Relevant bibliographies by topics / Clinical midwife

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Clinical midwife'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Clinical midwife.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Clinical midwife"

1

Yanti, Yanti, Ova Emilia, and Mora Claramita. "Persepsi Mahasiswa, Dosen dan Bidan Pembimbing tentang Model Pembelajaran Klinik Kebidanan yang Ideal." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (March 28, 2014): 62. http://dx.doi.org/10.22146/jpki.25221.

Full text
Abstract:
Background: A large number graduates of midwife even now accompanied with low competency isues in associated with quality of clinical learning. Now implementation of clinical learning with caseload model has problems. Clinical learning model in clinical practice that student, teacher and clinical midwife experienced provide greater insight to develop an effective clinical teaching strategy in midwifery education. The main objective of this study was to investigate student midwife, teacher and clinical midwife’ insight about an ideal clinical learning model in midwifery education.Method: A qualitative study by Focus Group Discussion (FGDs). By selected randomly, this study was conducted 32 from 76 final year midwifery students at Estu Utomo Boyolali Midwifery Academy, 14 lecturer and 13 clinical midwife who involve in Estu Utomo Boyolali Midwifery Academy clinical practice program at 2013-2014. There are 4 groups of student midwife, 2 groups of lecturer and 2 groups of clinical midwife. FGDs were arranged in 3 session differently between students, lecturer and clinical midwife. FGDs were facilitated by researcher and 3 research assistant. Data were analyzed using Atlas.Ti 6.1 software to support the coding process and identifying the main categories from verbatim transcripts.Results: Six themes emerged from the focus group data, “student caseload”, “duration of clinical practice”, “clinical placement”, “clinical mentorship”, “documentation”, and “clinical assessment”. From the sixth themes, demonstrated that an ideal clinical learning model in midwifery education to design preparation clinical learning should consider about that components. An ideal clinical learning model in midwifery education should give priority to quality than quantity especially to suggest decreasing student caseload.Conclusion: This study showed that midwife student, teacher and clinical midwife suggest that clinical learning model should give priority to quality than quantity to gain midwifery care competence. Clinical learning model therefore applied with student case loading that each student have different need. They are suggest that midwifery clinical learning should be consistent with the midwifery care philosophy “women center care” that provide midwifery continuity of care.
APA, Harvard, Vancouver, ISO, and other styles
2

Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination." British Journal of Midwifery 28, no. 2 (February 2, 2020): 115–19. http://dx.doi.org/10.12968/bjom.2020.28.2.115.

Full text
Abstract:
Background The newborn and infant physical examination (NIPE) is a screening programme now undertaken by specially trained midwives. It is increasingly a feature within pre-registration midwifery educational programmes. Objectives To explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Method This study was conducted using interpretative phenomenological analysis (IPA). Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the benefits of student midwife exposure to practical aspects of NIPE. Conclusions Findings indicate that standardisation is required with NIPE education and clinical practice. Preceptorship programmes must effectively prepare newly qualified midwives to undertake the NIPE role. Higher educational institutes must provide greater support to the midwives providing mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role following qualification as a midwife.
APA, Harvard, Vancouver, ISO, and other styles
3

Sakala, Betty Kambeja. "Factors Influencing Midwifery Clinical Decision-making." International Annals of Science 7, no. 1 (May 10, 2019): 28–32. http://dx.doi.org/10.21467/ias.7.1.28-32.

Full text
Abstract:
Clinical decision-making is an important element in midwifery practice. Midwives are required to have a sound knowledge to manage complications during childbirth. Any misjudgement by a midwife may lead to adverse birth outcomes. The aim of this paper is to review factors that contribute to clinical decision-making of midwives. This was achieved by reviewing published research articles. Studies have shown that shortage of human and material resources, poor skill mix, absence of mentors and lack of autonomy are some of the contributing factors that may affect midwives’ decision-making.
APA, Harvard, Vancouver, ISO, and other styles
4

Clements, Vanessa, Deborah Davis, and Jennifer Fenwick. "Continuity of Care: Supporting New Graduates to Grow Into Confident Practitioners." International Journal of Childbirth 3, no. 1 (2013): 3–12. http://dx.doi.org/10.1891/2156-5287.3.1.3.

Full text
Abstract:
AIM:This article describes how newly qualified midwives experienced their rotation into birth suite and a continuity of midwifery care model. The findings are part of a larger study that aimed to describe graduate midwives’ expectations and experiences of their transition to practice.BACKGROUND:Knowledge and understanding of how midwives make the transition from student to registered midwife remain limited. However, the literature suggests that this time is a critical period for a new graduate. Although transition support programs for midwives exist in New South Wales, Australia, there appears to be an ad hoc approach to their design, implementation, and effectiveness.METHOD:A descriptive qualitative approach to elicit the experiences of 38 newly qualified Australian midwives. Telephone interviews and focus groups were used to collect the data. Content analysis was used to analyze the data set.FINDINGS:The birthing environment was identified as the clinical area, which elicited the greatest level of apprehension for the midwives, whereas those with the opportunity to rotate into a midwifery continuity of care model rated the experience positively.CONCLUSION:The findings of the study suggest that the newly graduated midwives felt a sense of social and professional belonging to the midwifery continuity of care models in which they worked.KEYWORDS:newly graduated midwife; transition support programs; birth suite; models of care; continuity of care; hierarchy
APA, Harvard, Vancouver, ISO, and other styles
5

Martin, Caroline J. Hollins, Elaine Beaumont, Gail Norris, and Gavin Cullen. "Teaching Compassionate Mind Training to help midwives cope with traumatic clinical incidents." British Journal of Midwifery 29, no. 1 (January 2, 2021): 26–35. http://dx.doi.org/10.12968/bjom.2021.29.1.26.

