graduates of the diploma and degree programmes of nursing and midwifery in India are considered skilled birth attendants (SBAs. This paper aimed to assess the confidence of final-year students from pre-service education programmes (diploma and bachelor's in selected midwifery skills from the list of midwifery competencies of the International Confederation of Midwives (ICM. Design: A cross-sectional survey was conducted in Gujarat, India, involving 633 final-year students from 25 educational institutions (private or government, randomly selected, stratified by the type of programme (diploma and bachelor's. Students assessed their confidence on a four-point scale, in four midwifery competency domains – antepartum, intrapartum, postpartum, and newborn care. Explorative factor analysis was used to reduce skill statements into separate subscales for each domain. Results: Overall, 25–40% of students scored above the 75th percentile and 38–50% below the 50th percentile of confidence in all subscales for antepartum, intrapartum, postpartum, and newborn care. The majority had not attended the required number of births prescribed by the Indian Nursing Council. Conclusions: The pre-service education offered in the diploma and bachelor's programmes in Gujarat does not prepare confident SBAs, as measured on selected midwifery competencies of the ICM. One of the underlying reasons was less clinical experience during their education. The duration, content, and pedagogy of midwifery education within the integrated programmes need to be reviewed.

  1. 产科应用宫底按压助产的价值分析%Value Analysis of the Application of Fundus Pressing Midwifery in Obstetric Midwifery

    Institute of Scientific and Technical Information of China (English)



    目的:探析宫底按压助产运用在产科助产中的临床价值。方法:选择2014年2月-2015年2月来笔者所在医院分娩的产妇150例为研究对象,将其随机分为两组,每组75例,其中对照组采用常规分娩方式,而观察组则运用宫底按压助产,对两组的分娩情况进行对比分析。结果:与对照组比较,观察组的阴道自然分娩率较高,产妇会阴撕裂率和新生儿窒息率均较低,组间比较差异均有统计学意义(P<0.05);同时,两组的第二产程分娩时间比较,差异有统计学意义(P<0.05)。结论:临床上将宫底按压助产运用在产科助产中,一方面可以使第二产程时间缩短,另一方面还能使自然分娩率提高,使新生儿窒息率降低,值得推广。%Objective:To analyze the clinical value of fundus pressing midwifery in obstetric midwifery.Method:One hundred and fifty cases of puerpera admitted to our hospital from February 2014 to February 2015 were chosen as the research objects,and randomly divided into two groups,75 cases in each group, the control group was taken conventional childbirth way,while the observation group was given fundus pressing midwifery,the delivery condition of the two groups were analyzed.Result:Compared with the control group,the vaginal delivery rate of the observation group was higher,while the perineum laceration rate and neonatal asphyxia rate of which were lower,the differences were statistically significant(P<0.05).At the same time,the time of second stage of labor between thetwo groups had statistical difference(P<0.05).Conclusion:The fundus pressing midwifery is applied in obstetric midwifery,which can shorten the time of second stage of labor on the one hand,and increase the natural delivery rate on the other hand,lower the rate of neonatal asphyxia,it is worthy of promotion.

  2. Capacity building of skilled birth attendants: a review of pre-service education curricula. (United States)

    Adegoke, Adetoro A; Mani, Safiyanu; Abubakar, Aisha; van den Broek, Nynke


    to assess the level, type and content of pre-service education curricula of health workers providing maternity services against the ICM global standards for Midwifery Education and Essential competencies for midwifery practice. We reviewed the quality and relevance of pre-service education curricula of four cadres of health-care providers of maternity care in Northern Nigeria. we adapted and used the ICM global standards for Midwifery Education and Essential competencies for midwifery practice to design a framework of criteria against which we assessed curricula for pre-service training. We reviewed the pre-service curricula for Nurses, Midwives, Community Health Extension Workers (CHEW) and Junior Community Health Extension Workers (JCHEW) in three states. Criteria against which the curricula were evaluated include: minimum entry requirement, the length of the programme, theory: practice ratio, curriculum model, minimum number of births conducted during training, clinical experience, competencies, maximum number of students allowable and proportion of Maternal, Newborn and Child Health components (MNCH) as part of the total curriculum. four pre-service education programmes were reviewed; the 3 year basic midwifery, 3 year basic nursing, 3 year Community Health Extension Worker (CHEW) and 2 year Junior Community Health Extension Worker (JCHEW) programme. Findings showed that, none of these four training curricula met all the standards. The basic midwifery curriculum most closely met the standards and competencies set out. The nursing curriculum showed a strong focus on foundations of nursing practice, theories of nursing, public health and maternal newborn and child health. This includes well-defined modules on family health which are undertaken from the first year to the third year of the programme. The CHEW and JCHEW curricula are currently inadequate with regard to training health-care workers to be skilled birth attendants. although the midwifery curriculum

  3. A randomised controlled trial of caseload midwifery care: M@NGO (Midwives @ New Group practice Options

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    Tracy Sally K


    Full Text Available Abstract Background Australia has an enviable record of safety for women in childbirth. There is nevertheless growing concern at the increasing level of intervention and consequent morbidity amongst childbearing women. Not only do interventions impact on the cost of services, they carry with them the potential for serious morbidities for mother and infant. Models of midwifery have proliferated in an attempt to offer women less fragmented hospital care. One of these models that is gaining widespread consumer, disciplinary and political support is caseload midwifery care. Caseload midwives manage the care of approximately 35-40 a year within a small Midwifery Group Practice (usually 4-6 midwives who plan their on call and leave within the Group Practice. We propose to compare the outcomes and costs of caseload midwifery care compared to standard or routine hospital care through a randomised controlled trial. Methods/design A two-arm RCT design will be used. Women will be recruited from tertiary women's hospitals in Sydney and Brisbane, Australia. Women allocated to the caseload intervention will receive care from a named caseload midwife within a Midwifery Group Practice. Control women will be allocated to standard or routine hospital care. Women allocated to standard care will receive their care from hospital rostered midwives, public hospital obstetric care and community based general medical practitioner care. All midwives will collaborate with obstetricians and other health professionals as necessary according to the woman's needs. Discussion Data will be collected at recruitment, 36 weeks antenatally, six weeks and six months postpartum by web based or postal survey. With 750 women or more in each of the intervention and control arms the study is powered (based on 80% power; alpha 0.05 to detect a difference in caesarean section rates of 29.4 to 22.9%; instrumental birth rates from 11.0% to 6.8%; and rates of admission to neonatal intensive

  4. A randomised controlled trial of caseload midwifery care: M@NGO (Midwives @ New Group practice Options) (United States)


    Background Australia has an enviable record of safety for women in childbirth. There is nevertheless growing concern at the increasing level of intervention and consequent morbidity amongst childbearing women. Not only do interventions impact on the cost of services, they carry with them the potential for serious morbidities for mother and infant. Models of midwifery have proliferated in an attempt to offer women less fragmented hospital care. One of these models that is gaining widespread consumer, disciplinary and political support is caseload midwifery care. Caseload midwives manage the care of approximately 35-40 a year within a small Midwifery Group Practice (usually 4-6 midwives who plan their on call and leave within the Group Practice.) We propose to compare the outcomes and costs of caseload midwifery care compared to standard or routine hospital care through a randomised controlled trial. Methods/design A two-arm RCT design will be used. Women will be recruited from tertiary women's hospitals in Sydney and Brisbane, Australia. Women allocated to the caseload intervention will receive care from a named caseload midwife within a Midwifery Group Practice. Control women will be allocated to standard or routine hospital care. Women allocated to standard care will receive their care from hospital rostered midwives, public hospital obstetric care and community based general medical practitioner care. All midwives will collaborate with obstetricians and other health professionals as necessary according to the woman's needs. Discussion Data will be collected at recruitment, 36 weeks antenatally, six weeks and six months postpartum by web based or postal survey. With 750 women or more in each of the intervention and control arms the study is powered (based on 80% power; alpha 0.05) to detect a difference in caesarean section rates of 29.4 to 22.9%; instrumental birth rates from 11.0% to 6.8%; and rates of admission to neonatal intensive care of all neonates from 9

  5. 'Twin2twin' an innovative method of empowering midwives to strengthen their professional midwifery organisations. (United States)

    Cadée, Franka; Perdok, Hilde; Sam, Betty; de Geus, Myrte; Kweekel, Liselotte


    midwives need professional support from a national midwifery organisation to be able to provide the services that are by regulatory mechanisms and accreditation expected of them. Not all midwives in the world are united in a professional organisation. The aim of this project was to strengthen the midwifery organisations of Sierra Leone and the Netherlands. During the process of the project it was realised that the development of a platform of exchange at organisational level would be enhanced by introducing personal exchange between individual midwives. In response to this new insight the original project plan was adjusted by incorporating the twin2twin method. twin2twin is a feminist methodology of mutual exchange between twenty pairs of midwives from different organisations (in this case Sierra Leone and the Netherlands). The method can be distinguished by 10 specific steps. It was developed, used and (re)evaluated through focus group discussions, storytelling and written evaluations. twinning of organisations was strengthened by adding a human component to the process. With the use of the 'twin2twin' method, midwives were encouraged to invested in a professional and personal bond with their 'twin sister'. This bond was independent and went beyond the relatively short four year project period. Through personal engagement and mutual exchange of knowledge and skills, midwives empowered each other to build and strengthen their midwifery organisations both in Sierra Leone and the Netherlands. (Empowerment refers to the expansion in people's ability to make strategic life choices in a context where this ability was previously denied to them (Narayan, 2005); organisational empowerment includes processes and structures that enhance members' skills and provides them with the mutual support necessary to effect community level change (Zimmerman, 1995).). despite challenges we are convinced that twin2twin can be of additional benefit for the success of other projects

  6. COSMOS: COmparing Standard Maternity care with One-to-one midwifery Support: a randomised controlled trial (United States)

    McLachlan, Helen L; Forster, Della A; Davey, Mary-Ann; Lumley, Judith; Farrell, Tanya; Oats, Jeremy; Gold, Lisa; Waldenström, Ulla; Albers, Leah; Biro, Mary Anne


    Background In Australia and internationally, there is concern about the growing proportion of women giving birth by caesarean section. There is evidence of increased risk of placenta accreta and percreta in subsequent pregnancies as well as decreased fertility; and significant resource implications. Randomised controlled trials (RCTs) of continuity of midwifery care have reported reduced caesareans and other interventions in labour, as well as increased maternal satisfaction, with no statistically significant differences in perinatal morbidity or mortality. RCTs conducted in the UK and in Australia have largely measured the effect of teams of care providers (commonly 6–12 midwives) with very few testing caseload (one-to-one) midwifery care. This study aims to determine whether caseload (one-to-one) midwifery care for women at low risk of medical complications decreases the proportion of women delivering by caesarean section compared with women receiving 'standard' care. This paper presents the trial protocol in detail. Methods/design A two-arm RCT design will be used. Women who are identified at low medical risk will be recruited from the antenatal booking clinics of a tertiary women's hospital in Melbourne, Australia. Baseline data will be collected, then women randomised to caseload midwifery or standard low risk care. Women allocated to the caseload intervention will receive antenatal, intrapartum and postpartum care from a designated primary midwife with one or two antenatal visits conducted by a 'back-up' midwife. The midwives will collaborate with obstetricians and other health professionals as necessary. If the woman has an extended labour, or if the primary midwife is unavailable, care will be provided by the back-up midwife. For women allocated to standard care, options include midwifery-led care with varying levels of continuity, junior obstetric care and community based general medical practitioner care. Data will be collected at recruitment (self

  7. Analysis of the maladjustment situation and inlfuencing factors on clinical practice in midwifery undergraduate students%我校助产专业护理本科生临床实习适应不良现状及其影响因素分析

    Institute of Scientific and Technical Information of China (English)

    卢兰琴; 王央燕; 谢晶晶


    目的:调查我校助产专业护理本科生临床实习适应不良状况,并分析其影响因素。方法:采用护生实习适应不良问卷,对在校的496名助产专业护理本科生进行调查。结果:助产专业护理本科生的实习适应不良得分为(92.54±13.88)分,有无兼职经历、是否喜欢助产职业、对就业前景的态度是助产专业护理本科生临床实习适应不良的主要影响因素(P<0.05)。结论:助产专业护理本科生实习适应不良的得分偏高,护理高校教育者和医院的带教老师应该加强助产专业护理本科生的临床实习教育,降低实习适应不良的发生。%Objective: To investigate the states and associated factors of maladjustment of clinical practice in midwifery undergraduate students in our school. Methods: Nursing students internship bad inventory, for the school's 496 current midwifery undergraduate students were included in the investigation using the adverse scale. Results: The adverse scale of midwifery undergraduate students score was 92.54±13.88. Part-time job experience, like it or not professional midwife, on the prospects of employment attitude were professional midwifery care undergraduate clinical practice to adapt to adverse main inlfuencing factors (P<0.05). Conclusion: The score of maladjustment is high in midwifery baccalaureate nursing students practice. Nursing educators in the colleges and universities and hospitals with teaching should strengthen midwifery baccalaureate nursing students in clinical practice education, reduce the practice the occurrence of adverse.

  8. Depressive Symptoms and Suicidal Ideation among Nursing and Midwifery Students

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    S. Leila Dehghani


    Full Text Available Depression is one of the most frequent psychiatric disorders that its prevalence has been reported to be 10-64% among university students . Although the process of education in nursing is leading to increased productivity and effectiveness, but it can also be a very stressful experience.

  9. Section 1--The Value of Psychology in Health Professional Education (United States)

    Upton, Dominic


    The education of nurses, midwives and allied health care professionals in the UK is guided by professional bodies and the over arching Health Professionals Council (HPC)/Nursing and Midwifery Council (NMC). Each of these professional bodies provides regulatory frameworks and guidance notes on the educational content of the degree level programmes…

  10. Nursing informatics education and use: challenges and prospects in ...

    African Journals Online (AJOL)

    Nursing informatics education and use: challenges and prospects in Nigeria. ... the crop of nurses who have the capabilities to fit into the current trend of nursing practice. ... Nigeria (National University Commission [NUC] and Nursing and Midwifery ... Nurse/Midwife educators to develop knowledge & skills required to teach ...