Full text
Abstract:
Compassionate Mind Training (CMT) is taught to cultivate compassion and teach midwives how to care for themselves. The need to build midwives' resilience is recognised by the Nursing and Midwifery Council (NMC), who advocate that mental health coping strategies be embedded into the midwifery curriculum. In this respect, CMT can be used as a resilience-building method to help midwives respond to self-criticism and threat-based emotions with compassion. The underpinnings of CMT involve understanding that people can develop cognitive biases or unhelpful thinking patterns, co-driven by an interplay between genetics and the environment. Within this paper, the underpinning theory of CMT and how it can be used to balance psychological threat, drive, and soothing systems are outlined. To contextualise the application to midwifery practice, a traumatic incident has been discussed. Teaching CMT has the potential to improve professional quality of life, and reduce midwife absence rates and potential attrition from the profession.
APA, Harvard, Vancouver, ISO, and other styles
6

Condell, Sarah L., and Cecily Begley. "Clinical research ethics in Irish healthcare." Nursing Ethics 19, no. 6 (June 12, 2012): 810–18. http://dx.doi.org/10.1177/0969733011431191.

Full text
Abstract:
Gaining ethical clearance to conduct a study is an important aspect of all research involving humans but can be time-consuming and daunting for novice researchers. This article stems from a larger ethnographic study that examined research capacity building in Irish nursing and midwifery. Data were collected over a 28-month time frame from a purposive sample of 16 nurse or midwife research fellows who were funded to undertake full-time PhDs. Gaining ethical clearance for their studies was reported as an early ‘rite of passage’ in the category of ‘labouring the doctorate’. This article penetrates the complexities in Irish clinical research ethics by describing the practices these nurse and midwife researchers encountered and the experiences they had. The key issue of representation that occurred in the context of ‘medicalized’ research ethics is further explored including its meaning for nursing or midwifery research.
APA, Harvard, Vancouver, ISO, and other styles
7

Calvert, Irene, and Cheryl Benn. "Trauma and the Effects on the Midwife." International Journal of Childbirth 5, no. 2 (2015): 100–112. http://dx.doi.org/10.1891/2156-5287.5.2.100.

Full text
Abstract:
BACKGROUND:When practicing as a lead maternity carer, the first author (IC) found that following a traumatic practice experience, there appeared to be very little emotional support for the midwife unless provided by colleagues or family. Midwives were expected to continue as if nothing had happened and they had not been affected in any way by the event.AIM:To explore the effects of a traumatic practice experience on the midwifery practitioner.RESEARCH METHODOLOGY AND METHOD:A qualitative study using a narrative research method was implemented. Data were collected using an adapted biographical narrative interview method. An eclectic approach was used to analyze the data for content and form based on identity and ontology.FINDINGS:The study demonstrated that partnership and autonomous midwifery practice are key drivers that make New Zealand midwives more likely to be blamed for unfortunate outcomes, and their competence in practice challenged. The study identified that a breach of relational trust exacerbates or prolongs the initial physiological and/or psychological symptoms experienced by the participating midwives following a traumatic practice event. The perpetrators of this betrayal of trust were organizational and clinical managers, medical and midwifery colleagues, women, and their families.CONCLUSION:The participants’ stories have drawn attention to the effects of counterproductive behaviors that occur in dysfunctional health organizations and the need for professional emotional support.
APA, Harvard, Vancouver, ISO, and other styles
8

Amalia, Rizki, Moch Hakimi, and Herlin Fitriani. "Evidence-based implementation of normal childbirth: what are the obstacles? (qualitative study)." Journal of Health Technology Assessment in Midwifery 3, no. 2 (November 21, 2020): 115–26. http://dx.doi.org/10.31101/jhtam.1180.

Full text
Abstract:
Evidence-based is a very effective strategy to improve the quality of midwifery services. One of the most frequently problems faced is the gap between midwifery practices that are in accordance with the procedures (based on evidence-based) with clinical care practices that occur in the clinic. The purpose of this study was to explore in-depth the obstacles to the implementation of evidence-based normal childbirth, which are the position of delivery, monitoring and documenting delivery by using partographs in the Independent Practice of Midwives of Gunungkidul District, Yogyakarta.This research was a qualitative research with a phenomenological descriptive approach. The participants of this study were midwives who had the Independent Midwife Practice (PMB) consisting of 7 informants. Participant selection in this study used a purposive sampling technique with convenience sampling and identification of obstacles used was the Consolidated Framework for Implementation Research (CFIR). Data collection used was semi-structured interviews and observations. Data analysis used was a thematic analysis.The interview and observation of delivery assistance is done at the Independent Midwife Practice Center (PMB). The position of delivery that was often used by patients was lithotomy and left slant, and the application of evidence-based monitoring and documentation using partograph was still not optimal. This was because there were several obstacles in its application, which were obstacles from patients, families, midwives, and obstacles from the organization. The impact of these obstacles was that it can reduce the quality of obstetric care in patients according to evidence-based. The evaluation of clinical practice based on evidence-based by the organization and the existence of feedback from patients to midwives are expected to improve the quality of service to patients.
APA, Harvard, Vancouver, ISO, and other styles
9

Dickinson, Angela. "Clinical involvement of midwife teachers." Nursing Standard 8, no. 25 (March 16, 1994): 25–29. http://dx.doi.org/10.7748/ns.8.25.25.s44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fullerton, Judith T., Atf Ghérissi, Peter G. Johnson, and Joyce B. Thompson. "Competence and Competency: Core Concepts for International Midwifery Practice." International Journal of Childbirth 1, no. 1 (2011): 4–12. http://dx.doi.org/10.1891/2156-5287.1.1.4.

Full text
Abstract:
The global health community has implemented several initiatives over the past in the interest of accelerating country-by-country progress toward the Millennium Development Goal of improving maternal health. Skilled attendance at every birth has been recognized as an essential component of approaches for reducing maternal and perinatal morbidity and mortality.Midwives have been acknowledged as a preferred cadre of skilled birth attendant. The International Confederation of Midwives (ICM) speaks for the global community of fully qualified (professional) midwives. The ICM document entitledEssential Competencies for Basic Midwifery Practiceis a core policy statement that defines the domains and scope of practice for those individuals who meet the international definition of midwife. This article explores the meaning of competence and competency as core concepts for the midwifery profession. An understanding of the meaning of these terms can help midwives speaking individually at the clinical practice level and midwifery associations speaking at the policy level to articulate more clearly the distinction of fully qualified midwives within the skilled birth attendant and sexual and reproductive health workforce. Competence and competency are fundamental to the domains of midwifery education, legislation, and regulation, and to the deployment and retention of professional midwives.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Clinical midwife"

1

Mettler, Gretchen G. "Growing into a Midwife: A Theory of Graduate Nurse-Midwife Students' Process of Clinical Learning." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271258271.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bluff, Rosalind. "Learning and teaching in the context of clinical practice : the midwife as role model." Thesis, Bournemouth University, 2001. http://eprints.bournemouth.ac.uk/339/.

Full text
Abstract:
The purpose of this study was to develop a theory in order to explain the meaning and process of learning the role of the midwife from midwives in the clinical setting. To achieve the depth and detail required in the absence of literature on this topic, the grounded theory approach was adopted. The sample consisted of twenty student midwives and seventeen midwives. Data were collected by means of unstructured interviews which were tape-recorded. Each participant was interviewed on a minimum of two separate occasions. The constant comparative method was used to analyse the data. The findings of the research contribute to knowledge by making explicit how the role of the midwife is interpreted and enacted, the effect this has on what role students learn, how it is learned and hence how the role is transmitted from one generation of midwives to the next. The `emic' perspective facilitated the emergence of a number of theoretical ideas. Central to these are the rules of practice. When midwives rigidly follow written and unwritten rules they prescribe midwifery care which corresponds to the medical model. In doing so they act as obstetric nurses or handmaidens to the doctor. When everything is interpreted as rules to be followed prescriptive midwives appear to be uncaring and detached from the experience of childbirth. The individual needs of women are not met and the relationship between midwife and client is superficial. Midwives who rigidly follow the rules inhibit the growth and development of students providing them with few opportunities to achieve beyond the level of their role model. Midwives are flexible when they interpret the rules for the benefit of women and provide a woman-centred model of care. These midwives therefore act as autonomous practitioners. When rules are interpreted and adapted to meet the needs of women, flexible midwives demonstrate involvement in women's experiences and are empathic, supportive and caring. Midwives who use professional judgement to interpret the rules provide an environment in which senior students can become autonomous practitioners. When midwives demonstrate the role of autonomous practitioner, practise a woman-centred model of care and meet the learning needs of students, they are appropriate role models and teachers. There is conflict in the clinical setting when practitioners who hold opposing attitudes, values and beliefs practice together. Conflict can be avoided when flexible midwives adopt strategies that involve becoming prescriptive or practising by subterfuge. In accordance with Bandura's social learning theory students learn by observing and emulating the example of their role models. Learning is vicarious when students observe the consequences of their role models' actions. When learning the role from a role model is interpreted as a passive process, a behaviourist and pedagogical approach to learning and teaching ensures perpetuation of the obstetric nurse role that is no longer considered acceptable. Role modelling serves as a vehicle for transmitting new behaviour when learning is perceived to be an active process. In this case a humanistic, andragogical and cognitive approach to learning and teaching is adopted giving students the freedom to determine their own role. Practice from a number of role models is emulated. In this way each midwife acquires a unique identity which is derived from an abstract role model rather than a particular person. Students are prepared for the autonomous role of the midwife, and it is this role they wish to emulate.
APA, Harvard, Vancouver, ISO, and other styles
3

Phuma, Ellemes Everret. "Development of neonatal nursing care clinical competency-based assessment tool for Nurse-midwife technicians in CHAM nursing colleges, Malawi." University of the Western Cape, 2015. http://hdl.handle.net/11394/5079.