  11. Negotiating public and professional interests: a rhetorical analysis of the debate concerning the regulation of midwifery in Ontario, Canada. (United States)

    Spoel, Philippa; James, Susan


    This article investigates the uneasy process of integrating midwifery's alternative, women-centered model of childbirth care within the medically-dominated healthcare system in Canada. It analyses the impure processes of rhetorical identification and differentiation that characterized the debate about how to regulate midwifery in Ontario by examining a selection of submissions from diverse health care groups with vested interest in the debate's outcome. In divergent ways, these groups strategically appeal to the value of the "public interest" in order to advance professional concerns. The study considers the implications of this rhetorical process for re-defining midwifery's distinctive professional identity in relation to other health professions, to the state, and to the women for whom midwives care. Likewise, it suggests the relevance of rhetorical analysis for understanding the discursive formation and re-formation of health models, values, and professions in Western culture.

  12. Reliability and Validity of the Objective Structured Clinical Examination in the Evaluation of Clinical Skills of Midwifery Students (Kashan, 2014

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    Saeideh Nasiri


    Full Text Available This study was conducted to determine the validity and reliability of OSCE in evaluating the clinical skills of midwifery students at Kashan University of Medical Sciences in 2014. This descriptive-correlational study was carried out on 23 senior midwifery students. The OSCE scores were calculated according to the structured objective checklists. Content and criterion validity and reliability were also assessed. The obtained data were analyzed by SPSS-16 using ANOVA and Spearman correlation coefficients. There was a significant relationship between the clinical scores and the OSCE score (P=0.03. The reliability results of the evaluation of stations by two observers showed that the lowest and highest correlation coefficients between observers were 0.58 and 1.00, respectively. Owing to good reliability and validity of this test in the first period of its implementation in Kashan, it can be recommended for subsequent periods as part of the final exam for midwifery students.

  13. 气囊仿生助产术助产528例临床分析%Clinical analysis of 528 cases of balloon bionic midwifery midwifery

    Institute of Scientific and Technical Information of China (English)

    龚代英; 陈莉媚; 韩洪霞; 邓代珍; 杜娜


    Objective:Explore the clinical value of airbag bionic midwifery.Methods: Choose 1056 cases of primipams and divide them into an observation group 528 cases(applied airbag bionic midwifery) and a control group 528 cases at random and then observe the stages of labor ,ways of delivery and perinatal condition.As a.Results:the ifrst stages of labor ,the second stages of labor and the total labor become shorter while the vaginal births improve.The perineum incision rates and cesaream section rates drop whose differences have obvious signiifcance; In the Observation Group after two hours bleeding rate reduces whose difference has statistical meanings.Both Groups have no perineum hematoma and no the cervical lacerated wounds.Postpartum hemorrhage and postpartum urinary retension never occur.Conclusion:Airbag bionic midwifery can obviously shorten the stages of labor and improve vaginal births so as to reduce the perineum incision rate and cesarean delivery rate,which obviously reduce postpartum hemorrhage.It is a convenient,effective,safe abd suitable modern midwifery,which is worth popularization and application.%目的:探讨气囊仿生助产术的临床价值。方法:选择初产妇1056例,随机分入观察组528例(应用气囊仿生助产)和对照组528例,观察两组产妇的产程、分娩方式及围产情况。结果:观察组的第一产程、第二产程及总产程缩短,阴道分娩率提高,会阴切开率及剖宫产率降低,差异有显著意义(P均<0.01);观察组产后2h出血量减少,差异有统计学意义(P<0.05)。两组均无会阴血肿、宫颈裂伤、产后出血、产后尿潴留及褥期感染发生。结论:气囊仿生助产术能显著缩短产程,提高阴道分娩率,降低会阴切开率及剖宫产率,能减少产后出血量,是一种简便、有效、安全、适宜的现代助产技术,值得推广应用。

  14. Using the Five Senses of Success framework to understand the experiences of midwifery students enroled in an undergraduate degree program. (United States)

    Sidebotham, M; Fenwick, J; Carter, A; Gamble, J


    developing a student's sense of capability, purpose, resourcefulness, identity and connectedness (five-senses of success) are key factors that may be important in predicting student satisfaction and progression within their university program. the study aimed to examine the expectations and experiences of second and third year midwifery students enroled in a Bachelor of Midwifery program and identify barriers and enablers to success. a descriptive exploratory qualitative design was used. Fifty-six students enroled in either year 2 or 3 of the Bachelor of Midwifery program in SE Queensland participated in an anonymous survey using open-ended questions. In addition, 16 students participated in two year-level focus groups. Template analysis, using the Five Senses Framework, was used to analyse the data set. early exposure to 'hands on' clinical midwifery practice as well as continuity of care experiences provided students with an opportunity to link theory to practice and increased their perception of capability as they transitioned through the program. Students' sense of identity, purpose, resourcefulness, and capability was strongly influenced by the programs embedded meta-values, including a 'woman centred' approach. In addition, a student's ability to form strong positive relationships with women, peers, lecturers and supportive clinicians was central to developing connections and ultimately a sense of success. A sense of connection not only fostered an ongoing belief that challenges could be overcome but that students themselves could initiate or influence change. the five senses framework provided a useful lens through which to analyse the student experience. Key factors to student satisfaction and retention within a Bachelor of Midwifery program include: a clearly articulated midwifery philosophy, strategies to promote student connectedness including the use of social media, and further development of clinicians' skills in preceptorship, clinical teaching and

  15. A systematic review of qualitative evidence on barriers and facilitators to the implementation of task-shifting in midwifery services. (United States)

    Colvin, Christopher J; de Heer, Jodie; Winterton, Laura; Mellenkamp, Milagros; Glenton, Claire; Noyes, Jane; Lewin, Simon; Rashidian, Arash


    to synthesise qualitative research on task-shifting to and from midwives to identify barriers and facilitators to successful implementation. systematic review of qualitative evidence using a 4-stage narrative synthesis approach. We searched the CINAHL, Medline and the Social Science Citation Index databases. Study quality was assessed and evidence was synthesised using a theory-informed comparative case-study approach. midwifery services in any setting in low-, middle-, and high-income countries. midwives, nurses, doctors, patients, community members, policymakers, programme managers, community health workers, doulas, traditional birth attendants and other stakeholders. task shifting to and from midwives. thirty-seven studies were included. Findings were organised under three broad themes: (1) challenges in defining and defending the midwifery model of care during task shifting, (2) training, supervision and support challenges in midwifery task shifting, and (3) teamwork and task shifting. this is the first review to report implementation factors associated with midwifery task shifting and optimisation. Though task shifting may serve as a powerful means to address the crisis in human resources for maternal and newborn health, it is also a complex intervention that generally requires careful planning, implementation and ongoing supervision and support to ensure optimal and safe impact. The unique character and history of the midwifery model of care often makes these challenges even greater. evidence from the review fed into the World Health Organisation's 'Recommendations for Optimizing Health Worker Roles to Improve Access to Key Maternal and Newborn Health Interventions through Task Shifting' guideline. It is appropriate to consider task shifting interventions to ensure wider access to safe midwifery care globally. Legal protections and liabilities and the regulatory framework for task shifting should be designed to accommodate new task shifted practices. © 2013

  16. Sculpting a nurse-midwifery philosophy. Ernestine Wiedenbach's influence. (United States)

    VandeVusse, L


    An educational project used in a professional-issues course for student nurse-midwives is described. The class project involved nurse-midwives portraying (in clay), and subsequently discussing, their individual practice philosophies. Background information on the importance of philosophy statements is provided. Included is the historic influence of a certified nurse-midwife foremother, Ernestine Wiedenbach, on the professional importance of articulating a guiding philosophy.

  17. Towards a values-based person specification for recruitment of compassionate nursing and midwifery candidates: a study of registered and student nurses' and midwives' perceptions of prerequisite attributes and key skills. (United States)

    Waugh, Anne; Smith, Dave; Horsburgh, Dorothy; Gray, Morag


    Selection and retention of preregistration nursing and midwifery students are issues that exercise educators, universities and commissioning bodies both nationally and internationally. It has recently become an expectation that a values-based approach is used within recruitment and selection activities in the UK. The desirability of a person specification to support transparent recruitment and selection is well recognised. An online survey of registered and student nurses and midwives found consensus around the desirability of several personal attributes and key skills. There was consensus in the top seven ranked attributes which were honesty and trustworthiness, communication skills, being a good listener, patience and tactfulness, sensitivity and compassion, the ability to seek and act on guidance and being a good team worker; this was between registered and unregistered nurses and midwives and also between participants representing all fields of nursing and midwifery practice. Some of the responses from Practice Education Facilitators (PEFs) (n=5) and senior managers (n=15) differed from those of other registrants surveyed. The attribute 'Able to draw on knowledge and experience' was considered more important by PEFs and 'Observant and able to act on your own initiative within your level of responsibility' and 'Able to draw on knowledge and experience' were ranked more highly by senior managers.

  18. The Association of Expanded Access to a Collaborative Midwifery and Laborist Model With Cesarean Delivery Rates. (United States)

    Rosenstein, Melissa G; Nijagal, Malini; Nakagawa, Sanae; Gregorich, Steven E; Kuppermann, Miriam


    To examine the association between expanded access to collaborative midwifery and laborist services and cesarean delivery rates. This was a prospective cohort study at a community hospital between 2005 and 2014. In 2011, privately insured women changed from a private practice model to one that included 24-hour midwifery and laborist coverage. Primary cesarean delivery rates among nulliparous, term, singleton, vertex women and vaginal birth after cesarean delivery (VBAC) rates among women with prior cesarean delivery were compared before and after the change. Multivariable logistic regression models estimated the effects of the change on the odds of primary cesarean delivery and VBAC; an interrupted time-series analysis estimated the annual rates before and after the expansion. There were 3,560 nulliparous term singleton vertex deliveries and 1,324 deliveries with prior cesarean delivery during the study period; 45% were among privately insured women whose care model changed. The primary cesarean delivery rate among these privately insured women decreased after the change, from 31.7% to 25.0% (P=.005, adjusted odds ratio [OR] 0.56, 95% confidence interval [CI] 0.39-0.81). The interrupted time-series analysis estimated a 7% drop in the primary cesarean delivery rate in the year after the expansion and a decrease of 1.7% per year thereafter. The VBAC rate increased from 13.3% before to 22.4% afterward (adjusted OR 2.03, 95% CI 1.08-3.80). The change from a private practice to a collaborative midwifery-laborist model was associated with a decrease in primary cesarean rates and an increase in VBAC rates. II.

  19. Twenty-five years of breast-feeding research in Midwifery. (United States)

    Dykes, Fiona


    This paper explores some of the significant changes that have taken place with regard to the protection, promotion and support of breast feeding during the past three decades. The period covered since the first issue of Midwifery in 1985, has been marked by some dramatic reversals of harmful discourses and detrimental practices with regard to infant and young child feeding and more specifically breast feeding. Midwifery has spanned this period with the publication of 80 papers on breast feeding. This collection of papers has both influenced and reflected upon changes in international and national breast-feeding strategies and practices. Six papers have been selected for a special virtual edition of Midwifery to reflect the diversity of breast-feeding research in terms of issues explored, methodology and country of origin ( Considerable progress is reflected in these papers. However, there are still enormous challenges ahead in working towards the optimisation of infant and young child feeding. In addition to continuing to conduct and collate robust scientific and epidemiological research we need further studies that explore the political, economic, socio-cultural and psychological factors influencing women's infant feeding practices. Our professional practice needs to continue to improve in order to provide women and families with appropriate support, encouragement and resources to enable them to breastfeed effectively. Finally, we need to continue to challenge the systems and approaches at organisational and community levels that impede women in their endeavours to feed their infants in optimum ways. Copyright © 2010 Elsevier Ltd. All rights reserved.

  20. Evaluation of primary care midwifery in the Netherlands: design and rationale of a dynamic cohort study (DELIVER

    Directory of Open Access Journals (Sweden)

    Manniën Judith


    Full Text Available Abstract Background In the Netherlands, midwives are autonomous medical practitioners and 78% of pregnant women start their maternity care with a primary care midwife. Scientific research to support evidence-based practice in primary care midwifery in the Netherlands has been sparse. This paper describes the research design and methodology of the multicenter multidisciplinary prospective DELIVER study which is the first large-scale study evaluating the quality and provision of primary midwifery care. Methods/Design Between September 2009 and April 2011, data were collected from clients and their partners, midwives and other healthcare professionals across the Netherlands. Clients from twenty midwifery practices received up to three questionnaires to assess the expectations and experiences of clients (e.g. quality of care, prenatal screening, emotions, health, and lifestyle. These client data were linked to data from the Netherlands Perinatal Register and electronic client records kept by midwives. Midwives and practice assistants from the twenty participating practices recorded work-related activities in a diary for one week, to assess workload. Besides, the midwives were asked to complete a questionnaire, to gain insight into collaboration of midwives with other care providers, their tasks and attitude towards their job, and the quality of the care they provide. Another questionnaire was sent to all Dutch midwifery practices which reveals information regarding the organisation of midwifery practices, provision of preconception care, collaboration with other care providers, and provision of care to ethnic minorities. Data at client, midwife and practice level can be linked. Additionally, partners of pregnant women and other care providers were asked about their expectations and experiences regarding the care delivered by midwives and in six practices client consults were videotaped to objectively assess daily practice. Discussion In total, 7685

  1. An investigation on nursing, midwifery and health care students' learning motivation in Turkey. (United States)

    Kosgeroglu, Nedime; Acat, M Bahaddin; Ayranci, Unal; Ozabaci, Nilufer; Erkal, Sibel


    The aim was to determine differences between the dimensions of motivational learning and sociodemographic characteristics of nursing, midwifery and health care students. For the purpose of collecting data on learning-oriented motivations, occupational learning motivation scale (OLMS) was used. The OLMS was designed to assess the constructs of extrinsic, intrinsic and negative factors for learning, cognitive and lifelong learning goals. The mean levels of the items "willingness to help people", "fear of making mistakes" and "willingness to work with those likely to motivate them" were all determined to be high. Significant differences were revealed for the sex of the students (p<0.05).