Full text
Abstract:
Philosophiae Doctor - PhD
Literature has shown that Malawi is experiencing a shortage of qualified healthcare providers, with the greatest burden on maternal and neonatal health. The majority of health service providers are Nurse-Midwife Technicians (NMT), contributing to 87% of the nursing and midwifery workforce. However, research has shown that the NMTs lack the ability to transfer skills into different clinical settings. It was not known what competencies were taught in Christian Health Association of Malawi colleges to equip the NMTs with clinical competence in neonatal nursing practice and how the clinical teachers assisted these NMTs to acquire the competencies. Furthermore, there was no documentation on the availability of a clinical competency-based assessment tool to validate the NMTs’ achievement of clinical competence in neonatal nursing. The purpose of this study was to develop a neonatal nursing care clinical competency-based assessment tool to validate NMTs’ achievement of clinical competence in CHAM nursing colleges. The competency, outcomes and performance assessment (COPA) model and the skills acquisition model were the conceptual frameworks used as the foundation of the study. The study adopted a sequential mixed method approach in which both qualitative and quantitative methods were utilized. Data collection was conducted using focus group discussions, document review and cross-sectional survey. The design and development model developed by Reeves (2006) and steps to development of assessment tools identified by the Department of Training and Workforce Development (2012) guided the study and development of the competency-based assessment tool. The study was conducted in eight CHAM nursing colleges. The researcher employed purposive, convenient and proportional stratified sampling to select the participants. Ethics clearance was obtained from the University of Western Cape and the National Health Sciences Ethical Research Committee in Malawi, prior to data collection. The data collection involved 31 midwifery clinical teachers and 140 third year students for the FGD and 48 midwifery clinical teachers and 195 third year students for the cross section survey. Document analysis was conducted at all the eight nursing colleges. The qualitative data was analysed using content analysis with Atlas.ti 7 and the quantitative data was analysed using descriptive analysis with SPSS 22. The research findings showed that the NMTs were taught basic nursing skills to enable them provide basic care to the health newborn baby. However, there were inadequate clinical assessments done to validate the NMT’s achievement of clinical competence in this setting. In addition, the clinical teachers used skills checklists to evaluate the NMTs clinical performance on specific procedures. The outcome of this study was the establishment of neonatal nursing clinical competencies, and development of a neonatal nursing care clinical competency-based assessment tool for the validation of NMT’s achievement of clinical competence. The tool provides a framework for neonatal nursing clinical teaching and assessments as well as tracking of the NMT’s clinical performance in this setting. It is recommended that training institutions should reinforce mechanisms to track the students’ clinical experience and performance assessments using this tool to ensure quality student outcomes. Furthermore, the clinical teachers should be oriented on the use of the developed assessment tool for familiarisation; thereby enhancing consistency and objectivity in the students’ performance assessments.
ICAP-NEPI Project Malawi
APA, Harvard, Vancouver, ISO, and other styles
4

Ramahlo, Tebogo. "The self-perception of preparedness for midwifery practice of final-year nursing students at a university in the Western Cape, South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/8158.

Full text
Abstract:
Magister Curationis
Background: Globally, nurses and midwives are the most important healthcare providers. In most countries, nurses and midwives are often the first point of contact to healthcare, and in many rural areas, they are the only point of contact for patients. Skilled midwives are essential for the care of pregnant women and the safe delivery of their infants. Midwives play an important role in promoting the health and wellbeing of women, newborns and their families. In South Africa, slow progress in reducing maternal mortality can be partially attributed to a lack of appropriately trained health professionals to render some basic maternal care services. Aim & objectives: The aim of this study was to investigate the self-perception of preparedness for midwifery practice of final-year nursing students at a university in the Western Cape, South Africa. The objectives of the study were to: identify midwifery skills final-year nursing students found challenging to perform independently, determine the level of confidence of final-year nursing students for managing patients in the maternity unit, determine the level of comfort/confidence of final-year nursing students in key practice skills performance, and collect baseline evidence of nursing students’ perceptions of self-preparedness to inform the higher education institution of gaps and needs identified by nursing students. Methodology: A quantitative research approach using a descriptive survey design was implemented to gather information. A self-administered questionnaire using the Casey-Fink Readiness for Practice Survey was used. Due to the limited size of the population, an all-inclusive sampling strategy was utilised, with a sample size of N=217. At the time of the survey, only 164 nursing students attended class. Only 112 questionnaires were returned, yielding a response rate of 70.88%. All returned questionnaires had no missing data. SPSS Statistics version 25 was utilised for data analysis. Descriptive statistics, frequencies and tests for association were utilised.
APA, Harvard, Vancouver, ISO, and other styles
5

Ross-Davie, Mary C. "Measuring the quantity and quality of midwifery support of women during labour and childbirth : the development and testing of the 'Supportive Midwifery in Labour Instrument'." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9796.

Full text
Abstract:
The thesis describes the development and testing of a new computer based systematic observation instrument designed to facilitate the recording and measurement of the quantity and quality of midwifery intrapartum support. The content of the systematic observation instrument, the ‘SMILI’ (Supportive Midwifery in Labour Instrument), was based on a comprehensive review of the literature. The instrument was found to be valid and reliable in a series of studies. The feasibility and usability of the SMILI was extensively tested in the clinical setting in four maternity units in Scotland, UK. One hundred and five hours of direct observation of forty nine labour episodes were undertaken by four trained midwife observers. The clinical study demonstrated that the study and the instrument were feasible, usable and successful in measuring the quantity and quality of midwifery intrapartum support. The data collected has provided significant new information about the support given by midwives in the National Health Service of Scotland, UK. Continuous one to one support was the norm, with 92% of the observed midwives in the room for more than 80% of the observation period. Emotional support, including rapport building, encouragement and praise, was the most frequently recorded category of support.
APA, Harvard, Vancouver, ISO, and other styles
6

Kleinsmith, Debora Ann. "Student midwives' experiences of the Objective Structured Clinical Examination (OSCE) at a University in the Western Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/5663.