  2. Caseload midwifery in a multi-ethnic community: the women's experiences


    Beake, Sarah; Acosta, Luisa; Cooke, Pauline; McCourt,Christine


    Objective\\ud \\ud To evaluate caseload midwifery in a relatively deprived and ethnically diverse inner-city area.\\ud \\ud Design and setting\\ud \\ud Semi-structured interviews were undertaken with 24 women from diverse ethnic backgrounds, 12 of whom had received caseload care and 12 women from an adjacent area who had received conventional maternity care in a large inner-city maternity unit. Framework analysis was adopted drawing on links with the authors' previous work on women's views of casel...

  3. Implementation and effect evaluation of midwifery job training in Shenzhen City from 2009 to 2013%2009~2013年深圳市助产士岗位培训的实施与效果评估

    Institute of Scientific and Technical Information of China (English)

    姜蕾; 王竹珍; 张英姬; 谌祖红; 陈小荷; 王晨虹; 陈斌; 任晓慧; 杨卓欣


    Objective:To strengthen special technique construction of midwifery team in Shenzhen city,standardize medical behaviors of midwives,improve midwifery levels in Shenzhen city.Methods:Five-year project for midwifery job training (2009-2013) was conducted in Shenzhen city from December 2008 to November 2013,the training scheme was developed based on baseline investigation,the training material,clinical training manual,and operation quantification table were written,standard midwifery training was carried out for five years (11 times) by means of training by stages and grades,centralized teaching combined with clinical practice.Results:A total of 787 midwives completed centralized teaching and clinical practice,739 midwives obtained qualified certification,the training rate and qualified certification rate among the midwives in medical service institutions in Shenzhen city until 2013 were 84.0% and 93.9%,respectively.Conclusion:The attention from relevant departments and economic support are guarantee for smooth implementation of the project,standard midwifery training can achieve good social and economic effects,the experience is worthy of clinical popularization.In the future,a highquality and high-level midwifery service team should he established to promote spontaneous delivery based on continuing education and training among the midwives.%目的:为加强深圳市助产队伍的专业技术能力建设,规范助产专业技术人员从业行为,提升全市助产技术水平,方法:2008年12月~2013年11月在深圳市开展《助产士岗位培训五年规划(2009~2013)》项目,通过基线调查,制定了培训方案,编写了培训教材、临床培训手册和操作量化表,采用分批分期逐级培训、集中授课与临床实习相结合的方法开展了5年11期的助产士岗位规范化培训.结果:全市787名助产士完成了集中授课与临床实习,739名取得《深圳市助产士岗位培训合格证》书,截止到2013年,全市

  4. Working towards widening participation in nurse education. (United States)

    Young, Kate

    The widening participation agenda has particular significance for worldwide nursing since it is a profession which is under increasing scrutiny in its recruitment and retention practices. Debate about this agenda within nurse education is strengthened by careful scrutiny of the research within the wider context of higher education, some of which challenges commonly held assumptions. This paper examines four areas of relevance to the UK widening participation agenda: disability, ethnicity, socioeconomic status and family responsibilities. Taken together, they indicate that nurse education operates within a particularly complex context with some important implications for the future design of pre-registration programmes. These complexities should be debated in depth by educational commissioners and providers, in tandem with regulatory bodies.

  5. Strengthening the nursing and midwifery unit manager role: an interim programme evaluation. (United States)

    Clarke, Elizabeth; Diers, Donna; Kunisch, Judith; Duffield, Christine; Thoms, Debra; Hawes, Sue; Stasa, Helen; Fry, Margaret


    An interim evaluation was conducted on the professional development components of the New South Wales (NSW) Health 'take the lead' ('ttl') programme, an initiative aimed at enhancing nursing/midwifery unit managers' (N/MUM) skills. Previous research has highlighted the importance of strong nurse leaders, and shown that training programmes may assist in improving leadership skills. The NSW Nursing and Midwifery Office (NaMO) developed the 'ttl' programme for N/MUMs with the intention of improving hospital quality by strengthening nurse leadership. The programme had three strands, with the professional development modules a key component. Semi-structured interviews were conducted with 17 participants who had completed components of the 'ttl' programme. The interviews explored participants' perceptions of the programme, and suggestions for improvement. Qualitative analysis was conducted on the transcribed interviews. The N/MUMs reported feeling increasingly empowered, knowledgeable and supported as a result of attending the 'ttl' workshops. The results suggest that the studied components of the 'ttl' programme may be effective in assisting nurse leaders gain new leadership skills and institute positive changes in the nursing work environment. Leadership programmes such as 'ttl' may provide an effective tool for improving N/MUM performance and role confidence. © 2011 Blackwell Publishing Ltd.

  6. Setting the stage for health: Salutogenesis in midwifery professional knowledge in three European countries

    Directory of Open Access Journals (Sweden)

    Claudia Meier Magistretti


    Full Text Available There is a lack of systematic evidence concerning health orientation in maternity practice in the current climate of risk avoidance. The midwifery professional project is orientated toward the preservation of normal physiological processes during the maternity episode. This study investigates accounts of midwives who were working in health-orientated birth settings, to examine if and how they frame a health orientation in professional practice. Twenty-seven narrative interviews were conducted with midwives working in pre-, peri-, and postnatal care in different maternity care settings in Switzerland, Austria, and Germany. In-depth and comparative pattern data analyses were conducted. The distinct practice orientation of the participants was revealed in three main concepts, underpinned by a common framework mirroring the three parameters of the Sense of Coherence (comprehensibility, manageability, and meaningfulness described in Aaron Antonovsky's salutogenic theory. The midwives’ implicit salutogenic knowledge shaped their reported actions in supporting mothers, fathers, and families to have health-promoting experiences in maternity care. These results suggest that an implicit health orientation in maternity care practice can be prefered through examination of the practice reports of midwives working in settings that have a health-promoting philosophy. Implications for midwifery practice and research are discussed. Consideration is given to the relevance of the results for debates about avoiding overtreatment and for the operationalization of salutogenic theory in health care practice.

  7. Setting the stage for health: Salutogenesis in midwifery professional knowledge in three European countries (United States)

    Meier Magistretti, Claudia; Downe, Soo; Lindstrøm, Bengt; Berg, Marie; Schwarz, Katharina Tritten


    There is a lack of systematic evidence concerning health orientation in maternity practice in the current climate of risk avoidance. The midwifery professional project is orientated toward the preservation of normal physiological processes during the maternity episode. This study investigates accounts of midwives who were working in health-orientated birth settings, to examine if and how they frame a health orientation in professional practice. Twenty-seven narrative interviews were conducted with midwives working in pre-, peri-, and postnatal care in different maternity care settings in Switzerland, Austria, and Germany. In-depth and comparative pattern data analyses were conducted. The distinct practice orientation of the participants was revealed in three main concepts, underpinned by a common framework mirroring the three parameters of the Sense of Coherence (comprehensibility, manageability, and meaningfulness) described in Aaron Antonovsky's salutogenic theory. The midwives’ implicit salutogenic knowledge shaped their reported actions in supporting mothers, fathers, and families to have health-promoting experiences in maternity care. These results suggest that an implicit health orientation in maternity care practice can be prefered through examination of the practice reports of midwives working in settings that have a health-promoting philosophy. Implications for midwifery practice and research are discussed. Consideration is given to the relevance of the results for debates about avoiding overtreatment and for the operationalization of salutogenic theory in health care practice. PMID:27974134

  8. The art of midwifery: can creative images of birth enhance holistic care? (United States)

    Uppal, Elaine; Davies, Sarah; Knowles, Helen; Kandell, Stevie


    Art related to birth stimulates debate, particularly if it is perceived to be taboo and challenging popular images of mother and child. Birth traditionally has been in a woman's sphere of experience, thus it has been left unexplored on a wider level. The Birth Rites Collection was originally developed to enable partnerships with artists and childbirth professionals. The other important reason for the Birth Rites project was to begin to make contemporary cutting edge art around childbirth because there has been a real lack of work which explores this subject. Student midwives have been able to engage with these and other artworks related to childbirth and now produce their own original art which is attracting acclaim. The Art of Midwifery student midwife project aims to promote more aesthetic and creative ways of learning to enhance midwifery students' self-awareness and thus promote holistic, woman-centred and sensitive care. Students have visited art exhibitions to interact with artworks related to curriculum themes and explore models and philosophies of birth. This paper reports some of their activities, summarises their responses and evaluates the collaboration.

  9. Addressing culture shock in first year midwifery students: Maximising the initial clinical experience. (United States)

    Cummins, Allison M; Catling, Christine; Hogan, Rosemarie; Homer, Caroline S E


    Many Bachelor of Midwifery students have not had any exposure to the hospital setting prior to their clinical placement. Students have reported their placements are foreign to them, with a specialised confusing 'language'. It is important to provide support to students to prevent culture shock that may lead to them leaving the course. To assist first year midwifery students with the transition into clinical practice by providing a preparatory workshop. An action research project developed resources for a workshop held prior to students' first clinical placement. Four phases were held: Phase one involved holding discussion groups with students returning from clinical practice; Phase two was the creation of vodcasts; Phase three was integration of resources into the clinical subject and phase four was the evaluation and reflection on the action research project. Evaluations of the workshops were undertaken through surveying the students after they returned from their clinical placement. A descriptive analysis of the evaluations was performed. Students rated the workshop, vodcasts and the simulated handover positively. Further recommendations were that complications of labour and birth be included in their first semester as students were unexpectedly exposed to this in their first clinical placement. The students evaluated the workshop positively in reducing the amount of culture shock experienced on the first clinical placement. In addition the students provided further recommendations of strategies that would assist with clinical placement. Copyright © 2014 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  10. Improving interprofessional coordination in Dutch midwifery and obstetrics: a qualitative study (United States)


    Background Coordination between the autonomous professional groups in midwifery and obstetrics is a key debate in the Netherlands. At the same time, it remains unclear what the current coordination challenges are. Methods To examine coordination challenges that might present a barrier to delivering optimal care, we conducted a qualitative field study focusing on midwifery and obstetric professional’s perception of coordination and on their routines. We undertook 40 interviews with 13 community midwives, 8 hospital-based midwives and 19 obstetricians (including two resident obstetricians), and conducted non-participatory observations at the worksite of these professional groups. Results We identified challenges in terms of fragmented organizational structures, different perspectives on antenatal health and inadequate interprofessional communication. These challenges limited professionals' coordinating capacity and thereby decreased their ability to provide optimal care. We also found that pregnant women needed to compensate for suboptimal coordination between community midwives and secondary caregivers by taking on an active role in facilitating communication between these professionals. Conclusions The communicative role that pregnant women play within coordination processes underlines the urgency to improve coordination. We recommend increasing multidisciplinary meetings and training, revising the financial reimbursement system, implementing a shared maternity notes system and decreasing the expertise gap between providers and clients. In the literature, communication by clients in support of coordination has been largely ignored. We suggest that studies include client communication as part of the coordination process. PMID:24731478

  11. Down syndrome screening information in midwifery practices in the Netherlands: Strategies to integrate biomedical information. (United States)

    Rosman, Sophia


    The aim of this qualitative study was to analyse counselling with regard to prenatal screening in midwifery consultations in the Netherlands where a national prenatal screening programme has only existed since 2007, after years of social and political debates. The methodology is based on in situ observations of 25 counselling consultations in four midwifery practices in two main cities in the Netherlands. The results of this study show that, since midwives are obliged to offer information on Down syndrome screening to all pregnant women (2007), they have to deal with the communication of medical screening information using biostatistical concepts to explain risks, calculations, probabilities and chromosomal anomalies. In order to avoid the risk of medicalization of their consultation, midwives develop strategies that allow them to integrate this new biomedical discourse while maintaining their low medicalized approach of midwife-led care. One of their main strategies is to switch from 'alarming' biomedical messages to 'reassuring words' in order to manage the anxiety induced by the information and to keep the control over their low medicalized consultation. They also tend to distance themselves from the obligation to talk about screening. The way midwives handle these counselling consultations allows them to respect their obligation to propose information, and to remain faithful to their struggle to protect the natural process of pregnancy as well as their professional autonomy.

  12. The lower prevalence of female genital mutilation in the Netherlands: a nationwide study in Dutch midwifery practices

    NARCIS (Netherlands)

    Korfker, D.G.; Reis, R.; Rijnders, M.E.B.; Meijer-van Asperen, S.; Read, L.; Sanjuan, M.; Herschderfer, K.; Buitendijk, S.E.


    Objectives To determine the prevalence of female genital mutilation (FGM) in women giving birth in 2008 in the Netherlands. Method A retrospective questionnaire study was conducted. The study covered all 513 midwifery practices in the Netherlands. The data were analysed with SPSS 17.0. Results The r

  13. Developing a Profile of the ESP Needs of Iranian Students: The Case of Students of Nursing and Midwifery (United States)

    Mazdayasna, Golnar; Tahririan, M. H.


    The aim of conducting this study was to investigate the foreign language learning needs of undergraduate medical sciences students studying in faculties of nursing and midwifery in Iran. A total of 681 undergraduate students as well as 168 subject-specific instructors and 6 EFL instructors participated in the study, which was designed on a…

  14. The Rhetoric of Midwifery: Conflicts and Conversations in the Minnesota Home Birth Community in the 1990s. (United States)

    Lay, Mary M.; And Others


    Applies and tests Foucault's theories about local centers of power and knowledge by rhetorically analyzing a Minnesota Midwifery Study Advisory Group. Illustrates how knowledge may be produced/suppressed and how a rhetor may become empowered by projecting negative traits upon the "other." Demonstrates how some traditional midwives…

  15. What does it take to have a strong and independent profession of midwifery? Lessons from the Netherlands. (United States)

    De Vries, Raymond; Nieuwenhuijze, Marianne; Buitendijk, Simone E


    In the 1970s, advocates of demedicalising pregnancy and birth 'discovered' Dutch maternity care. The Netherlands presented an attractive model because its maternity care system was characterised by a strong and independent profession of midwifery, close co-operation between obstetricians and midwives, a very high rate of births at home, little use of caesarean section, and morbidity and mortality statistics that were among the best in the developed world. Over the course of the following 40 years much has changed in the Netherlands. Although the home birth rate remains quite high when compared to other modern countries, it is half of what it was in the 1970s. Midwifery is still an independent medical profession, but a move toward 'integrated care' threatens to bring midwives into hospitals under the direction of medical specialists, more women are interested in medical pain relief, and there is a growing concern that current, albeit slight, increases in rates of intervention in physiological births foreshadow the end of the unique approach to birth in the Netherlands. The story of Dutch maternity care thus offers an ideal opportunity to examine the social, organisational, and cultural factors that work to support, and to diminish, the independent practice of midwifery in high-resource countries. We may wish to believe that providing ample and convincing evidence of the value of midwifery care will be enough to promote more and better use of midwifery, but the lessons from the Netherlands make clear that an array of social forces play a critical role determining the place of midwives in the health care system and how the care they provide is deployed.