Full text
Abstract:
Magister Curationis - MCur
The Objective Structured Clinical Examination (OSCE) is a formative and summative assessment method used in several health science disciplines. The primary focus of this research study was to explore and describe the experiences of student midwives of the OSCE as used in a specific university context and determine how effective it is in preparing student midwives for clinical practice. However the researcher acknowledges the value of the OSCA (Objective Structured Clinical Assessment), which was not used in the context where the study was conducted. Due to the scarcity of academic literature in South Africa and internationally regarding the experiences of student midwives of OSCE assessments, this research study attempted to increase evidence of students’ experiences for improving the OSCE as an assessment method at a school of nursing used in this study. Research purpose: The purpose of the study was to explore and describe student midwives’ experiences of the Objective Structured Clinical Examination, at the SoN, at a university in the Western Cape, and ascertain whether it prepared them adequately for clinical practice. Research design: A qualitative approach with an exploratory descriptive design was used for the investigation of the student midwives' experiences of this assessment method. Sample: Purposive sampling was utilised to select third year Bachelor of Nursing students, who completed the OSCE during semester one in 2014, at a University in the Western Cape. Nine participants were interviewed. Data collection: The data collection was obtained through semi-structured interviews. Data analysis: The data analysis was done manually using the Thomas (2003) data analysis process. Saturation was reached after nine interviews, when no new relevant knowledge was being acquired. Findings: OSCE preparation was supported by theory and clinical learning opportunities. The OSCE environment was found to be challenging and stressful. Alignment of OSCE stations to clinical skills, theory, clinical practice and appropriateness of time allocation. Students had differing views about their level of confidence and competence. Recommendations: Although the OSCE is a valued instrument in the summative assessment of midwifery students, attention must be given to the careful planning of the OSCE environment and the use of simulation techniques. Adequate support for students is essential, and adherence to a standard method of facilitation in clinical learning, in the skills laboratory, is crucial to fairness in learning and assessment. The direct input from valuable stakeholders in clinical training, such as educators and clinical supervisors, must be considered in order to identify ways to improve the OSCE.
APA, Harvard, Vancouver, ISO, and other styles
7

Bäck, Lena. "Confidence in Midwifery : Midwifery students and midwives’ perspectives." Licentiate thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-33560.

Full text
Abstract:
A confident midwife has an impact on a pregnant woman’s clinical outcome and birth experience. Knowledge acquisition, competence, and confidence develops over a lifetime and is of great importance in developing and forming personal skills and allowing the personal traits to grow and mature. Previous international studies have shown that midwifery students do not feel confident in many areas in which they are supposed to practice independently. The aim of this thesis was to investigate confidence levels in basic midwifery skills in Swedish midwifery students in their final semester just before entering the midwifery profession. An additional aim was to describe clinical midwives’ reflections about learning and what factors that developes professional competence, and confidence. Study I was a cross-sectional survey with Swedish midwifery students (n=238). They assessed their own confidence in all competencies that a midwife should have and could practice independently. The results of study I confirmed that Swedish midwifery students feel confident in dealing with the most common procedures during normal pregnancy, childbirth, and postpartum and newborn care. However, they do not feel fully confident in cases in which there are deviations from the normal procedures and obstetric emergencies. When comparing groups of midwifery students, the younger group of midwifery students felt more confident in general compared to the older group. Students at a university with a medical faculty were also more confident than the students at a university without a medical faculty. In study II, focus group discussions were held with 14 midwives emphasizing the way in which midwives reflect on learning and the development of competence and confidence. Content analysis was used to analyze the focus group discussions. Four categories were identified as a result of study II: 1.) feelings of professional safety evolve over time; 2.) personal qualities affect professional development; 3.) methods for knowledge and competence expansion; and 4.) competence as developing and demanding. The conclusion of this thesis is that more practical and clinical training during education is desirable. Midwifery students need to have access and the opportunity to practice obstetrical emergencies within a team of obstetricians and pediatricians. Learning takes time, and one improvement is to extend midwifery education to include and increase in clinical training. This would strengthen the students theoretical, scientific, and clinical confidence. Clinical midwives claim that it takes time to feel confident and that there is a need to develop professionalism.
En trygg barnmorska har en positiv inverkan för förlossningsutfall samt förlossningsupplevelse. Kunskap, kompetens och trygghet är ett livslångt lärande och har stor betydelse för att utveckla och forma personliga färdigheter, att låta de personliga egenskaperna växa och mogna. Tidigare internationella studier har påvisat att barnmorskestudenter känner sig otrygga inom områden där förväntas vara självständiga. Syftet med denna avhandling var att undersöka graden av trygghet hos svenska barnmorskstudenter strax innan de var färdigutbildade. Ett annat syfte var att utforska hur kliniskt verksamma barnmorskor reflekterar över lärande och vilka faktorer som bidrar till att utveckla yrkesmässig kompetens och trygghet. Studie I var en tvärsnittsundersökning med svenska barnmorskestudenter (n = 238). De bedömde egen trygghet inom alla kompetenser som en barnmorska förväntas kunna samt utföra självständigt. Resultaten av studie I bekräftade att svenska barnmorskestudenter känner sig trygga att hantera de vanligaste rutinerna vid normal graviditet, förlossning, eftervård samt nyföddhets vård. De känner sig emellertid inte fullt så trygga när något avviker från det normala samt vid obstetriska nödsituationer. Vid jämförelse mellan yngre och äldre barnmorskestudenter samt grad av trygghet, var det den yngre gruppen av barnmorskestudenter som kände sig tryggare i allmänhet jämfört med den äldre gruppen. Studenter vid ett universitet med en medicinsk fakultet var också mer trygga än studenterna vid ett universitet utan en medicinsk fakultet. I studie II hölls fokusgrupper med 14 barnmorskor, de diskuterade och reflekterade över hur barnmorskor utvecklar kompetens. Metod för att analysera var innehållsanalys, i resultatet framkom fyra kategorier 1.) känslor av professionell trygghet utvecklas över tid ; 2.) Personliga kvaliteter påverkar yrkesutveckling. 3.) metoder för kunskap och kompetensutveckling; och 4.) Kompetens som utveckling och krävande. Slutsatsen av denna avhandling är att mer klinisk träning under utbildning är önskvärt. Barnmorskestudenter behöver tillgång och möjlighet att öva obstetriska nödsituationer tillsammans i team bestående av förlossningspersonal och barnläkare. Det tar tid att lära samt att känna trygghet, en möjlighet att underlätta för studenter vore att utöka samt förlänga barnmorskeutbildningen, att inkludera mer klinisk träning. Detta skulle innebära att stärka studenters möjligheter till en utökad klinisk trygghet. Kliniska barnmorskor hävdar att det tar tid att känna sig trygg och att det ett finns behov av att utveckla professionalism.
APA, Harvard, Vancouver, ISO, and other styles
8