  16. Implementing a system of structured clinical supervision with a group of DipHE(nursing) RMN students. (United States)

    Markham, V; Turner, P


    Clinical supervision is to become an integral part of mental health nursing, and the United Kingdom Central Council for Nursing, Midwifery & Health Visiting has recommended that it be incorporated in pre-registration education. This paper describes teachers' experiences of delivering a programme of clinical supervision education within the mental health branch of a diploma in nursing course. It outlines the implementation and evaluation of the programme, including discussion of the process and difficulties encountered. The programme appears to have provided a positive first experience for the students and to have given them the enthusiasm to adopt clinical supervision as part of their future roles as qualified practitioners.

  17. These terrifying three words: A qualitative, mixed methods study of students' and mentors' understandings of 'fitness to practise'. (United States)

    Haycock-Stuart, Elaine; MacLaren, Jessica; McLachlan, Alison; James, Christine


    There is little empirical published research pertaining to fitness to practise and pre-registration nursing students. Much of the existing fitness to practise literature focuses on medical students and there is a preponderance of literature reviews and descriptive or discursive papers. The multicentre study aimed to explore students' and mentor's understandings of fitness to practise processes in pre-registration nursing programmes. A qualitative study in the interpretive paradigm with interpretive analysis involving 6 focus groups and 4 face-to-face interviews with nursing students and mentors. Eleven Higher Education Institutions providing pre-registration nursing education in the UK. Data were collected January 2014-March 2015 following ethical approval. Purposive sampling was used to recruit mentors and nursing (but not midwifery) students from pre-registration nursing programmes at different stages of educational preparation. Qualitatively driven semi-structured focus groups (n=6) and interviews (n=4) were conducted with a total of 35 participants (17 pre-registration nursing students and 18 nursing mentors). Three themes identified from the student and mentor data are considered: Conceptualising Fitness to Practise; Good Health and Character; and Fear and Anxiety Surrounding Fitness to Practise Processes. Uncertainty about understandings of fitness to practise contributed to a pervasive fear among students and reluctance among mentors to raise concerns about a student's fitness to practise. Both students and mentors expressed considerable anxiety and engaged in catastrophic thinking about fitness to practise processes. Higher Education Institutes should reinforce to students that they are fit to practise the majority of the time and reduce the negative emotional loading of fitness to practise processes and highlight learning opportunities. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  18. Inter-professional Perinatal Simulation training: A valuable educational model to improve competencies amongst student midwives in Brussels, Belgium. (United States)

    Vermeulen, Joeri; Beeckman, Katrien; De Clercq, Gerlinde; Vandelannoote, Isabelle; Gucciardo, Léonardo; Laubach, Monika; Swinnen, Eva


    Simulation training is a powerful and evidence-based teaching method for students and healthcare professionals. The described educational model of Inter-professional Perinatal Simulation training is the result of a collaborative project with the Erasmus University College Brussels, the Medical School of the Vrije Universiteit Brussel (VUB) and the University Hospital Brussels. This model enhances student midwives to acquire competencies in all fields of midwifery according to national and European legislation and to the International Confederation of Midwives Global Standards for Midwifery Education. In our educational program, simulation training enhanced the achievement of decision-making and inter-professional communication competences.

  19. Critical Friends: An Investigation of Shared Narrative Practice between Education and Nursing Graduates (United States)

    Baguley, Margaret; Brown, Andy


    This article reports the findings of a pilot research project that investigated the perceived educational value of sharing narrative practice amongst graduate students from the School of Education and the School of Nursing and Midwifery at the University of Tasmania. During a semester the graduate students reflected upon and wrote about a…

  20. Prevalence of depression among successful and unsuccessful students of Public Health and Nursing-Midwifery schools of Shahid Sadoughi University of Medical Sciences in 2008

    Directory of Open Access Journals (Sweden)

    M.H Baghiani Moghaddam


    Conclusion: Public Health and Nursing- Midwifery students in Yazd had a high prevalence of depression. Therefore planning is required to support advisory services to control and prevent depression among students.

  1. Knowledge work in nursing and midwifery: an evaluation through computer-mediated communication. (United States)

    Brooks, Fiona; Scott, Peter


    Recent changes in policy and culture require health workers to incorporate "knowledge work" as a routine component of professional practice. Innovative computer-mediated communication technologies provide the opportunity to evaluate the nature of "knowledge work" within nursing and midwifery. This study embedded an online discussion system into an acute NHS Trust to support interaction within communities of practice. The complete record of online communications was analysed. Nurses were found to predominantly engage in information work with knowledge work restricted to senior-to-senior level exchanges. In contrast, midwives were observed to employ the technology to support knowledge work between all grades. The study indicates that technology can support knowledge work, including conveying tacit knowledge effectively.

  2. Midwifery at the crossroads in Estonia: attitudes of midwives and other key stakeholders

    DEFF Research Database (Denmark)

    Lazarus, Jeffrey V; Rasch, Vibeke; Liljestrand, Jerker


    immunodeficiency virus. The aim of this study was to draw on the perceptions of Estonia's midwives and other health care stakeholders to delineate the current situation of midwifery in the country, in the context of a sexually transmitted infection/human immunodeficiency virus epidemic. MATERIALS AND METHODS: Data...... satisfaction and salary. The group process revealed that although there is no agreement on the role of family doctors and midwives in antenatal care, there is a general agreement that midwives should be more involved in postpartum care and that their tasks need to be better defined. CONCLUSIONS: Almost half......BACKGROUND: Since the initiation of health sector reforms in Estonia in 1992, the Baltic state has experienced a steep decline in the number of midwives and midwife graduates. At the same time, there has been a rapid increase, first in sexually transmitted infections and then in human...

  3. Re-discovering the material body in midwifery through an exploration of theories of embodiment. (United States)

    Davis, Deborah L; Walker, Kim


    The body is of central concern to midwifery yet, as a profession, we have largely failed to grapple with the corpus of feminist and other literature that deals with the body. This article provides an overview of the ways in which the body has been theorised, from the essential and biological through to postmodern theories of the body. We draw attention to the limitations of some of these approaches, suggesting that Elizabeth Grosz's schema of the Möbius strip (representing the inter-relationships between the inside and outside, culture and nature) provides a useful framework for thinking about the body; one that avoids a biological materialism that disregards the effect of culture, and a cultural determinism that neglects the corporeal body. Recognising the multiplicity and fluidity of women's experiences of pregnancy, their body and childbearing emancipates us from the limitations imposed by the masculinist Western philosophical traditions that we have inherited.

  4. Perinatal data collection: current practice in the Australian nursing and midwifery healthcare context. (United States)

    Craswell, Alison; Moxham, Lorna; Broadbent, Marc


    The collection of perinatal data within Queensland, Australia, has traditionally been achieved via a paper form completed by midwives after each birth. Recently, with an increase in the use of e-health systems in healthcare, perinatal data collection has migrated to an online system. It is suggested that this move from paper to an ehealth platform has resulted in improvement to error rates, completion levels, timeliness of data transfer from healthcare institutions to the perinatal data collection and subsequent publication of data items. Worldwide, perinatal data are collected utilising a variety of methods, but essentially data are used for similar purposes: to monitor outcome patterns within obstetrics and midwifery. This paper discusses current practice in relation to perinatal data collection worldwide and within Australia, with a specific focus on Queensland, highlights relevant issues for midwives, and points to the need for further research into the efficient use of an e-health platform for perinatal data collection.

  5. Social Well-Being and Related Factors in Students of School of Nursing and Midwifery (United States)

    Salehi, Alireza; Marzban, Maryam; Sourosh, Maryam; Sharif, Farkhondeh; Nejabat, Mahmoud; Imanieh, Mohammad Hadi


    ABSTRACT Background: According to the World Health Organization viewpoint, social well-being is an important dimension of health along with physical and mental aspects. Evaluation of social well-being is necessary in students, especially in medical sciences students due to future responsibility as health care professionals. The present study attempted to investigate the level of social well-being, five domains of it (like actualization, integration, contribution), and some related factors in the school of nursing and midwifery students. Methods: This cross-sectional study was carried out between Julys to December 2015 and comprised 346 students in the school of nursing and midwifery in Shiraz University of Medical Sciences, Shiraz, Iran. Social well-being, socio-demographic status and physical activity were measured by valid questionnaires. Univariate linear regression analysis, multiple imputation method, ANOVA and independent sample t-test were used as different statistical methods. The P values less than 0.05 were considered as statistically significant. Results: The mean score of social well-being was 50. The minimum and maximum scores of social well-being were 20 to 100. Married students had higher social well-being than single students in univariate linear regression (Beta: 2.111, 95% CI: (0.387 to 3.738), P=0.017). Also, social integration had higher scores in married students (P=0.015). Social actualization was higher in male students (P=0.015); on the other hand, social contribution was higher in female students (P=0.026). Conclusion: The results of our study showed that social well-being status of students in this research was not satisfactory. Designing and conducting programs for promotion of social well-being, for example preparing facilities for marriage of students, can be helpful. Evaluation of social well-being in students of other schools with multicenter studies seems to be useful. PMID:28097181

  6. Being safe practitioners and safe mothers: a critical ethnography of continuity of care midwifery in Australia. (United States)

    Dove, Shona; Muir-Cochrane, Eimear


    To examine how midwives and women within a continuity of care midwifery programme in Australia conceptualised childbirth risk and the influences of these conceptualisations on women's choices and midwives' practice. A critical ethnography within a community-based continuity of midwifery care programme, including semi-structured interviews and the observation of sequential antenatal appointments. Eight midwives, an obstetrician and 17 women. The midwives assumed a risk-negotiator role in order to mediate relationships between women and hospital-based maternity staff. The role of risk-negotiator relied profoundly on the trust engendered in their relationships with women. Trust within the mother-midwife relationship furthermore acted as a catalyst for complex processes of identity work which, in turn, allowed midwives to manipulate existing obstetric risk hierarchies and effectively re-order risk conceptualisations. In establishing and maintaining identities of 'safe practitioner' and 'safe mother', greater scope for the negotiation of normal within a context of obstetric risk was achieved. The effects of obstetric risk practices can be mitigated when trust within the mother-midwife relationship acts as a catalyst for identity work and supports the midwife's role as a risk-negotiator. The achievement of mutual identity-work through the midwives' role as risk-negotiator can contribute to improved outcomes for women receiving continuity of care. However, midwives needed to perform the role of risk-negotiator while simultaneously negotiating their professional credibility in a setting that construed their practice as risky. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

  7. Midwifery tutors' capacity and willingness to teach contraception, post-abortion care, and legal pregnancy termination in Ghana

    Directory of Open Access Journals (Sweden)

    Mitchell Ellen


    Full Text Available Abstract Background Ghana has a high maternal mortality rate of 540 per 100 000. Although abortion complications usually are treatable, the risks of morbidity and death increase when treatment is delayed. Delay in care may occur when women have difficulty accessing treatment because health care providers are not trained, equipped, or willing to treat the complications of abortion. Gaps in the midwifery tutors' knowledge on comprehensive abortion care (CAC have resulted in most midwives in Ghana not knowing the legal indications under which safe abortion care can be provided, and lacking the skills and competencies for CAC services. The aim of this study is to assess the capacity and willingness of midwifery tutors to teach contraception, post abortion care and legal termination in Ghana. Methods This study focused on all 14 midwifery schools in the country. A total of 74 midwifery tutors were interviewed for this study. Structured self-administered questionnaires were used for data collection. The data were entered and checked for consistencies using Epiinfo 6.04 and analyzed using Stata 8. Descriptive analysis was used and frequencies reported with percentages. Results In total, 74 midwifery tutors were interviewed. Of these, 66 (89.2% were females. The tutors had mainly been trained as midwives (51.4% and graduate nurses (33.8%. Respondents were predominantly Christians (97.3%. The study discovered that only 18.9% of the tutors knew all the legal indications under which safe abortion care could be provided. The content of pre-service training of tutors did not include uterine evacuation with manual vacuum aspirator (MVA. The study also highlighted some factors that influence midwifery tutors' willingness to teach comprehensive abortion care. It was also revealed that personal and religious beliefs greatly influence teaching of Comprehensive Abortion Care. Conclusion The findings of this survey suggest that the majority of tutors did not know

  8. 'It's a good thing…': Women's views on their continuity experiences with midwifery students from one Australian region. (United States)

    Browne, Jenny; Taylor, Jan


    midwifery relationships, especially ones developed over time, are viewed and valued as practical and political health interventions that increase the likelihood of good health for women and infants and assist with health challenges. Thus the continuity relationships with women required for each Bachelor of Midwifery student are used, not only to expand students' learning but also, in a fragmented maternity care system, to provide opportunities for women to experience the care of a known person through their pregnancy, labour and early parenting time. we sought understandings of women's experiences of their continuity relationships with midwifery students. a survey was posted to all women (n=1008) who had agreed to continuity in the first years of our undergraduate program 2009-2011. We analysed 354 completed surveys (34% response rate). SPSS was used for quantitative data and content analysis identified themes expressed in the qualitative responses from a selected sub-set of 27 participants. Ethical approval was obtained from the authors' institution and research funding from the local registration board. women's satisfaction of being with a student in a continuity relationship was high. On a scale from one (not at all satisfied) to 10 (extremely satisfied), the mean score was 8.88. The women, more than half of whom received standard maternity care, stated they valued the opportunity for a constant presence across their childbearing experience and will recommend student continuity to their friends. this study shows that our curriculum emphasis on continuity is valued by women. Pairing a woman and a student gives women a relationship with a named person in the maternity health field that provides valued extras: care, time, patience, effort, information, advocacy, support and kindness. It raises the profile of midwifery in the community, especially the profile of continuity of midwifery care for women in standard models of care. It increases communication for and

  9. Encourages and guides, or diagnoses and monitors: Woman centred-ness in the discourse of professional midwifery bodies. (United States)

    O'Malley-Keighran, M P; Lohan, G


    the purpose of this study was to conduct a preliminary exploration of the language used by midwifery professional bodies to define the scope of practice of midwives in relation to woman-centred care. this is a qualitative study in which Critical Discourse Analysis and Transitivity Analysis from the Systemic Functional Linguistics tradition were used. Data were sampled from nine international midwifery professional bodies. three general types of definitions of scope of practice were identified; a formal type which focused on midwifery practice in which the midwife and woman were largely absent as agents, a second, less formal type which focused on the midwife as agent, from which the woman was largely absent as an active participant and one exception to the pattern which featured the woman as agent. The main type of verb used in the definitions was Doing Processes such as monitor, diagnose. Saying (advise), Sensing (identify), and Being (be able to) processes were much less frequent in the data. The definitions of scope of practice explored in this study (with one exception) revealed a general lack of woman-centeredness and more of a focus on an orientation to birth as a medically managed event. definitions of scope of practice statements by professional bodies are systematically developed through much conscious thought and discussion by the writers on behalf of a community of practice and are formulated specifically for the purpose of being available to the general public as well as midwives. It can be assumed that the choices of wording and content are carefully constructed with public dissemination in mind. These ideologies communicated via the professional body texts emanate from a socio-cultural context that varies from country to country and professional bodies construct the definitions by drawing on the available, circulating discourses. Although woman-centred care is a key focus in contemporary maternity care, many definitions of scope of practice reveal a

  10. Teaching research methodology to student midwives through a socio-constructivist educational model: The experience of the high school for science and health techniques of Tunis. (United States)

    Gherissi, Atf; Tinsa, Francine; Soussi, Sonia; Benzarti, Anis


    Since its independence in 1956, Tunisia's maternal health indicators have steadily improved as the result of the implementation of a national holistic strategy that emancipated women and developed midwifery education and maternal health services provision. The last review of the midwifery education programme, occurred in 2008, and was based on evidence based core competencies. This paper describes the implementation process of the socio-constructivist educational model used by to teach research methodology to student midwives, the changes observed among them, the challenges and the lessons learned. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. 上海市助产人员上岗培训需求调查%Investigation on the requirements of midwifery personnel for training in Shanghai city

    Institute of Scientific and Technical Information of China (English)

    宋晶晶; 杜莉; 许厚琴; 纪若思; 朱丽萍


    目的:了解助产人员知识技能现状及培训需求,为优化助产培训模式提供参考.方法:对上海市55家接产医院182名接受上岗培训的助产人员采用自行设计的问卷进行调查.结果:①助产人员对产科急症识别与处理的正确率最低(68.68%),羊水栓塞的临床表现掌握欠佳(70.33%),判断胎儿监护异常的正确率为72.32%.②助产人员中84.10%为大、中专学历,61.00%为护理专业转岗.③助产人员培训需求为延长培训时间,增设人性化助产技术服务的内容.④助产人员对产程中高风险因素识别和处理技能培训需要加强.结论:为提高产科质量,急需加强助产队伍建设,规范助产人员培训.%Objective; To understand the current situation of knowledge and skills of midwifery personnel and their requirementsfor training, provide reference for optimize midwifery training mode. Methods; A self - designed questionnaire was used to investigate 182 midwifery personnel who received career training in 55 obstetric hospitals in Shanghai city. Results: The accurate rate of identification and treatment of obstetric emergency in midwifery personnel was the lowest (68. 68% ), their understanding about clinical manifestations of amni-otic fluid embolism was 70. 33% , the accurate rate of judging fetal monitoring abnormality was 72.32%. Among the midwifery personnel, 84. 10% of them had college degree and technical secondary school degree, and 61. 00% of them were transferred from nursing majority. The requirements of midwifery personnel for training included prolonging training time and adding content about humanized midwifery techniques and services. The training about identification and treatment of high risk factors during the stages of labor among the midwifery personnel needed to be enhanced. Conclusion: In order to improve obstetric quality, midwifery team construction should be strengthened, and the training of midwifery personnel should be

  12. Women's experiences of self-reporting health online prior to their first midwifery visit: A qualitative study. (United States)

    Johnsen, Helle; Clausen, Jette Aaroe; Hvidtjørn, Dorte; Juhl, Mette; Hegaard, Hanne Kristine


    Information and communication technologies are increasingly used in health care to meet demands of efficiency, safety and patient-centered care. At a large Danish regional hospital, women report their physical, mental health and personal needs prior to their first antenatal visit. Little is known about the process of self-reporting health, and how this information is managed during the client-professional meeting. To explore women's experiences of self-reporting their health status and personal needs online prior to the first midwifery visit, and how this information may affect the meeting between the woman and the midwife. Fifteen semi-structured interviews with pregnant women and 62h of observation of the first midwifery visit were carried out. Conventional content analysis was used to analyse data. Three main categories were identified; 'Reporting personal health', 'Reducing and generating risk', and 'Bridges and gaps'. Compared to reporting physical health information, more advanced levels of health literacy might be needed to self-assess mental health and personal needs. Self-reporting health can induce feelings of being normal but also increase perceptions of pregnancy-related risk and concerns of being judged by the midwife. Although women want to have their self-reported information addressed, they also have a need for the midwife's expert knowledge and advice, and of not being perceived as a demanding client. Self-reported health prior to the first midwifery visit appears to have both intended and unintended effects. During the midwifery visit, women find themselves navigating between competing needs in relation to use of their self-reported information. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  13. Strengthening midwifery in Brazil: education, regulation and professional association of midwives. (United States)

    Gualda, Dulce Maria Rosa; Narchi, Nádia Zanon; de Campos, Edemilson Antunes


    This article describes Brazilian midwives' struggle to establish their professional field in the arena of maternal and child health in Brazil. Despite the obstacles, midwives continue trying to claim their social space, seeking to maintain and strengthen the profession, and legislative aspects of practice and regulation of their profession. They seek space in the job market, support from entities of civil society, representatives of judicial and political power, and from the movements organised for improvement and change in the birth care model in Brazil.

  14. Women’s experience of transfer from midwifery unit to hospital obstetric unit during labour: a qualitative interview study

    Directory of Open Access Journals (Sweden)

    Rowe Rachel E


    Full Text Available Abstract Background Midwifery units offer care to women with straightforward pregnancies, but unforeseen complications can arise during labour or soon after birth, necessitating transfer to a hospital obstetric unit. In England, 21% of women planning birth in freestanding midwifery units are transferred; in alongside units, the transfer rate is 26%. There is little high quality contemporary evidence on women’s experience of transfer. Methods We carried out a qualitative interview study, using semi-structured interviews, with women who had been transferred from a midwifery unit (freestanding or alongside in England up to 12 months prior to interview. Maximum variation sampling was used. Interviews with 30 women took place between March 2009 and March 2010. Thematic analysis using constant comparison and exploration of deviant cases was carried out. Results Most women hoped for or expected a natural birth and did not expect to be transferred. Transfer was disappointing for many; sensitive and supportive care and preparation for the need for transfer helped women adjust to their changing circumstances. A small number of women, often in the context of prolonged labour, described transfer as a relief. For women transferred from freestanding units, the ambulance journey was a “limbo” period. Women wondered, worried or were fearful about what was to come and could be passive participants who felt like they were being “transported” rather than cared for. For many this was a direct contrast with the care they experienced in the midwifery unit. After transfer, most women appreciated the opportunity to talk about their experience to make sense of what happened and help them plan for future pregnancies, but did not necessarily seek this out if it was not offered. Conclusions Transfer affects a significant minority of women planning birth in midwifery units and is therefore a concern for women and midwives. Transfer is not expected by women, but

  15. Facilitating values awareness through the education of health professionals: Can web based decision making technology help? (United States)

    Godbold, Rosemary; Lees, Amanda


    Recent events in the health care landscape have focused nursing's collective mind on the role of values in health care delivery. For example, in England, the government has issued a mandate to health educators that places primacy on developing a workforce who prioritise and implement the core values of the National Health Service. In the current environment in which 'values' have become common currency, this paper begins by asking what values are, arguing for greater understanding and recognition of their intrinsic role in driving decisions. It then reports on research carried out in New Zealand exploring the potential of the Values Exchange web based educational technology to promote and facilitate a values aware health workforce. Qualitative thematic analysis from a cohort of pre-registration health professionals revealed new understandings about values through the facilitation of deeper, multi-layered thinking. The unique online space provided a safe pre-registration environment for deliberating complex cases, with students readily identifying advantages for future practice and patients. For lasting and meaningful change to occur, a fundamental shift is required in our understanding of values and how they ultimately impact on the way we individually and collectively deliver care to our patients. The Values Exchange may offer a contemporary and timely vehicle for achieving these goals.

  16. Malpractice liability burden in midwifery: a survey of Michigan certified nurse-midwives. (United States)

    Xu, Xiao; Lori, Jody R; Siefert, Kristine A; Jacobson, Peter D; Ransom, Scott B


    A statewide survey was conducted among 282 nurse-midwives in Michigan to examine the extent of their current medical liability burden. Two hundred ten responses were received for an adjusted response rate of 76.9%. Data from 145 certified nurse-midwives (CNMs) who were currently engaged in clinical practice in Michigan were used for this analysis. Sixty-nine percent of CNMs reported that liability concerns had a negative impact on their clinical decision making. Most CNMs (88.1%) acquired malpractice insurance coverage through an employer, whereas 4.9% were practicing "bare" due to difficulty in obtaining coverage. Thirty-five percent of the respondents had been named in a malpractice claim at least once in their career, and 15.5% had at least one malpractice payment of $30,000 or more made on their behalf. CNMs who purchased malpractice insurance coverage themselves or were going bare were significantly less likely to include obstetrics in their practice than their counterparts covered through an employer (70.6% versus 87.2%; P = .04). These findings among Michigan CNMs call for further investigation into the consequences of the current malpractice situation surrounding nurse-midwifery practice and its influence on obstetric care, particularly among women from disadvantaged populations.

  17. Making Sense of Participant Experiences: Interpretative Phenomenological Analysis in Midwifery Research

    Directory of Open Access Journals (Sweden)

    Samantha J Charlick


    Full Text Available Selecting the most appropriate methodology for research as a doctoral student is one of the most important yet difficult decisions. Not only should the methodology suit the research question, it is important that it resonates with the philosophy of one’s discipline and produces needed results that will contribute to knowledge. Interpretative phenomenological analysis (IPA is an approach to qualitative enquiry. IPA seeks to explore how individuals make sense of their major life experiences and is committed to the detailed study of each particular case before moving to broader claims. In the field of midwifery, midwives work with women throughout pregnancy, childbirth and the early postnatal period, offering individualized care based on the unique needs of each woman. IPA aligns with this women-centered philosophy as it offers a methodological approach that considers the individual in a local context. By capturing context specific situations, IPA allows broad-based knowledge to be contextualized within a social and cultural context, producing relevant findings. Thus the access to IPA studies will enable midwives to better care for women and their families through understanding the experiences and perceptions of those in their scope of practice. This paper presents the theoretical framework leading to practical guidelines on how to con-duct a doctoral-level IPA study, as experienced by the first author. It also addresses the advantages and challenges around utilizing IPA, illustrated through examples from the doc-toral student’s study on the journey of exclusive breastfeeding in Australia.

  18. Experiences of Australian and New Zealand new nursing and midwifery graduates looking for employment. (United States)

    Tuckett, Anthony; Oliffe, John L


    The aim of this research is to describe the experiences of Australian and New Zealand nursing and midwifery students looking for employment after graduation. This qualitative study draws from 2008, 2009 and 2010 responses provided by 197 recently graduated Australian and New Zealand nurses and midwives to, Describe your experiences gaining employment as a nurse or midwife after graduation. Two themes were inductively derived, Taking what you can get and I had a job lined up. Within the taking what you can get theme, respondents efforts to gain employment as a nurse or midwife after graduation were challenged by limited choices round the type of clinical practice available and/or job insecurity. In contrast, for respondents in the I had a job lined up theme, employment after graduation was linked to job offers during student's clinical placements and/or hospitals where they completed their final practicum. Understanding and better facilitating the transition of new nurse/midwife graduates to healthcare institutions are vitally important to sustaining the nursing workforce. © 2016 John Wiley & Sons Australia, Ltd.

  19. Expanding access to midwifery care: using one practice's success to create community change. (United States)

    Nijagal, Malini Anand; Wice, Melanie


    Starting in 1991, Marin's County Certified Nurse-Midwife-Physician Collaborative Practice has proven to be a successful model of care for underinsured women. Functioning within the same hospital as traditional physician-led practices, the practice displayed excellent clinical outcomes and gained respect within the community. Twenty years later, the Marin obstetric community decided to restructure its programs to incorporate the care of underinsured and privately insured women into one system. The goal was to design a system that would be patient-centered, financially and professionally sustainable, and accessible to all women and would provide evidence-based care with excellent outcomes. The community agreed, based on its own experience and on current literature, that continuing and expanding the midwife-led model of care was a way to achieve these goals. Here we describe the history, practice, and outcomes of Marin's county practice and the factors that contributed to extending the availability of midwifery care to privately insured women. © 2012 by the American College of Nurse-Midwives.

  20. The Impact of Wireless Keypads in an Interprofessional Education Context with Health Science Students (United States)

    Williams, Brett; Lewis, Belinda; Boyle, Malcolm; Brown, Ted


    The aim of this study was to identify if wireless keypads could facilitate interprofessional interaction among undergraduate paramedic, nursing, occupational therapy, physiotherapy, health science, social work and midwifery students. Secondary research aims included the examination of students' perceptions of interprofessional education and how…

  1. 肩难产临床8例助产体会%Clinical experience of 8 cases of shoulder dystocia midwifery

    Institute of Scientific and Technical Information of China (English)



    目的:本文通过对8例肩难产进行回顾性分析。方法总结分析8例肩难产的临床助产资料。结果8例肩难产通过有效的助产,胎儿均健康出院。结论对于肩难产的产妇,针对临床不同的情况,须立即采取合适的助产方法,结局满意。%Objective to based on 8 cases of shoulder dystocia were retrospectively analyzed. Methods summarize clinical midwifery data of 8 cases of shoulder dystocia. Results 8 cases of shoulder dystocia through effective midwifery, fetal health hospital. Conclusion for maternal shoulder dystocia, according to different clinical situation, must immediately take appropriate midwifery method, result satisfaction.