Chan, Seung-chuen, and 陳湘銓. "The development of four advanced nursing roles in the United States, the United Kingdom, Australia, and Hong Kong: a comparative analysis of nurse practitioner, clinical nursespecialist, nurse midwife, and nurse anesthetist." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31972809.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Chan, Seung-chuen. "The development of four advanced nursing roles in the United States, the United Kingdom, Australia, and Hong Kong a comparative analysis of nurse practitioner, clinical nurse specialist, nurse midwife, and nurse anesthetist /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B31972809.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sohlin, Viktoria, and Karin Kullgren. "Barnmorskestudenters upplevelser av verksamhetsförlagd utbildning på förlossningsavdelning." Thesis, Umeå universitet, Institutionen för omvårdnad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184573.

Full text
Abstract:
Bakgrund: Barnmorskans yrkesområde är inom sexuell, reproduktiv och perinatal hälsa. Detövergripande målet i barnmorskeutbildningen är att utveckla självständiga och kompetenta barnmorskor. Den verksamhetsförlagda utbildningen (VFU) motsvarar ungefär halva studietiden och är en viktig del i barnmorskeutbildningen. Förlossningsavdelningen är en viktig miljö för barnmorskestudenter att inhämta kunskaper om graviditet och förlossning. Motiv: VFU på förlossningsavdelning är en känslomässig och intensiv period för barnmorskestudenter. Barnmorskestudenters uppfattningar om vad som främjar utveckling behöver studeras vidare för att kunna optimera framtida verksamhetsförlagda utbildningar. Syfte: Det övergripande syftet var att belysa barnmorskestudenters upplevelser av verksamhetsförlagd utbildning på förlossningsavdelning.  Metod: En kvalitativ design med induktiv ansats har använts. Semistrukturerade intervjuer med sju barnmorskestudenter i Sverige genomfördes. Intervjuerna har analyserats genom en kvalitativ innehållsanalys. Resultat: Genom analysprocessen framkom ett tema, VFU på förlossningsavdelning – en känslomässig berg- och dalbana samt tre kategorier; Att både ge och ta emot stöd där en mängd faktorer som kan påverka mötet med kvinnan och stödpersonen beskrevs. Andra kategorin Att hålla ihop hela vägen beskrev hur barnmorskestudenternas hälsa varierade samt svårigheter i att gå från en trygg yrkesroll till en studentroll. Tredje kategorin Hinder i utvecklingsprocessen visade hur Covid-19-pandemin påverkade barnmorskestudenternas VFU, optimeringar inför framtida VFU samt tankar om den framtida yrkesrollen. Åtta subkategorier bildades. Konklusion: Barnmorskestudenterna upplevde sin VFU på förlossningsavdelning som en känslomässig berg- och dalbana. Flertalet faktorer som tidigare erfarenheter, relationen till handledaren och reflektionsmöjligheter påverkade barnmorskestudenters möte med kvinnan och stödpersonen. Att belysa dessa faktorer och inkludera barnmorskestudenter i den kvinnocentrerade vården kan leda till ökat självförtroende och kompetens hos barnmorskestudenter vilket i sin tur kan leda till optimeringar av den kvinnocentrerade vården.
Background: The midwife's profession is within the sexual, reproductive and perinatalhealth. The overall purpose of midwifery education is to develop independent and competent midwives. The clinical internship is an important part of the education. The labour ward is an important environment for midwifery students to acquire knowledge about pregnancy and childbirth. Motive: Clinical internship in the labour ward is an emotional and intense period for midwifery students. Midwifery student’s perceptions of what promotes development needs to be studied further, in order to optimise future clinical internships. Aim: The aim was to investigate midwifery students experiences of clinical internship at labour wards.  Methods: A qualitative design with an inductive approach was used. Semi-structured interviews with seven midwifery students in Sweden participated. The interviews were analysed with qualitative content analysis. Result: A theme emerged, Clinical internship at the labour ward - an emotional roller coaster and three categories; To both give and receive support where a number of factors that can affect the meeting with the woman and the support person were described. Second category Holding together all the way described how the midwifery student’s health varies as well as difficulties in the student role. The third category Obstacles in the development process showed how the Covid-19-pandemic affected midwifery student’s clinical internship, optimisations and thoughts about the future professional role.  Conclusion: The clinical internship at the labour ward was described as an emotional roller coaster. Previous experiences, the relationship with the supervisor and opportunities for reflection influenced the midwifery student's encounter with the woman and the support person. Elucidating these factors and including midwifery students in women-centered care can lead to increased self-confidence and competence among midwifery students, this couldlead to optimisations of the women-centered care.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Clinical midwife"