  2. Sando Mpoana Traditional Midwife In The Stream Of Midwifery Services In Kaili Ledo Community In Sigi Regency Of Central Sulawesi Province

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    M. Munir Salham


    Full Text Available ABSTRACT This article explains the efforts SandoMpoana traditional midwife to maintain her existence in midwifery servicing in KailiLedo community. This article is derived from a qualitative study with 21 SandoMpoana 17 professional midwives 24 pregnant and post-delivery mothers and 5 public figuresas informants for the study. Data were collected through observation and interviews and analysed inductively. The resistance of SandoMpoana in KailiLedo community is interpreted as a consequence of function transfer ofmidwifery service whichin the first place has to be replaced by professional medical practice of midwifery. However in practice sandompoana as the main actor of the midwifery services still becomes the choice of pregnant and post-delivery mothers in KailiLedo community. The remedies taken to defend its place in the community are to provide complete services spread nigogo issue and strengthen kinship ties.

  3. 高职助产专业学生助产岗位模块见习效果评价%Assessment on the noviciate efficacy of midwifery students who learning on the midwifery post

    Institute of Scientific and Technical Information of China (English)

    章艳珍; 余亮; 马晓松; 陈克云; 杨怡; 吴岚艳


    目的:了解我院高职助产专业学生对第四学期初助产岗位模块集中见习4周的效果评价,为助产专业教学改革提供依据。方法以2012级三年制高职助产专业52名学生为实验组,以2010级五年一贯制高职助产专业54名学生为对照组,采用定性访谈与问卷调查的方法进行效果评价。结果助产岗位模块集中见习总体效果较好,实验组在见习的满意程度、专业思想、激发学习动机和综合能力等很多方面的评价与对照组比较差异有统计学意义,实验组对见习不满意的原因主要与见习管理制度不够完善等因素有关。结论要深化院企合作,建立健全临床教学管理体系,继续推进学校助产专业教学改革,见习前学校应加强学生助产专业技能培训。%Objective The paper focuses on the four weeks'training evaluation in the major of midwifery in Huangshan Vocational and Technical College , aiming to provide evidences for the midwifery teaching reformMethods The author adopts interview and questionnaire in the research .52 students who system for 3 years works were enrolledas experiment group , while 54 students who system for 5 years acts as control group . Results The effect of internship is fine to a large extent .There were statistically significance between experiment group and control group on the aspect of trainee's satisfaction, professional ideas , learning motivation and trainees'comprehensive abilities .The reason for the dissatisfaction with the probation in the experiment group is related to the incomplete trainee management system .Conclusions The paper suggests that it is necessary to deepen the school-enterprise cooperation , establish clinic teaching management system , continue to advance midwifery teaching reform, and enhance the skill training on midwifery program before internship .

  4. Paramedic and midwifery student exposure to workplace violence during clinical placements in Australia – A pilot study (United States)

    McKenna, Lisa


    Objectives The objective of this pilot study was to identify the type of workplace violence experienced by undergraduate paramedic and midwifery students. Methods The study used a cross-sectional methodology with the self-administered paper-based Paramedic Workplace Violence Exposure Questionnaire to elicit undergraduate paramedic and midwife responses to workplace violence whilst on clinical placements. There were 393 students eligible for inclusion in the study. A convenience sample was used. The anonymous questionnaire took 10 to 20 minutes to complete. Descriptive statistics are used to summarise the data with a two-tailed t-test used to compare groups. Results The main form of workplace violence was verbal abuse 18% and intimidation 17%. There was a statistically significant difference between midwifery and paramedic students for intimidation (t(134)=-3.143, CI: -0.367 to -0.082, p=0.002) and between females and males for sexual harassment (t(134)=2.029, CI: 0.001 to 0.074, p=0.045), all other results were not statistically different. Conclusions This pilot study is the first of its kind in Australia and internationally to identify exposure rates of workplace violence by undergraduate paramedic students during clinical placements and one of very few to identify midwifery students’ exposure rates of workplace violence. The study identified that students were exposed to a range of workplace violence acts from verbal abuse through to sexual harassment. These findings highlight a need for investigation of workplace violence exposure of medical, nursing and allied health students during the clinical phase of their studies. PMID:27941182

  5. Factor analysis of nursing students' perception of patient safety education. (United States)

    Mansour, Mansour


    The aim of this study is to investigate the factor structure of the Health Care Professionals Patient Safety Assessment Curriculum Survey (HPPSACS) when completed by a group of nursing students from one University in the UK. The quality, content and delivery of nursing education can have a significant impact on the future students' safety behaviours in clinical settings. The Health Care Professionals Patient Safety Assessment Curriculum Survey HPPSACS has been developed in the US to establish undergraduate nursing students' perceived awareness, skills, and attitudes toward patient safety education. The instrument has not been reported to be used elsewhere; therefore, some psychometric properties remain untested. Pre-registration nursing students (n=272) from three campuses of a university in East of England completed the HPPSACS in 2012. Principal component analysis was conducted to explore the factors emerging from the students' responses. 222 students (82%) returned the questionnaires. Constraining data to a 4-factor solution explained 52% of the variance. Factors identified were: "Willingness to disclose errors", "Recognition and management of medical errors", "The Perceived interprofessional context of patient safety" and "The perceived support and understanding for improving patient safety". The overall Cronbach's alpha was 0.64, indicating moderate internal consistency of the instrument. Some demographical and descriptive questions on the HPPSACS instrument were modified to accommodate the participants' educational context. However, all items in the HPPSACS which were included in the factor analysis remain identical to the original tool. The study offers empirical findings of how patient safety education is contextualised in the undergraduate, pre-registration nursing curriculum. Further research is required to refine and improve the overall reliability of the Health Care Professionals Patient Safety Assessment Curriculum Survey (HPPSACS' instrument

  6. Community outreach midwifery-led model improves antenatal access in a disadvantaged population. (United States)

    Reeve, Carole; Banfield, Sally; Thomas, Amanda; Reeve, David; Davis, Stephanie


    This study aimed to assess the impact of a new model of antenatal care for women living in a very remote area. This is a retrospective 2-year evaluation of antenatal care. Two hundred thirteen pregnant women in Aboriginal communities in the Fitzroy Valley of Western Australia participated in this study. The implementation of a midwifery-led interdisciplinary model of antenatal outreach care. The indicators measured were numbers of antenatal visits, their location and quality care indicators (presentation in first trimester, alcohol and smoking, ultrasound and blood-borne virus screening) and outcome indicators (birth weight, prematurity, in utero deaths and mode of delivery). There was an increase in access to antenatal care and improvements in quality-of-care indicators. The proportion of visits provided in local Aboriginal communities increased from 10% to 24%. There were statistically significant increases in women presenting in the first trimester (40-58%), screening for alcohol and smoking (48-93%) and having an ultrasound in pregnancy (59-94%). There were no significant improvements in neonatal outcome indicators. There is a large disparity in maternal and child health outcomes between Aboriginal and Torres Strait Islander (Indigenous) and non-Indigenous Australians thought to be due to decreased access to antenatal care, poorer socioeconomic status and the associated risk factors. The change in model of care resulted in earlier presentation for antenatal care, increased numbers of antenatal visits and increased screening for risk factors. Regular auditing of services enables the identification of opportunity for improvement with the goal of improving health outcomes. © 2015 National Rural Health Alliance Inc.

  7. Case-loading midwifery in New Zealand: making space for childbirth. (United States)

    Davis, Deborah L; Walker, Kim


    to explore the way in which case-loading midwives in New Zealand construct midwifery (and in so doing, the concepts of woman and childbirth) and, given these constructions, to examine their practice within the obstetric hospital. in-depth interviews were conducted with 48 case-loading midwives. Along with relevant professional, regulatory and contractual documents, transcripts of these interviews comprise the 'texts' which were analysed using a feminist, poststructuralist framework drawing, particularly on the work of Foucault and Grosz. midwives practising throughout New Zealand participated in this study. case-loading midwives. case-loading midwives in New Zealand work across various places as they move from community to primary or obstetric hospitals. They must also negotiate a variety of discursive spaces as they develop a plan of care with the childbearing woman. However, the biomedical discourse of childbirth is most dominant in the obstetric hospital. Therefore, midwives employ a number of strategies as they work to 'make space' for childbirth. These include re-constructing the maternal body as a competent body, re-positioning the woman at the centre of care, disrupting the obstetric gaze, and creating an oasis of privacy, calm and 'woman centeredness' within the birthing room. midwives 'make space' for the childbearing woman. This space often, although not always, challenges obstetric constructions of childbirth and woman, creating an opportunity for alternatives that are less constraining and hopefully more enabling of an enjoyable and successful birth. it is important to recognise and articulate the work that midwives do, to facilitate childbirth. Copyright © 2009 Elsevier Ltd. All rights reserved.

  8. An assessment of traditional and objective structured practical evaluation methods on satisfaction of nursing students in Zahedan Faculty of Nursing and Midwifery: A comparing

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    Z Pishkar Mofrad


    Full Text Available Introduction: Objective evaluation of clinical and professional competency is one of the most important aspects in medical students' clinical education. Objective structural clinical exam (OSCE evaluates a large spectrum of technical and basic skills in an experimental setting. The present study was carried out in order to comparing two methods of evaluation, traditional evaluation (TE and objective structured practical evaluation (OSPE on the satisfaction of nursing students in Zahedan Faculty of Nursing and Midwifery. Method: This study is a quasi-experimental research. Thirty five nursing students who selected relevant units in the first trimester of 2011-12 academic year, participated in this study. TE and OSPE methods were both administered. Data were gathered via a 21 items researcher-made questionnaire after determination of its validity and reliability. Data were analyzed using SPSS software (version 15. Chi square, independent and paired t-tests were used. Results: The average age was 19.7 ± 2.5. %80 of students satisfied or very satisfied with the OSPE evaluation and only % 2.9 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %81.5 and %3.7 after announcement of grades respectively. %79.4 of students satisfied or very satisfied with the TE evaluation and %11.8 were dissatisfied or very dissatisfied with this evaluation method. These rates were changed to %63 and %11.1 after announcement of grades, respectively. After announcement of grades, the mean score of OSPE satisfaction was higher than TE satisfaction and this differences was statistically significant (P = 0.02. Conclusion: Nursing students were satisfied with OSPE method in this study, it seems necessary to promote this evaluation method in nursing faculties.

  9. Genetic educational needs and the role of genetics in primary care: a focus group study with multiple perspectives.

    NARCIS (Netherlands)

    Houwink, E.J.; Luijk, S.J. van; Henneman, L.; Vleuten, C.P.M. van der; Dinant, G.J.; Cornel, M.C.


    BACKGROUND: Available evidence suggests that improvements in genetics education are needed to prepare primary care providers for the impact of ongoing rapid advances in genomics. Postgraduate (physician training) and master (midwifery training) programmes in primary care and public health are failin

  10. Operationalising caseload midwifery in the Australian public maternity system: Findings from a national cross-sectional survey of maternity managers. (United States)

    Dawson, Kate; Forster, Della A; McLachlan, Helen L; Newton, Michelle S


    Despite high-level evidence of the benefits of caseload midwifery for women and babies, little is known about specific practice arrangements, organisational barriers and facilitators, nor about workforce requirements of caseload. This paper explores how caseload models across Australia operate. A national cross-sectional, online survey of maternity managers in public maternity hospitals with birthing services was undertaken. Only services with a caseload model are included in the analysis. Of 253 eligible hospitals, 149 (63%) responded, of whom 44 (31%) had a caseload model. Operationalisation of caseload varied across the country. Most commonly, caseload midwives were required to work more than 0.5 EFT, have more than one year of experience and have the skills across the whole scope of practice. On average, midwives took a caseload of 35-40 women when full time, with reduced caseloads if caring for women at higher risk. Leave coverage was complex and often ad-hoc. Duration of home-based postnatal care varied and most commonly provided to six weeks. Women's access to caseload care was impacted by many factors with geographical location and obstetric risk being most common. Introducing, managing and operationalising caseload midwifery care is complex. Factors which may affect the expansion and availability of the model are multi-faceted and include staffing and model inclusion guidelines. Coverage of leave is a factor which appears particularly challenging and needs more focus. Copyright © 2017 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

  11. The effect of training problem-solving skills on coping skills of depressed nursing and midwifery students. (United States)

    Ebrahimi, Hossein; Barzanjeh Atri, Shirin; Ghavipanjeh, Somayeh; Farnam, Alireza; Gholizadeh, Leyla


    Nurses have a considerable role in caring and health promotion. Depressed nurses are deficient in their coping skills that are important in mental health. This study evaluated the effectiveness of training problem-solving skills on coping skills of depressed nursing and midwifery students. The Beck Depression Scale and coping skills questionnaire were administered in Tabriz and Urmia nursing and midwifery schools. 92 students, who had achieved a score above 10 on the Beck Depression Scale, were selected. 46 students as study group and 46 students as control group were selected randomly. The intervention group received six sessions of problem-solving training within three weeks. Finally, after the end of sessions, coping skills and depression scales were administered and analyzed for both groups. Comparing the mean coping skills showed that before the intervention there were no significant differences between the control and study groups. However, after the intervention, a significant difference was observed between the control group and the study group. By comparing the mean coping skills before and after the intervention, a significant difference was observed in the study group. Training problem-solving skills increased the coping skills of depressed students. According to the role of coping skills in people's mental health, increasing coping skills can promote mental health, provide the basis for caring skills, and improve the quality of nurses' caring skills.

  12. The relationship between gender role stereotypes and requisite managerial characteristics: the case of nursing and midwifery professionals. (United States)

    Berkery, Elaine; Tiernan, Siobhan; Morley, Michael


    To examine the relationship between gender role stereotypes and requisite managerial characteristics within the nursing and midwifery profession. Studies have been carried out to determine gender role stereotypes and requisite managerial characteristics across a number of industries and among student samples. No study has been carried out within the nursing and midwifery profession. In order to allow for direct comparisons with previous research Schein's Descriptive Index (SDI) was used. A total 239 undergraduate and 171 postexperience responses were collected. Female nurses and midwives did not gender type the managerial role, whereas males gender typed the managerial role in favour of men. Student nurses and midwives recorded a stronger correlation between women and management than their qualified counterparts. Males gender typed the managerial role in favour of men. With an increase in numbers of men joining the profession and increased representation of males at the Clinical Nurse Manager (CMN) level there is a possibility that the profession will become two tiered. Health care organisations should pay careful consideration to career development and implement career structures which ensure equal access to managerial roles for both genders. © 2012 John Wiley & Sons Ltd.

  13. Frequency of Anti- Toxoplasma Antibodies in Midwifery and Nursing Students of Abadan Islamic AzadUniversity Students in 2011

    Directory of Open Access Journals (Sweden)

    S Maraghi


    Full Text Available Abstract Background & Aim: Toxoplasmosis is a common parasitic infection among humans and animals, with worldwide prevalence. The aim of this study was to determine the prevalence of anti-Toxoplasma antibodies in midwifery and nursing students. Methods: In the present cross-sectional study conducted in 2011, 240 students were randomly selected. Then, 5 ml of blood sample was collected from each student. After centrifugation, the blood serum were detected and tested for antibodies against Toxoplasma gondii by ELISA. The collected data was analyzed by chi-square test. Results: The frequency of anti- Toxoplasma (IgG ,IgM antibodies in all students were 11.67% and 12.08% respectively. This frequency for midwifery students were 11.67% and 10.84, and in nursing students were 11.67% and 13.33% respectively. Seven cases (2.92% were positive for both IgG and IgM and 2 cases were positive for IgG, and IgM was on the borderline. Between positive antibodies and factors such as drinking water, consumption of meat products, vegetables and cats holding no significant association was seen (p <0.05 Conclusion: The results of this study indicated that 78.92% of the students were sero- negative and at high risk of infection. Due to the age of these students, they should be instructed to prevent congenital toxoplasmosis during pregnancy. Key words: Toxoplasmosis, Frequency, ELISA, Girls

  14. Expectations and voluntary attrition in nursing students. (United States)

    O'Donnell, Hugh


    This paper presents a series of findings generated during a larger study which aimed to develop a theoretical understanding of the reasons why nursing students voluntarily leave pre-registration nursing programmes. In this study, significant incongruence was found to exist between student expectations of pre-registration nursing programmes and the reality of these programmes following entry. The resulting dissonance was identified as an important factor in student decisions to voluntarily withdraw. A single case study design was selected to explore the causes of voluntary attrition in nursing students within a School of Nursing and Midwifery. The study population was obtained through purposeful sampling and consisted of 15 students who had previously voluntarily withdrawn from pre-registration nursing programmes. A semi-structured interview method was used to collect data from study participants. The interview schedule developed for use in the study reflected the key components of the conceptual model of higher education (HE) student attrition (Tinto, 1975, 1987, 1993). All interviews were tape recorded to facilitate later transcription. The Cyclical or Interactive Model of Qualitative Research (Miles and Huberman, 1994) was used to analyse data collected from study participants. This paper describes the unrealistic range of expectations which nursing students have of nursing, the information sources and experiences which inform student expectations and how ambiguous expectations contributed to voluntarily attrition.

  15. Nursing education in the private sector. (United States)

    Orr, J G


    With perhaps some minor variations, it can be claimed that colleges/schools of nursing have viewed their raison d'être as providing education for pre-registration students of nursing. The particular philosophy of the college would determine whether or not in-service education and post basic courses figured highly as educational priorities. Whether pre- or post-registration, colleges have been their remit almost entirely within statutory frameworks. With the advent of Project 2000 many schools/colleges amalgamated in order to provide multiple branches of nurse education. However, anticipated numbers of entrants to nursing have not always materialized and we are now led to believe that revised staffing ratios will result in decreasing numbers of qualified nursing staff. Faced with decreased numbers of recruits to nursing, colleges of nursing can undergo even larger amalgamations or look elsewhere for some of their business. While nurse education should always be the central focus of colleges of nursing, the time has now come when we must sell our wares in a much wider marketplace. Consideration should be given to mounting multi-disciplinary courses within the health professions and to providing skills to other professions. Short courses, for instance on child abuse, could be provided for teachers in primary and secondary education. While recognizing a vast range of potential customers, this paper confines itself to education within the private sector.

  16. Challenges for quality education in childbirth and parenthood preparation

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    Metka Skubic


    Full Text Available The article presents an overview and analysis of current practices in antenatal classes in Slovenia. The findings of the recent study show that organizational changes and changes in the content are needed in this field. Authors firstly present the interdisciplinary issues of midwifery, obstetrics and family andragogy and link them with factors affecting efficiency of parenthood education, according to different models of education. It is established that Slovenian antenatal education has a rich history; however, recent foreign innovations are being adopted only slowly. Models of care that promote individualized continuous midwifery care during pregnancy, birth and postpartum period are becoming a standard practice abroad. They require a new approach to parenthood preparation. In order to test the model of continuity of midwifery care in the Slovenian context, a pilot study was carried out in 2010. The project Healthy Women – Healthy Families involved antenatal classes that were run according to contemporary guidelines of best practice. An interdisciplinary approach was adopted to address all the needs of women and their partners in the tran- sition to parenthood. This was the first attempt to innovate the current approach of parentcraft educational programmes in Slovenia. The participants of the project expressed a high level of satisfaction with continuity of midwifery care and counselling opportunities, organization and realization of the programme. They praised the new approach and methods of education introduced in antenatal classes. For the future, they expressed the wish to get more information regarding postnatal adap- tation, breast-feeding and the opportunity to speak more freely about the effects a child has on relations between partners. In conclusion the authors present a list of suggested improvements for the Slovenian antenatal classes, based on the relevant literature and the experience gained during the pilot study.

  17. Labor and birth care by nurse with midwifery skills in Brazil. (United States)

    Gama, Silvana Granado Nogueira da; Viellas, Elaine Fernandes; Torres, Jacqueline Alves; Bastos, Maria Helena; Brüggemann, Odaléa Maria; Theme Filha, Mariza Miranda; Schilithz, Arthur Orlando Correa; Leal, Maria do Carmo


    and birth care. The adoption of good practices in managing labor and birth could be the first step toward more effective obstetric and midwifery care in Brazil. It may be easier to introduce new approaches rather than to eliminate old ones, which may explain why the reduction of unnecessary interventions during labor and birth was less pronounced than the adoption of new practices.

  18. The utilization of a Midwifery Obstetrical Unit (MOU) in a Metropolitan area. (United States)

    Mashazi, M I; Roos, S D


    In this study an explorative, descriptive design which is contextual in nature, is utilized. The objective of the study is three-fold: Firstly, to describe the opinions of members of the community about the reasons for the under-utilization of the Midwifery Obstetrical Unit (MOU); secondly, to describe the suggestions of the community for improving the utilization of the MOU and thirdly, to describe intervention strategies for community nurses to improve the utilization of the MOU. Data was collected by means of focus group interviews, and was analysed using Tesch's (in Cresswell, 1994: 154-155) method of data analysis. Trustworthiness was ensured by using the method of Guba and Lincoln (1985). The respondents were mothers who delivered their babies at the hospital, mothers who delivered their babies at the MOU, members of the Community Health Committee and MOU nurses. Data was collected in two phases. Phase I dealt with the first question: What is your opinion about the reasons for the under-utilization of the MOU? Phase II dealt with the second question: What are your suggestions for improving the utilization of the MOU? The four groups participated in Phase I as well as in Phase II, the reason being to involve the groups in identifying problems and finding solutions with which they would be comfortable, since it would be their ideas. This whole exercise was, however, carried out in line with the RDP principle of people driven approach or community involvement. The investigation revealed that the community was not utilizing the MOU because of the following reasons: Negative attitudes of nurses. Lack of material and human resources. Poor safety and security measures. Lack of community involvement/participation. The focus groups then identified the following suggestions for improving the utilization of the MOU: Change of attitudes by nurses towards the patients. Availability of material and human resources. Proper safety and security measures in the MOU. Community

  19. The utilisation of a midwifery obstetrical unit (mou in a metropolitan area

    Directory of Open Access Journals (Sweden)

    M I Mashazi


    Full Text Available In this study an explorative, descriptive design which is contextual in nature, is utilized. The objective of the study is three-fold: Firstly, to describe the opinions of members of the community about the reasons for the under-utilization of the Midwifery Obstetrical Unit (MOU; secondly, to describe the suggestions of the community for improving the utilization of the MOU and thirdly, to describe intervention strategies for community nurses to improve the utilization of the MOU. Data was collected by means of focus group interviews, and was analysed using Tesch’s (in Cresswell, 1994: 154-155 method of data analysis. Trustworthiness was ensured by using the method of Guba and Lincoln (1985. The respondents were mothers who delivered their babies at the hospital, mothers who delivered their babies at the MOU, members of the Community Health Committee and MOU nurses. Data was collected in two phases. Phase I dealt with the first question: What is your opinion about the reasons for the under-utilization of the MOU? Phase II dealt with the second question: What are your suggestions for improving the utilization of the MOU? The four groups participated in Phase I as well as in Phase II, the reason being to involve the groups in identifying problems and finding solutions with which they would be comfortable, since it would be their ideas. This whole exercise was, however, carried out in line with the RDP principle of people driven approach or community involvement. The investigation revealed that the community was not utilizing the MOU because of the following reasons: • Negative attitudes of nurses. • Lack of material and human resources. • Poor safety and security measures. • Lack of community involvement/participation. The focus groups then identified the following suggestions for improving the utilization of the MOU: • Change of attitudes by nurses towards the patients. • Availability of material and human resources. • Proper

  20. The accreditation of nursing education in Australia. (United States)

    Ralph, Nicholas; Birks, Melanie; Chapman, Ysanne


    This paper aims to explore and discuss the role that ANMAC and the accreditation standards play in pre-registration nursing education nationally. The context of the discussion is situated in the continuum of events that mark the accreditation of nursing education in Australia. The National Registration and Accreditation Scheme has given rise to significant challenges related to the accreditation of nursing programs of education in Australia. Given the importance of accreditation to the quality of nursing education, ANMAC in its appointed role as accrediting authority, must fill the position rather than occupy it. Enhancing transparency and effectiveness is central to ensuring accreditation facilitates quality in nursing education. Given ANMAC's key position, further work is needed in developing a broad base of expertise by fostering scholarly output in the substantive area of nursing accreditation. There is a concerning lack of research centred on the accreditation of programs of nursing education along with the processes associated with it. This problem is not restricted to the Australian context but also extends internationally. In this context, the expertise of accreditors ought to be questioned along with the processes ANMAC use to identify individual capability. As such, the selection of experts needs to be articulated clearly by ANMAC along with the ownership of introducing a research culture into accreditation.

  1. Relationship between reflection ability and clinical performance: a cross-sectional and retrospective-longitudinal correlational cohort study in midwifery. (United States)

    Embo, M; Driessen, E; Valcke, M; van der Vleuten, C P M


    increasingly, reflection is highlighted as integral to core practice competencies but empirical research into the relationship between reflection and performance in the clinical workplace is scarce. this study investigated the relationship between reflection ability and clinical performance. we designed a cross-sectional and a retrospective-longitudinal cohort study. Data from first, second and third year midwifery students were collected to study the variables 'clinical performance' and 'reflection ability'. Data were analysed with SPSS for Windows, Release 20.0. Descriptive statistics, Pearson׳s Product Moment Correlation Coefficients (r) and r² values were computed to investigate associations between the research variables. the results showed a moderate observed correlation between reflection ability and clinical performance scores. When adopting a cross-sectional perspective, all correlation values were significant (pcorrelations. Assuming perfect reliability in the measurement, the adjusted correlations, for year 2 and year 3 indicated a high association between reflection ability and clinical performance (>0.6). The results based on the retrospective-longitudinal data set explained a moderate proportion of the variance after correction for attenuation. Finally, the results indicate that 'reflection ability' scores of earlier years are significant related with 'clinical performance' scores of subsequent years. These results suggest that (1) reflection ability is linked to clinical performance; (2) that written reflections are an important, but not the sole way to assess professional competence and that (3) reflection is a contributor to clinical performance improvement. the data showed a moderate but significant relationship between 'reflection ability' and 'clinical performance' scores in clinical practice of midwifery students. Reflection therefore seems an important component of professional competence. Copyright © 2014 Elsevier Ltd. All rights reserved.

  2. Ambulance Transfer in Case of Postpartum Hemorrhage after Birth in Primary Midwifery Care in The Netherlands: A Prospective Cohort Study. (United States)

    Stolp, Ineke; Smit, Marrit; Luxemburg, Sanne; van den Akker, Thomas; de Waard, Jan; van Roosmalen, Jos; de Vos, Rien


    The objective of this prospective cohort study was to assess whether the 45-minute prehospital limit for ambulance transfer is met in case of postpartum hemorrhage (PPH) after midwifery-supervised home birth in The Netherlands and evaluate the process of ambulance transfer, maternal condition during transfer, and outcomes in relation to whether this limit was met. Using ambulance report forms and medical charts, ambulance intervals, urgency coding, clinical condition (using the lowest Revised Trauma Score, [RTS]), and maternal outcomes were collected. From April 2008 to April 2010, midwives reported 72 cases of PPH. Associations between duration of the ambulance transfer, maternal condition during ambulance transfer and outcomes were analyzed. The main outcome measures were duration of ambulance transfer, RTS, blood loss, surgical procedures, and blood transfusions. Seventy-two cases were reported, 18 (25%) were excluded: 54 cases were analyzed. In 63 percent, the 45-minute prehospital limit was met, 75.9 percent received a RTS of 12, indicating optimal Glasgow Coma Scale, systolic blood pressure, and respiratory frequency. In 24.1 percent a decrease in systolic blood pressure was found (RTS 10 or 11). We found no difference in outcomes between women with different RTS or in whom the 45-minute prehospital limit was or was not met. We found no relation between the duration of ambulance transfer and maternal condition or outcomes. All women fully recovered. The low-risk profile of women in primary care, well-organized midwifery, and ambulance care in The Netherlands are likely to contribute to these findings. © 2015 Wiley Periodicals, Inc.

  3. Assessment of the implementation of the model of integrated and humanised midwifery health services in Chile. (United States)

    Binfa, Lorena; Pantoja, Loreto; Ortiz, Jovita; Gurovich, Marcela; Cavada, Gabriel; Foster, Jennifer


    in 2010, a pilot study was conducted among women who were attended by midwives in the public sector in Santiago, Chile. The purpose of that study was to evaluate the implementation of the 'Model of Integrated and Humanized Health Services', and the Clinical Guide for Humanized Attention during Labour and Childbirth. Results of that study indicated 92.7% of women had medically augmented labours (artificial rupture of the membranes, oxytocin and epidural analgesia). One third of the women reported discontent with the care they received. This study replicated the pilot study (2010) and was conducted in seven regional hospitals across Chile. The objectives were to : (i) describe selected obstetric and neonatal outcomes of women who received care according to this new guide, (ii) identify the level of maternal-neonatal well-being after experiencing this modality of attention, and (iii) explore professionals' perceptions (obstetricians and midwives), as well as consumers' perceptions of this humanised assistance during labour and childbirth. this is a cross sectional and descriptive, mixed methods study, conducted in two phases. The first phase was quantitative, measuring midwifery processes of care and maternal perceptions of well-being in labour and childbirth. The second phase was qualitative, exploring the perceptions of women, midwives and obstetricians regarding the discrepancy between the national guidelines and actual practice. maternity units from seven regional hospitals from the northern, central and southern regions and two metropolitan hospitals across Chile. 1882 parturient women in the quantitative phase (including the two Metropolitan hospitals published previously). Twenty-six focus groups discussions (FGD) participated from the regional and metropolitan hospitals for the qualitative phase. MEASUREMENTS/FINDINGS: all women started labour spontaneously; 74% of women had spontaneous vaginal childbirth. Caesarean section was the outcome for 20%, and 6% had

  4. Are freestanding midwifery units a safe alternative to obstetric units for low-risk, primiparous childbirth? An analysis of effect differences by parity in a matched cohort study. (United States)

    Christensen, Louise Fischer; Overgaard, Charlotte


    Intrapartum complications and the use of obstetric interventions are more common in primiparous childbirth than in multiparous childbirth, leading to concern about out of hospital birth for primiparous women. The purpose of this study was to determine whether the effect of birthplace on perinatal and maternal morbidity and the use of obstetric interventions differed by parity among low-risk women intending to give birth in a freestanding midwifery unit or in an obstetric unit in the North Denmark Region. The study is a secondary analysis of data from a matched cohort study including 839 low-risk women intending birth in a freestanding midwifery unit (primary participants) and 839 low-risk women intending birth in an obstetric unit (individually matched control group). Analysis was by intention-to-treat. Conditional logistic regression analysis was applied to compute odds ratios and effect ratios with 95% confidence intervals for matched pairs stratified by parity. On no outcome did the effect of birthplace differ significantly between primiparous and multiparous women. Compared with their counterparts intending birth in an obstetric unit, both primiparous and multiparous women intending birth in a freestanding midwifery unit were significantly more likely to have an uncomplicated, spontaneous birth with good outcomes for mother and infant and less likely to require caesarean section, instrumental delivery, augmented labour or epidural analgesia (although for caesarean section this trend did not attain statistical significance for multiparous women). Perinatal outcomes were comparable between the two birth settings irrespective of parity. Compared to multiparas, transfer rates were substantially higher for primiparas, but fell over time while rates for multiparas remained stable. Freestanding midwifery units appear to confer significant advantages over obstetric units to both primiparous and multiparous mothers, while their infants are equally safe in both settings

  5. Changes in nurse education: delivering the curriculum. (United States)

    Carr, Graham


    The aim of this study is to examine changes in pre-registration nursing education through the personal accounts of nurse teachers. This paper is based on 37 in-depth interviews within a central London Healthcare Faculty. Each interview was subjected to a process of content analysis described by Miles and Huberman. The interviews took place between August 2003 and March 2004 and totalled 34.4 hours or 305,736 words. There were thirty female and seven male participants, who shared 1015 years of nursing experience, averaging at 27.4 years (min 7-max 42). These were supplemented by 552 years of teaching practice, the average being 15 years (min 0.5-max 29). This paper--delivering the nursing curriculum--identifies that the nature of nursing has changed as it has both expanded and contracted. Participants identified three major changes; the nature of nursing, selection of future nurses and the current impact that large cohorts have on our traditional model of person-centred education. The practice placements remain central to nursing education and it is the nursing role that should define the curriculum and the values of higher education should be supportive of this identity.

  6. Clinical Application of Gasbag Midwifery in Vaginal Delivery%气囊助产术在阴道分娩的临床应用

    Institute of Scientific and Technical Information of China (English)

    卡比努尔·吐尔干; 许婷; 阿衣努尔


    Objective To investigate the clinical ef ect of airbag midwifery in obstetrics in vaginal delivery. Methods Fom January 2013 to January 2014, 60 cases of clinical data. Were randomly divided into two groups, of which 30 cases for the observation group (group A) by gasbag midwifery. 30 cases as control group (group B) normal delivery. Results The first, second stage of labor time of A group was significantly shorter than that of group B, no significant relationship between the third birth process. Conclusion Gasbag midwifery is a simple, safe, ef ective, suitable for modern midwifery, is a method worthy of popularization and application.%目的探讨气囊助产术在产科阴道分娩中的临床应用效果。方法随机选择我院2013年元月~2014年元月60例临床资料。随机分两组,其中30例为观察组(A组)采用气囊助产术。30例为对照组(B组)正常分娩。结果第一、二产程时间A组较B组明显缩短,第三产程无明显关系。结论气囊助产术是一种简便、安全、有效、适宜的现代助产技术,是一种值得推广应用的方法。

  7. Application of PDCA Circulation Method in Obstetric Midwifery Risk Prevention%PDCA循环法在产科助产风险防范中的应用

    Institute of Scientific and Technical Information of China (English)

    许新平; 邱碧清


    Objective To investigate the actual use of the PDCA circulation method to reduce the risk of midwifery in obstetrics.Methods Through the "maternal admission assessment", "delivery room nursing plan and the diagnosis", "obstetrics target management execution" and "check", "summary" five steps to formulate plans for delivery room. Results Can reduce the midwifery risk, risk prevention delivery room midwifery application of PDCA cycle planning, execution, inspection and summary.Conclusion They both have theoretical system and practice methods respectively, also connected with the similarities, combine them organically, to good effect for preventing the risk of occurrence of midwifery.%目的 探讨PDCA循环法在产科降低助产风险的实际运用.方法 通过"孕妇入院评估"、"产房护理计划及诊断"、"产科目标管理的执行"和"检查"、"总结"等五个步骤制定产房计划.结果 可以降低助产风险的发生,产房助产风险防范应用PDCA循环计划、执行、检查和总结.结论 它们既有各自的理论体系和实践方法,也有相联相通之处,将它们有机地结合,为预防助产风险的发生起到了良好的作用.

  8. Sando Mpoana (Traditional Midwife) In The Stream Of Midwifery Services In Kaili Ledo Community In Sigi Regency Of Central Sulawesi Province


    M. Munir Salham; M. Yamin Sani; Ridwan Muchtar Thaha, Muhammad Basir Said


    This article explains the efforts SandoMpoana (traditional midwife) to maintain her existence in midwifery servicing in KailiLedo community. This article is derived from a qualitative study with 21 SandoMpoana, 17 professional midwives, 24 pregnant and post-delivery mothers, and 5 public figuresas informants for the study. Data were collected through observation and interviews and analysed inductively. The resistance of SandoMpoana in KailiLedo community is interpreted as a consequence of fun...

  9. Evaluation of the midwifery pilot projects in Quebec: an overview. L'Equipe d'Evaluation des Projets-Pilotes Sages-Femmes. (United States)

    Blais, R; Joubert, P


    In 1990, the province of Quebec adopted a law authorizing the evaluation of the practice of midwifery through eight pilot projects. The projects, which took the form of birth centres outside hospitals, started operating in 1994. The objectives of the evaluation were 1) to compare midwives' services to current physician services with regard to maternal and neonatal mortality and morbidity, the use of obstetrical intervention, individualization and continuity of care as perceived by clients, and cost; and 2) to identify the professional and organizational factors associated with the integration of midwives into the health care system. A mixed evaluative design was used: a multiple case study with each pilot project representing a case and a cohort study where 1,000 women followed by midwives in the birth centres were matched with 1,000 women followed by physicians in the usual hospital-based services. Various quantitative and qualitative data collection instruments were used. Overall, many results were favourable to midwifery practice, while some were favourable to medical care. Following the evaluation, the Government of Quebec decided to legalize the practice of midwifery.

  10. Comparative analysis of nursing and midwifery regulatory and professional bodies' scope of practice and associated decision-making frameworks: a discussion paper. (United States)

    Kennedy, Catriona; O'Reilly, Pauline; Fealy, Gerard; Casey, Mary; Brady, Anne-Marie; McNamara, Martin; Prizeman, Geraldine; Rohde, Daniela; Hegarty, Josephine


    To review, discuss and compare nursing and midwifery regulatory and professional bodies' scope of practice and associated decision-making frameworks. Scope of practice in professional nursing and midwifery is an evolving process which needs to be responsive to clinical, service, societal, demographic and fiscal changes. Codes and frameworks offer a system of rules and principles by which the nursing and midwifery professions are expected to regulate members and demonstrate responsibility to society. Discussion paper. Twelve scope of practice and associated decision-making frameworks (January 2000-March 2014). Two main approaches to the regulation of the scope of practice and associated decision-making frameworks exist internationally. The first approach is policy and regulation driven and behaviour oriented. The second approach is based on notions of autonomous decision-making, professionalism and accountability. The two approaches are not mutually exclusive, but have similar elements with a different emphasis. Both approaches lack explicit recognition of the aesthetic aspects of care and patient choice, which is a fundamental principle of evidence-based practice. Nursing organizations, regulatory authorities and nurses should recognize that scope of practice and the associated responsibility for decision-making provides a very public statement about the status of nursing in a given jurisdiction. © 2015 John Wiley & Sons Ltd.

  11. A scoping review of how new midwifery practitioners transition to practice in Australia, New Zealand, Canada, United Kingdom and The Netherlands. (United States)

    Gray, Michelle; Malott, Anne; Davis, Beth Murray; Sandor, Christine


    contemporary knowledge related to the experiences of new midwifery practitioners is limited to countries that run hospital-based transition to practice programmes within an employment contract arrangement, such as the United Kingdom, and Australia. Less is known of the experiences of New Midwifery Practitioners (NMPs) who transition into autonomous private practice in New Zealand, Canada and the Netherlands. the purpose of this paper is to report on a scoping review of the way NMPs are transitioned to practice in the first year of registered practice across the selected countries. this review accessed literature and government and professional sites to make comparisons between the transition to practice processes within five countries, and discusses the benefits and issues, associated with public hospital employment programs versus community based government funded midwifery group practices. comparison of the way in which NMPs are transitioned to practice in the first year of registered practice between the selected countries shows important differences based on occupational organisation. Funding of maternity services influences how NMPs in each country are orientated and supported in their transition to registered practice. Direct comparisons between countries were difficult. More research is recommended to investigate NMPs' experiences of transition to practice in private practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Education for entrepreneurship in nursing. (United States)

    Boore, Jennifer; Porter, Sharon


    The different types of entrepreneurship, including social entrepreneurship and intrapreneurship, and the importance of social entrepreneurship skills in the changing world of health care are discussed. The term social intrapreneurship is introduced to characterise the many nurses introducing change and enhancing care working within the NHS. The strategy for development of entrepreneurship education within one region of the UK is presented and its integration into a pre-registration nursing programme is the main focus of this paper. The process of integration of skills in the changing world of health care is discussed. The strategy for development of entrepreneurship is presented under the headings of the NICENT (Northern Ireland Centre for Entrepreneurship) @ Ulster Integration Model: Awareness and Understanding; Interpretation; Contextualisation; Integration (Theoretical Content); Integration (Assessment); Validation/Revalidation; Implementation; and Review and Reflection. The most important stages were the first two in which nursing academic staff came to realise the relevance of the topic to nursing and the interpretation and translation into 'nurse-speak' of the business terminology to alleviate the initial rejection of entrepreneurship as of no relevance to nursing.

  13. Clinical decision-making: midwifery students' recognition of, and response to, post partum haemorrhage in the simulation environment

    Directory of Open Access Journals (Sweden)

    Scholes Julie


    Full Text Available Abstract Background This paper reports the findings of a study of how midwifery students responded to a simulated post partum haemorrhage (PPH. Internationally, 25% of maternal deaths are attributed to severe haemorrhage. Although this figure is far higher in developing countries, the risk to maternal wellbeing and child health problem means that all midwives need to remain vigilant and respond appropriately to early signs of maternal deterioration. Methods Simulation using a patient actress enabled the research team to investigate the way in which 35 midwifery students made decisions in a dynamic high fidelity PPH scenario. The actress wore a birthing suit that simulated blood loss and a flaccid uterus on palpation. The scenario provided low levels of uncertainty and high levels of relevant information. The student's response to the scenario was videoed. Immediately after, they were invited to review the video, reflect on their performance and give a commentary as to what affected their decisions. The data were analysed using Dimensional Analysis. Results The students' clinical management of the situation varied considerably. Students struggled to prioritise their actions where more than one response was required to a clinical cue and did not necessarily use mnemonics as heuristic devices to guide their actions. Driven by a response to single cues they also showed a reluctance to formulate a diagnosis based on inductive and deductive reasoning cycles. This meant they did not necessarily introduce new hypothetical ideas against which they might refute or confirm a diagnosis and thereby eliminate fixation error. Conclusions The students response demonstrated that a number of clinical skil