1

Dutton, Lauren A. A pocket guide to clinical midwifery: The efficient midwife. Sudbury, MA: Jones and Bartlett, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

L, Farley Cindy, ed. Clinical practice guidelines for midwifery & women's health. 3rd ed. Sudbury, Mass: Jones and Bartlett Publishers, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

H, Pyne Reginald, ed. Professional discipline in nursing, midwifery and health visiting: Including an exploration of professional accountability for nurses, midwives and health visitors. 2nd ed. Oxford: Blackwell Scientific, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Clinical practice guidelines for midwifery and women's health. 2nd ed. Sudbury, MA: Jones and Bartlett Publishers, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

L, Farley Cindy, and Jordan Robin G. 1954-, eds. Clinical practice guidelines for midwifery and women's health. 4th ed. Burlington, MA: Jones & Bartlett Learning, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

A manual of clinical obstetrics. Philadelphia: Lippincott, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

English National Board for Nursing, Midwifery and Health Visiting. Teaching and assessing in clinical practice course for midwives (997): Post basic clinical studies. 2nd ed. London: English National Board for Nursing, Midwifery and Health Visiting, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Royal College of Midwives (Great Britain), ed. A short history of clinical midwifery: The development of ideas in the professional management of childbirth. Hale, Cheshire: Books for Midwives Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ley, Mary Louise. Evaluation of the teaching and assessing in clinical practice course for midwives (E.N.B. 997): The midwives' perspective. Uxbridge: Brunel University, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Moore, Diane J. Guidelines for the hospital accreditation and clinical privileges for independent practising midwives in Western Australia. [Western Australia]: Public Health and Statewide Services, Health Dept. of Western Australia, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Clinical midwife"

1

Sandor, Christine, Beth Murray-Davis, Meredith Vanstone, and Corey Bryant. "The Transition to Clinical Practice for New Registrant Midwives in Ontario, Canada." In Starting Life as a Midwife, 73–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93852-3_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Curtis, Penny. "Supervision in clinical midwifery practice." In Clinical Supervision and Mentorship in Nursing, 94–108. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-7228-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Parigi, Gian Battista, and Gloria Pelizzo. "Embryology Education for Nurses and Midwives." In Clinical Embryology, 91–100. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-26158-4_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chamberlain, Marie. "The clinical education of student midwives." In Midwives, Research and Childbirth, 108–31. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6956-9_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Marchant, Sally, and Jo Garcia. "Routine clinical care in the immediate postnatal period." In Aspects of Midwifery Practice, 177–91. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13543-1_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McKenna, Lisa, Jenny Davis, and Eloise Williams. "Nursing and Midwifery Education: Historical Perspectives." In Clinical Education for the Health Professions, 1–18. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_19-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kumar, Arunaz, and Linda Sweet. "Obstetric and Midwifery Education: Context and Trends." In Clinical Education for the Health Professions, 1–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_11-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Butterworth, Anthony. "The Potential of Clinical Supervision for Nurses, Midwives and Health Visitors." In Clinical Supervision in Practice, 179–89. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14527-0_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ackers, Louise, Gavin Ackers-Johnson, Joanne Welsh, Daniel Kibombo, and Samuel Opio. "Task Shifting, Midwifery Empowerment and the Nascence of Clinical Pharmacy." In Anti-Microbial Resistance in Global Perspective, 103–27. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62662-4_6.

Full text
Abstract:
AbstractThis chapter addresses the role that the intervention has played in shaping professional engagement within the multi-disciplinary team. The existence of laboratory results has triggered the emergence of clinical pharmacy roles. The chapter traces the impact of this on prescribing behaviour and on procurement planning and hospital policies. Whilst celebrating the progress made and viability of the model, it describes the structural impact that access to antibiotics and IPC supplies has on the realisation of optimal change.
APA, Harvard, Vancouver, ISO, and other styles
10

Sweet, Linda, and Deborah Davis. "Learning and Teaching in Clinical Settings: Expert Commentary from a Midwifery Perspective." In Clinical Education for the Health Professions, 1–18. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_120-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Clinical midwife"

1

Soleh, Oleh, Hani Dewi Ariessanti, and Nur Afriyani Dewi. "Bidik as a Location Midwife & Clinical Search Platform and Health Services to Meet Family Health Needs: Development and Platform." In 2019 International Conference on Sustainable Engineering and Creative Computing (ICSECC). IEEE, 2019. http://dx.doi.org/10.1109/icsecc.2019.8907048.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Aliza, Ana Dyah, and Farida Kartini. "Student Perception of the Preceptorship Model in Midwifery Care: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.43.

Full text
Abstract:
ABSTRACT Background: Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses a clinical staff as role models. Its primary goal is to assist new staff and students in adapting to their roles, develop clinical skills and socialize the novice to a department or institution. This difference has caused various opinions from related parties. This study aimed to determine the implementation of a tutorial system from different levels of student education to the entire midwifery health care system. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Wiley, Google Scholar, dan Sciendirect. The inclusion criteria were English-language and full-text articles published between 2000 and 2019. The data were selected by the PRISMA flow chart. Results: Ten articles from total of 803 articles found. It was divided into two categories: Elements in the preceptorship model and application of preceptorship. Preceptorship can help preceptors to improve teaching effectiveness and create an effective learning environment so that preceptors can perform clinical skills to improve the quality of education. The problem that arises in preceptorship in many student reports is the difficulty students experience in finding their clinical practice area. Professional organizations provide several solutions to the issues that occur in a preceptorship, one of which is paying attention to student attendance and facilitating students to give input and ideas. Conclusion: The application of the principles in the practice of midwifery clinics varies because the guideline instruments are not standardized. Keywords: Perspectives, Preceporship, Students, Midwifery Correspondence: Ana Dyah Aliza, Universitas ‘Aisyiyah Yogyakarta. Jalan Ringroad Barat No.63, Mlangi, Nogotirto, Gamping Sleman, Yogyakarta, Email: anadyahaliza@gmail.com Mobile: 085600072744. DOI: https://doi.org/10.26911/the7thicph.03.43
APA, Harvard, Vancouver, ISO, and other styles
3

Bustami, Lusiana, Laila Rahmi, Fitrayeni Fitrayeni, and Feni Andriani. "Development of Learning Methods Midwifery Emergency Clinical Skills." In Proceedings of the 2nd International Conference on Educational Development and Quality Assurance, ICED-QA 2019, 11 September 2019, Padang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.11-9-2019.2298644.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rahayu, Esty Puji, and Lailatul Khusnul Rizki. "Effect of Affirmation Flashcards on Level of Anxiety in Second Stage of Labor at Midwifery Clinic, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.49.

Full text
Abstract:
ABSTRACT Background: The Indonesia Demographic and Health Survey (IDHS) 2017 reported a high maternal mortality rate (MMR) in Indonesia. Safe and effective management of the second stage of labor presents a clinical challenge for laboring women and practitioners of obstetric care. This study aimed to examine effect of affirmation flashcards on level of anxiety in second stage of labor at midwifery clinic, East Java. Subjects and Method: This was a quasi-experiment with pre and post-test design was conducted at Mei Kurniawati, Amd.Keb midwifery clinic, Surabaya from July to September 2020. A sample of 30 pregnant women who planned to give birth normally at Mei Kurniawati, Amd.Keb midwifery clinic was selected by simple random sampling. The dependent variable was anxiety in second stage of labor. The independent was flashcard affirmation treatment. The data were analyzed by Paired T test. Results: Effect of Flashcard Affirmation treatment on anxiety, control variable (Mean=-3.70; SD= 1.48; p< 0.001) was higher than treatment variable (Mean= -2.15; SD= 1.44; p< 0.001). Effect of flashcard affirmation on the duration of second stage of labor, control variable was higher (Mean= -8.88; SD= 3.81; p< 0.001) than treatment variable (Mean=-1.02; SD= 1.17; p< 0.001). Conclusion: Maintaining the mother’s psychological condition can be done by giving positive affirmations to the mother, besides that the support of husband and family is also an important point, for that research that may be carried out to develop this research is the role of husband support in the smooth delivery of labor. Keywords: flashcard affirmation, second stage of labor, anxiety Correspondence: Esty Puji Rahayu. Universitas Nahdlatul Ulama Surabaya. Jl. SMEA no.57, Surabaya. Email: esty@unusa.ac.id Mobile: 085755196600. DOI: https://doi.org/10.26911/the7thicph.03.49
APA, Harvard, Vancouver, ISO, and other styles
5

Azizah, Noor, Ummi Kulsum, Yulisetyaningrum, and Sri Karyati. "The Effectiveness of Clinical Instructor Behavior on Competence Achievement of Midwifery Clinical Practices." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Health Science and Nursing (IcoSIHSN 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihsn-19.2019.24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Feeley, Claire. "12 What evidence informs midwifery clinical practice when women make birthing decisions that are outside of guidelines? – an empirical study of UK midwives working in the NHS." In Evidence Live Abstracts, June 2018, Oxford, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/bmjebm-2018-111024.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Huda, Nurul, Dewi Rokhanawati, and Nidatul Khofiyah. "Experience of Midwifery Students on Objective Structured Clinical Examination: A Systematic Review." In The 6th International Conference on Public Health 2019. Masters Program in Public Health, Graduate School, Universitas Sebelas Maret, 2019. http://dx.doi.org/10.26911/the6thicph.05.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nuraini, Indria. "THE QUALITY OF CARE AT THE INDEPENDENT MIDWIFERY CLINICS, SURABAYA." In INTERNATIONAL CONFERENCE ON PUBLIC HEALTH. Graduate Studies in Public Health, Graduate Program, Sebelas Maret University Jl. Ir Sutami 36A, Surakarta 57126. Telp/Fax: (0271) 632 450 ext.208 First website:http//:s2ikm.pasca.uns.ac.id Second website: www.theicph.com. Email: theicph2016@gmail.com, 2016. http://dx.doi.org/10.26911/theicph.2016.054.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Puji Lestari, Yayuk, Anggrita Sari, and Topan Aditya. "Multivariate Analysis for the Quality of Practice of Midwifery Clinic on Student Satisfaction of Midwifery Academy Sari Mulia Banjarmasin." In 2nd Sari Mulia International Conference on Health and Sciences 2017 (SMICHS 2017) � One Health to Address the Problem of Tropical Infectious Diseases in Indonesia. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/smichs-17.2017.81.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Bustami, Lusiana El Sinta, and Erda Mutiara Halida. "Evaluation of Preceptorship Implementation Process and Application of the Philosophy of Midwifery in the Cycle III (Midwifery Care for Physiological Delivery) at the Midwifery Independent Clinic (PMB) at the Clerkship of the Midwifery Professional Education." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.052.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Clinical midwife' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography