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Journal articles on the topic 'Clinical midwife'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Jefford, Elaine, and Julie Jomeen. "“Midwifery Abdication”:A Finding From an Interpretive Study." International Journal of Childbirth 5, no. 3 (2015): 116–25. http://dx.doi.org/10.1891/2156-5287.5.3.116.
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BACKGROUND: Good clinical reasoning in midwifery is essential for the safety and quality of the care for women and babies. Midwives, as autonomous practitioners, are held legally and professionally accountable for their clinical reasoning, decisions, and the care they provide. Yet there is contested space between being accountable to the woman (and her birth experience) and being accountable to legal and professional frameworks and regulations. This places the midwife in a vulnerable position. This vulnerability is explored in this article.METHODOLOGY: The narratives of 6 midwives who were interviewed as part of a larger study were subjected to an inductive thematic analysis. Trustworthiness and rigor of the study was assured by careful monitoring of the research process and data checking.RESULTS: Although potentially unpalatable to the midwifery profession, we feel it is important to acknowledge that a concept called Midwifery Abdication does perhaps exist. Our assertion is underpinned by 3 key themes: “internalized perceptions of midwifery practice,” “knowing but failing to act,” and “prioritization of the woman’s needs.” Although this may be an unconscious act, it may be part of a conscious thought process which is influenced by internal and external factors. The result is loss of one’s professional voice. Midwifery Abdication introduces a level of risk, in changing clinical situations, which require a reconsideration and potential renegotiation of maternal choices and decisions.CONCLUSION: Some midwives appear to abdicate their professional decision-making role. Midwives must practice within their country’s legislative framework, which is complemented by their regulatory authority codes of professional conduct, standards, and ethics. Midwifery Abdication undermines the safety and efficacy of midwifery practice and thus destabilizes our right to claim professional autonomy.
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Zulfita, Zulfita, Eka Putri Primasari, and Putri Nelly Syofiah. "ANALISIS KELENGAKAPAN PENDOKUMENTASIAN PELAYANAN KEBIDANAN DI WILAYAH KERJA PUSKESMAS LUBUKBUAYA KOTA PADANG." Human Care Journal 5, no. 3 (June 30, 2020): 827. http://dx.doi.org/10.32883/hcj.v5i3.845.
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<p><em>Midwifery documentation has a large portion in the patient's clinical record that informs certain factors or situations during the midwifery care provided. In Puskesmas Lubuk Buaya, there are 94.12% of midwives who dont report the documentation of midwifery perfectly in according to requirements that must be reported. The research aims to analyze problems related to the completeness of midwife documentation of midwifery services in the work area of Puskesmas Lubuk Buaya. The method of this study is qualitative. This research was conducted in August - October 2019. The results of research was founded, Puskesmas Lubuk Buaya had followed according to government policy. Funding, human resources and infrastructure are quite adequate, just how to use and optimize it and how disciplined the officers are in using it. The planning of the Puskesmas Lubuk Buaya has been going well. However, for the completeness of documentation of midwives in providing midwifery services, SOAP documentation has not been applied to each patient. Midwives tend not to make SOAP because SOAP is not a mandatory report that must be reported every month to the Puskesmas. Evaluations are reviewed when submitting monthly report collections which are then recapitulated by the Puskesmas in the Puskesmas monthly report.</em></p>
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FITZPATRICK, J. "The clinical nurse-midwife as scientist." Journal of Nurse-Midwifery 33, no. 1 (January 1988): 37–39. http://dx.doi.org/10.1016/0091-2182(88)90248-0.
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Dixon, Lesley, Alison Andrews, Alison Eddy, Karen Guilliland, Chris Hendry, and Jo Houston. "Changing trends in pregnancy registration for New Zealand women." Journal of Primary Health Care 6, no. 4 (2014): 279. http://dx.doi.org/10.1071/hc14279.
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INTRODUCTION: Early pregnancy registration is recommended and provides an opportunity for screening, risk assessment and health promotion. AIM: To determine the gestation at pregnancy registration for a cohort of pregnant New Zealand women who received maternity care from a midwife Lead Maternity Carer (LMC) and to determine if women are registering earlier in pregnancy. METHODS: The gestation of pregnancy at registration was reviewed for the 81 821 women who registered with a midwife LMC between 2008 and 2010 and had data recorded in the New Zealand College of Midwives Clinical Outcomes Research Database (COMCORD). RESULTS: Over the three-year period, there was a trend towards earlier registration with 22.0% of women registering before 10 weeks' gestation in 2008 increasing to 29.9% in 2010. Women of New Zealand European ethnicity were more likely to register before 10 weeks' gestation compared to women who identified as Maori or Pacific ethnicity. Women under 20 or over 40 years of age were more likely to register in the second or third trimester than other age groups. DISCUSSION: Groups that were slower to register with a midwife LMC were women under 20 years or over 40 years of age and women of Maori or Pacific ethnicity. These groups have higher perinatal mortality rates, higher rates of smoking and lower uptake of antenatal Down syndrome screening. Further research is required to explore the barriers to earlier registration for these groups. KEYWORDS: Midwifery; pregnancy; pregnancy trimester, first; prenatal care
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Fadilah, Lola Noviani, Farid Husin, Juntika Nurihsan, and Tria Giri Ramdani. "REFLECTIVE LEARNING IN CHILDBIRTH CARE TO IMPROVE SELF-CONFIDENCE OF MIDWIFERY STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (November 16, 2020): 269. http://dx.doi.org/10.22146/jpki.37925.
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Background: Childbirth care is the core competency of a midwife which is found in midwifery education. Midwifery students must be equipped with the competencies. Self-confidence is an internal factor affecting the professional knowledge and competence of midwives. Low self-confidence shows in the practice of childbirth care thus the condition can be an indicator of the performance of a less-competent midwife in the future. Practice learning methods that support increased confidence should direct students to self-study based on experience so that it can solve the problem. Knowing the advantage of this method, it is valuable if reflective learning is implemented to improve self-confidence. The study aimed to analyse the influence of reflective learning on childbirth care practice for the improvement of student confidence.Methods: This research employed a quasi-experimental control group design, involving all midwifery students of semester IV at midwifery department that divided into treatment and control groups. The treatment is the implementation of reflective learning in laboratory and clinical practice. The confidence score was obtained by using questionnaires before and after treatment. Analysis of the characteristic data and pre-test with normal distribution using an unpaired T test. While the post-test and percent increased score were not distributed normally, therefore Mann-Whitney U was tested.Results: It was revealed that there was no difference in the characteristics of respondents and pre-tests (p > 0.05). There were significant differences in post-test and percent increase (P < 0.05). Conclusion: Reflective learning can improve students’ confidence in childbirth care. Keywords: reflective learning, confidence, childbirth care.
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Russell, Kim. "Struggling to Get Into the Pool Room? A Critical Discourse Analysis of Labor Ward Midwives’ Experiences of Water Birth." International Journal of Childbirth 1, no. 1 (2011): 52–60. http://dx.doi.org/10.1891/2156-5287.1.1.52.
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RESEARCH AIM: The aim of this article is to share the findings from an ongoing action research study aimed at identifying inequalities in the availability of water birth on one hospital labor ward. Efforts to encourage labor ward midwives to take action and influence the delivery of normal birth care in the maternity concerned are addressed in the larger study.METHODS: Unit midwives who regularly worked on labor wards were invited to take part in focus groups and face-to-face interviews over an 8-month period. Critical discourse analysis was used to identify actual midwifery practices, the social ordering of the water birth discourse, obstacles to water birth, dominant group interests, and solutions to the identified obstacles (Fairclough, 2001).RESULTS: The author conducted a total of five unstructured interviews (35–60 minutes) with labor ward matrons, a consultant midwife, labor ward manager and clinical practice facilitator, and three focus groups (40–60 minutes; 11 midwives) with clinical midwives. Institutional practices focused on the delivery of standardized midwifery care for low-risk women and, therefore, did not promote or encourage water birth practice. The small number of requests and the low water birth rate were used as evidence by some midwives that childbearing women no longer wanted this type of care. The key obstacles to water birth in this setting were coordinators’ priorities, midwives’ negative attitudes, high workloads, and lack of institutional support for this type of care.CONCLUSIONS: Findings suggest that hospital water birth practice is dependent not only on the availability of equipment and midwifery knowledge, but also on the philosophy of care adopted by the organization (Stark & Miller, 2009). Interventions to improve the practice and availability of water birth are more likely to succeed if supported by midwifery managers, championed by coordinators, and led by labor ward practitioners.
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Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination: part 2." British Journal of Midwifery 28, no. 3 (March 2, 2020): 172–80. http://dx.doi.org/10.12968/bjom.2020.28.3.172.
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Background This is the second part of a series of two papers which explores the use of interpretative phenomenological analysis (IPA) within midwifery education in order to examine students' perspectives of the newborn infant physical examination (NIPE). Part one, featured in the British Journal of Midwifery volume 28, no 2, explains the background to the development of the study and explores the use of IPA within an emerging aspect of midwifery education. Part two of the series will present the research findings and implications for practice. Objectives This study aims 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. Setting A large university in the West Midlands geographical area. Participants Five student midwives were purposively selected to participate in the study. Methods This study was conducted using IPA. Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the significance of student midwives being exposed to the practical aspect of the NIPE during their training. Conclusions The study findings indicate that standardisation is required within preparation to undertake the NIPE within clinical practice. Higher educational institutes must also provide greater support with regards to the mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role within newly qualified midwives.
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Sidebotham, Mary, Annette Dalsgaard, Deborah Davis, and Sarah Stewart. "The Virtual International Day of the Midwife: A Synchronous Open Online Conference for Continuing Professional Development and Learning for Midwives." International Journal of Childbirth 5, no. 2 (2015): 91–99. http://dx.doi.org/10.1891/2156-5287.5.2.91.
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AIM: To examine the contribution of the Virtual International Day of the Midwife (VIDM) conference to midwives’ continuing professional development (CPD).BACKGROUND: Knowledge and understanding of CPD for midwives as synchronous online learning is limited. Studies of e-learning programs for CPD have underlined the need for interaction with others. The VIDM is a synchronous online 24-hour conference freely available for midwives designed to provide a unique CPD opportunity.METHOD: An online survey with a mix of fixed-response, multiple-response, and open-ended free-text questions was available to participants for 1 month after the conference via the wiki page in 2012 and 2013.FINDINGS: The survey was completed by 239 conference participants. Midwifery students and clinical midwives were the largest groups of attendees. The most common countries of residence were Australia, United Kingdom, and United States. Respondents believed that the conference contributed to their professional development by enabling professional growth, facilitating shared learning, and raising awareness of global issues.CONCLUSION: Offering synchronous events is important to facilitate deeper learning for those engaging in online activities. As an annual synchronous 24-hour, open online conference, the VIDM has become a valuable CPD opportunity for midwives.
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Suzuki, Shunji. "Recent Clinical Characteristics of Labors Using Three Japanese Systems of Midwife-Led Primary Delivery Care." Nursing Research and Practice 2016 (2016): 1–4. http://dx.doi.org/10.1155/2016/9101479.
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Objective. The objective of this study was to describe the recent clinical characteristics of labor using 3 systems of Japanese midwife-led primary delivery care, as follows: (1) those intending to give birth at home managed by midwives who do not belong to our hospital, (2) those planning to give birth in our hospital managed by the same midwives, and (3) those planning to give birth managed by midwives who belong to our hospital.Methods. A retrospective cohort study was performed.Results. There were no significant differences in the obstetric or neonatal outcomes among the 3 groups. The rate of transfers during labor with the system involving midwives belonging to our hospital was higher than those with the other 2 systems. In addition, the timing of transfers in the system with the midwives belonging to our hospital was earlier than with the other 2 systems. Among the 3 groups, there were no significant differences in the rate of the main 2 indications for transfers: fetal heart rate abnormality and failure to progress.Conclusion. There were no significant differences in perinatal outcomes among the 3 systems; however, there were some differences in the status of transfers to obstetric shared care.
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Ebert, Lyn, Olivia Tierney, and Donovan Jones. "Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships." Nurse Education in Practice 16, no. 1 (January 2016): 294–97. http://dx.doi.org/10.1016/j.nepr.2015.08.003.
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Tweedie, Kirsty, Jodie Yerrell, and Kenda Crozier. "Collaborative coaching and learning in midwifery clinical placements." British Journal of Midwifery 27, no. 5 (May 2, 2019): 324–29. http://dx.doi.org/10.12968/bjom.2019.27.5.324.
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The model of coaching and collaborative learning is based on the nursing model of collaborative learning in practice developed at University of East Anglia and supported by Health Education East of England. The model was adapted to fit the midwifery antenatal and postnatal ward, where it was trialled between September 2016 and August 2017. During the trial, students, coaches, mentors and other staff on the ward were supported by the clinical education midwife. Evaluation data were collected in the normal module evaluations and showed overall satisfaction with the model and the opportunities for sharing learning. The model is now being rolled out to other placement areas. Keys to success included good preparation of the clinical placement areas and supported from a practice educator.
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Kennard, Claire. "Not ‘just’ a student midwife during clinical placements." British Journal of Midwifery 12, no. 9 (September 2004): 550. http://dx.doi.org/10.12968/bjom.2004.12.9.15904.
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Chapman, Vicky. "Clinical skills: issues affecting the left-handed midwife." British Journal of Midwifery 17, no. 9 (September 2009): 588–92. http://dx.doi.org/10.12968/bjom.2009.17.9.43900.
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Allen, Katie, and Gail Anderson. "Promoting evidence-based practice and raising concerns: considerations for the newly-qualified midwife." British Journal of Midwifery 27, no. 7 (July 2, 2019): 453–59. http://dx.doi.org/10.12968/bjom.2019.27.7.453.
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Although newly-qualified midwives have achieved the professional standards required to become autonomous practitioners, many doubt their capabilities and decision-making skills, often comparing their limited clinical experience to that of senior midwives. As a result, it may prove challenging to ensure that evidence-based practice and the professional standards are upheld when confronted with resistance to change in practice. This article will discuss these challenges for the newly-qualified midwife, exploring the promotion of evidence-based practice in relation to providing breastfeeding support and advice; dealing with poor professional practice in relation to supporting mothers to breastfeed; and the stigmatised issue of whistle-blowing.
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Lewis, Marie, Aled Jones, and Billie Hunter. "Women’s Experience of Trust Within the Midwife–Mother Relationship." International Journal of Childbirth 7, no. 1 (2017): 40–52. http://dx.doi.org/10.1891/2156-5287.7.1.40.
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This article summarizes the main findings from my PhD study exploring individual women’s experiences of trust within the midwife–mother relationship.Evidence suggests that trust is an important element of care provision (Department of Health, 2010; Nursing and Midwifery Council, 2015), yet it is poorly defined as a concept.AIM: The aim of the study was to explore the concept of trust within the midwife–mother relationship increasing understanding of individual women’s experience of trust and its meaning to them within the caring relationship. No specific research questions were identified at the outset as congruent with the hybrid methodological approach used.METHODOLOGY: A hybrid model approach was used, underpinned by a Heideggerian phenomenological approach. The hybrid model provides a theoretical framework for incorporating the literature and theory in the developing concept analysis with empirical data as a continuous concurrent process (Schwartz-Barcott & Kim, 1993). Longitudinal semi-structured interviews were carried out at three time points: in early pregnancy, at 37 weeks of pregnancy, and 8 weeks postnatal with a purposive sample of nine women experiencing straightforward pregnancy. Phenomenology allowed the concept to be explored within the lived experience of the participants in the natural setting.ANALYSIS: Thematic analysis was conducted, supported by Nvivo 9. The text was analyzed as a whole, by sections of text and by line-by-line coding examining the participant’s words for meaning. Extracts were coded, clustered, and synthesized into overarching themes. Comparison of the themes at each stage assisted in the understanding of the development and changes within the concept being studied over time. Themes were taken back to participants to guide subsequent interviews clarifying their meaning, authenticity, and ensuring that the data gathered reflected their personal insight.FINDINGS: The experience of trust was described as an evolving concept that developed over time as a series of building blocks. The participants described an initial trust associated with an expectation of assumed competence in the midwife, but this was then influenced by the developing relationship between midwife and mother. The concept of trust was interwoven with women’s agency; women expressed a desire to develop a two-way trust that included the midwife trusting the woman. This article reports on the overall findings, concentrating on the development of trust and key themes relevant to clinical midwifery practice: need, expectation, the midwife–mother relationship, and impact of continuity of carer and the importance of women’s agency.IMPLICATIONS: Understanding the concept of trust from the woman’s perspective is important for developing maternity services that meet the needs of women.
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Ratcliffe, Julie, Mandy Ryan, and Janet Tucker. "The Costs of Alternative Types of Routine Antenatal Care for Low-Risk Women: Shared Care Vs Care by General Practitioners and Community Midwives." Journal of Health Services Research & Policy 1, no. 3 (July 1996): 135–40. http://dx.doi.org/10.1177/135581969600100304.
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Objectives: To compare the costs to the health service, women and their families of routine antenatal care provided by either traditional obstetrician-led shared care or general practitioner (GP)/community midwife care. Method: A multicentre randomized controlled trial in 51 general practices linked to nine maternity hospitals in Scotland: 1667 low-risk pregnant women provided information on costs to the health service. 704 of these women provided information on non-health service costs. Results: GP/midwife antenatal care was found to cost statistically significantly less than shared care. This was the case for investigations carried out at routine antenatal visits (GP/midwife = £87.25, shared care = £91.15, P = 0.05), staffing costs at routine antenatal visits (GP/midwife = £127.76, shared care = £131.09, P = 0.001), and non-health service costs incurred by women and their companions (GP/midwife = £118.53, shared care = £133.49, P = 0.001). While non-routine care in the GP/midwife arm of the trial costs less than in the shared care arm, the difference was not statistically significant (GP/midwife = £83.74, shared care = £94.43, P = 0.46). The total societal cost of antenatal care was £417.28 per woman in the GP/midwife arm of the trial and £450.19 in the shared care arm of the trial. This difference was statistically significant ( P < 0.001). The application of sensitivity analysis did not change these results. Conclusions: GP/midwife antenatal care is a satisfactory option for low-risk pregnant women in Scotland provided that clinical outcomes and women's satisfaction are at least the same as those of women with shared care.
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Sanders, Julie, Rochelle Wynne, Geraldine Martorella, and Suzanne Fredericks. "An international focus on cardiac surgery nursing: clinical academic careers." British Journal of Cardiac Nursing 15, no. 6 (June 2, 2020): 1–5. http://dx.doi.org/10.12968/bjca.2020.0033.
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This six-paper series in the International Year of the Nurse and Midwife aims to draw together two important themes: celebrating the role of nursing in advancing care in cardiac surgery and providing an international perspective of cardiac surgery nursing.
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RAPAPORT, Zofia, and Stefan COJOCARU. "ADAPTATION AND VALIDATION OF THE LEARNING STYLES QUESTIONNAIRE – VARK TO MIDWIFERY EDUCATION – ME-VARK." Social Research Reports 11, no. 3 (November 15, 2019): 108–23. http://dx.doi.org/10.33788/srr11.3.8.
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The research objective is to adapt and validate the VARK questionnaire on learning styles (Fleming, 2001, 2008) to the discipline of midwifery education in nursing – ME-VARK. The four major learning styles are: Visual, Auditory Read/write and Kinesthetic. From a sociological point of view, the working relationship between preceptor (midwife) and preceptee (student) contributes to the student's professional learning (self-efficacy in midwifery) and to the social formation of the students' identity as a midwifery practitioner. Therefore, matched learning styles between them are important for successful training, particularly in clinical practice. In order to construct the ME-VARK, following an in-depth literature review, and a documental analysis, a focus group and a Delphi procedure with in-depth literature review interviews were used to expose the subjective meanings of preceptorship relations as a social construct. Three expert-midwives that also were experienced preceptors participated in the focus group, and ten expert judges participated in six Delphi rounds (a total of 15 judgements). They were requested to propose items/responses relevant to midwifery education and then to validate the new ME-VARK. The results indicate that the chosen items are suitable to measure knowledge, competencies and learning styles in midwifery education. The adapted ME-VARK is relevant to midwifery education and encompasses the main labor stages, the central types of learning via preceptorship, and the essential topics in midwifery profession (exclusiveness). All items are relevant only to midwifery education (inclusiveness). The adapted ME-VARK was found to have all psychometric attributes: Content and construct validity, as well as face validity.
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Georgieva-Tsaneva, Galya Nikolova, and Ivanichka Serbezova. "Using Serious Games and Video Materials in Clinical Training in Nursing and Midwifery Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 231. http://dx.doi.org/10.3991/ijet.v16i16.23455.
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The article presents the serious educational games and the video materials (video algorithms) as a means to improve the perception and increase the quality of education in Bulgaria of the students among the medical specialties Nurse and Midwife. The issue of creating models of serious educational games is considered. A serious educational game created with the help of the Kahoot learning platform is presented. The introduction of new technological innovations in the educational process is an important step towards the modernization of the education of today's generation of students. According to a study conducted among students, serious games and video algorithms are effective means of raising the level of education of future Nurses and Midwives. Along with traditional education, they contribute to the formation of highly effective knowledge, skills, competencies, and the acquisition of professional qualities.
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Wickham, Sheelagh. "What are the roles of clinical nurses and midwife specialists?" British Journal of Nursing 22, no. 15 (August 2013): 867–75. http://dx.doi.org/10.12968/bjon.2013.22.15.867.
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Watson, Heather, and Donna Brown. "Experiences of newly qualified midwives working in clinical practice during their transition period." British Journal of Midwifery 29, no. 9 (September 2, 2021): 524–30. http://dx.doi.org/10.12968/bjom.2021.29.9.524.
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Background With greater numbers of midwives being trained to counteract the predicted shortages, it seems that it is now more vital than ever to explore how newly qualified midwives (NQMs) describe their experiences in the clinical environment, the support they have received, and identify barriers to their development during the transition period. Aim The aim of this study was to explore NQMs experiences of working clinically during the transition from student to qualified midwife. Method Using a qualitative approach, eight NQMs participated in semi-structured interviews. Findings The findings revealed four key themes that sum up the NQMs experiences: expectations and realities of the role; creating conditions for professional growth; the impact of the care environment; and limitations to creating a healthful culture. Conclusions The clearly articulated journey that has been described by the NQMs demonstrated that there is both a need and desire to change, improve and develop the transition period for all new midwives working in clinical practice. Consideration needs to be given to more robust guidance, with some ideas for development, such as support forums for NQMs to meet up on a regular basis; advanced planned rotation with flexibility; a named preceptor/‘buddy’ in each clinical area; and a shared online forum to allow the NQMs to discuss and share experiences, and to signpost to any useful information or learning opportunities available.
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Marsh, Wendy, Ann Robinson, Jill Shawe, and Ann Gallagher. "Removal of babies at birth and the moral distress of midwives." Nursing Ethics 27, no. 4 (September 16, 2019): 1103–14. http://dx.doi.org/10.1177/0969733019874503.
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Background Midwives and nurses appear vulnerable to moral distress when caring for women whose babies are removed at birth. They may experience professional dissatisfaction and their relationships with women, families and colleagues may be compromised. The impact of moral distress may manifest as anger, guilt, frustration, anxiety and a desire to give up their profession. While there has been much attention exploring the concept of moral distress in midwifery, this is the first study to explore its association in this context. Aim This article explores midwives’ experiences of moral distress when providing care to women whose babies were removed at birth and gives valuable insight into an issue nurses and midwives encounter in their profession. Methods Four mothers and eight midwives took part in this research. Narrative inquiry incorporating photo-elicitation techniques was used to generate data; mothers were interviewed face to face and midwives through focus groups. The images and audio data were collected, transcribed and analysed for emerging themes. For the purpose of this article, only the midwives’ stories are reported. This research received a favourable ethical opinion from the University of Surrey Ethics committee. Ethical considerations This study received a favourable ethical approval from a higher education institutes ethics committee. Results Midwives who care for women whose babies are removed at birth report it as one of the most distressing areas of contemporary clinical practice. Furthermore, they report feelings of guilt, helplessness and betrayal of the midwife–mother relationship. Many of the midwives in this study state that these experiences stay with them for a long time, far more than more joyful aspects of their role. Conclusion Midwives experience moral distress. Support systems, education and training must be available to them if we are to reduce the long-term impact upon them, alleviate their distress and prevent them from leaving the profession.
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., Yanti. "MENINGKATKAN KOMPETENSI KLINIK MAHASISWA MELALUI MODEL PEMBELAJARAN KLINIK COC DALAM PENDIDIKAN KEBIDANAN." Jurnal Kebidanan 9, no. 02 (January 3, 2018): 181. http://dx.doi.org/10.35872/jurkeb.v9i02.320.
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ABSTRAKPendahuluan : Hasil belajar tentang praktik klinik kebidanan selama pendidikan berhubungan secara bermakna dengan kinerja bidan dalam memberikan asuhan kebidanan. Salah satu upaya untuk meningkatkan kualifikasi bidan adalah dengan menerapkan model Continuity of Care (CoC) dalam pendidikan klinik. Metode Penelitian : Rancangan penelitian ini adalah eksperimen semu. Penelitian ini melibatkan seluruh mahasiswa kebidanan tingkat akhir dari 2 institusi pendidikan bidan di Indonesia pada tahun akademik 2013/2014. Ada 54 mahasiswa dari satu institusi yang mengikuti praktik klinik selama 6 bulan dengan menerapkan model pembelajaran CoC dan 52 mahasiswa dari institusi lain sebagai kelompok kontrol yang menerapkan model pembelajaran klinik konvensional yaitu model target kasus. Untuk menganalisis perbedaan kompetensi mahasiswa dalam asuhan kebidanan antara kedua kelompok menggunakan independent T-test dengan SPSS. Hasil dan pembahasan : Tidak terdapat perbedaan bermakna diantara kedua kelompok sebelum perlakuan. Terdapat perbedaan bermakna antara kedua kelompok setelah praktik klinik (p < 0.01). Skor rata-rata mahasiswa dengan model CoC (96.69) lebih tinggi dibanding mahasiswa kelompok kontrol (88.17). Model pembelajaran CoC terbukti sebagai sebuah kesempatan belajar yang unik bagi mahasiswa untuk mencapai kompetensi asuhan kebidanan. Dengan pendampingan perempuan dan membangun relasi yang efektif menawarkan kepada mahasiswa suatu cara yang unik untuk memperoleh lebih banyak pengalaman nyata tentang peran bidan. Tidak ada kematian ibu dalam penelitian ini. Simpulan : Siswa yang mengikuti pembelajaran klinik model CoC lebih kompeten dalam asuhan kebidanan baik pada masa kehamilan, persalinan maupun nifas. Model pembelajaran CoC juga dapat meningkatkan status kesehatan perempuan.Kata kunci : Pembelajaran klinik kebidanan, kompetensi asuhan kebidanan, filosofi asuhan kebidanan, Continuity of Care.IMPROVING STUDENTS CLINICAL COMPETENCIES THROUGH COC CLINICAL LEARNING MODEL IN MIDWIFERY EDUCATIONABSTRACTIntroduction : The learning outcomes of midwifery clinical practice during education are significantly associated with a midwives performance in providing midwifery care. One of the efforts to increase the midwives qualification is by implementing Continuity of Care (CoC) model in the clinical education. Research method : We used a quasi-experiment design. This study was conducted to all final year midwifery students at two schools of midwifery in Indonesia. There were 54 students from one school who attended 6 months clinical placement using the CoC learning model and 52 students from the other school as the control group who underwent the conventional clinical placement which was a more fragmented care learning model. The independent T-test using SPSS was used to analyse the differences of students competencies in midwifery care between the two groups. Result and discussion : There were no significant differences between the groups before intervention. There were significant differences between the two groups after clinical training (p < 0.01). The mean score of post-clinical of students with the CoC clinical learning model (96.69) was higher than that of the students in the control group (88.17). The CoC clinical learning model was proved as a unique learning opportunity for students to achieve midwifery care competencies. Being aligned with women and developing effective relationships with them offered the students a unique manner to gain more real experiences about the role of midwife. Zero maternal mortality rate was found in the experiment group. Conclusion : We strongly suggest that the clinical placement with a CoC learning model is more likely to increase students’ achieving of midwifery care competencies, increase the clinical care, and at the same time increase the health benefits for women.Keywords : Midwifery clinical learning, midwifery care competencies, midwifery care philosophy, Continuity of Care.
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Iis, Iis. "FAKTOR-FAKTOR YANG BERHUBUNGAN DENGAN KEPATUHAN BIDAN DALAM PENERAPAN PARTOGRAF." Jurnal Kesehatan 6, no. 2 (April 20, 2020): 740–46. http://dx.doi.org/10.38165/jk.v6i2.156.
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Partograf dapat meningkatan mutu dan keteraturan pemantauan janin dan ibu selama persalinan serta dapat membantu menemukan adanya masalah pada janin atau ibu. Kepatuhan bidan dalam penerapan partograf adalah Kepatuhan prosedur yang dilakukan untuk membuat alat bantu pemantauan kemajuan persalinan dan untuk membuat keputusan klinik. Tujuan dari penelitian ini adalah untuk mengetahui faktor-faktor yang berhubungan dengan kepatuhan bidan dalam penerapan partograf. Penelitian ini menggunakan Survei analitik dengan pendekatan Cross sectional. Batasan sampel dalam penelitian ini menggunakan kriteria inklusi yaitu bidan yang bekerja di Puskesmas PONED wilayah kabupaten sukabumi dan mau mengisi inform consent yaitu sebanyak 46 orang. Analisa yang digunakan dalam penelitian ini adalah analisa univariat dan bivariat dengan menggunakan Uji Statistik Chi-Square (X2). Hasil penelitian sebagian besar bidan yang tidak patuh dalam penerapan partograf sebesar 54,3%. Setelah dilakukan Uji Bivariat maka diperoleh hasil bahwa variabel yang bermakna adalah untuk tingkat pengetahuan P-Value 0,021, untuk tingkat pendidikan P-Value 0,016 , untuk tingkat lama bekerja P-Value 0,021 dan untuk pelatihan P-Value 0,004 dan OR = 7,917. Kata Kunci : Partograf, Bidan, Kepatuhan ABSTRACTPartographs can improve the quality and regularity of maternal and fetal monitoring during labor and can help find problems in the fetus or the mother. Compliance partograf midwife in the application of the compliance procedure is done to make the tools of monitoring the progress of labor and to make clinical decisions. The aim of this study was to determine the factors associated with adherence midwife in the application partograf. This study uses Analytical Survey with cross sectional approach. Population in this research is all that is in BEONC Bureau of Sukabumi district, sampling in this research use accidental sampling is a midwife who works at the health center PONED Sukabumi district, would fill informed consent and there at the time of the research conducted as many as 46 people. Methods of data collection using primary data using questionnaires. The analysis used in this research is the analysis of univariate and bivariate descriptive analysis using Chi-Square Test Statistics (x2). Results of the study most of the midwife who do not comply in the application of partograf 54.3%. After Test Bivariat the obtained results that the variables that are meaningful to the knowledge level of the P-Value 0.021, to the level of education P-Value 0.016, to the level of long working P-Value 0,021 and for training P-Value 0.004. Based on the research results in the application of partograf compliance midwife for 21 people (45,7%).Keywords: Partograph, midwives, compliance
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McIntyre, Meredith J., Alison M. Patrick, Linda K. Jones, Michelle Newton, Helen McLachlan, Jane Morrow, and Harriet Morton. "Managing projected midwifery workforce deficits through collaborative partnerships." Australian Health Review 36, no. 1 (2012): 75. http://dx.doi.org/10.1071/ah11020.
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To address workforce shortages, the Australian Government funded additional nursing and midwifery places in 2009 pre-registration courses. An existing deficit in midwifery clinical placements, combined with the need to secure additional clinical placements, contributed to a serious shortfall. In response, a unique collaboration between Midwifery Academics of Victoria (MIDAC), rural and metropolitan maternity managers (RMM and MMM) groups and Department of Health (DOH) Victoria was generated, in order to overcome difficulties experienced by maternity services in meeting the increased need. This group identified the large number of different clinical assessment tools required to be being completed by midwives supervising students as problematic. It was agreed that the development of a Common Assessment Tool (CAT) for use in clinical assessment across all pre-registration midwifery courses in Victoria had the potential to reduce workload associated with student assessments and, in doing so, release additional placements within each service. The CAT was developed in 2009 and implemented in 2010. The unique collaboration involved in the development of the CAT is a blueprint for future projects. The collaboration on this project provided a range of benefits and challenges, as well as unique opportunities for further collaborations involving industry, government, regulators and the tertiary sector. What is known about this topic? In response to current and predicted workforce shortages, the Australian Government funded additional midwifery places in pre-registration midwifery courses in 2009, creating the need for additional midwifery student clinical placements. Victorian midwifery service providers experienced difficulty in the supply of the additional placements requested, due to complex influences constraining clinical placement opportunities; one of these was the array of assessment tools being used by students on clinical placements. What does this paper add? A collaborative partnership between MIDAC, RMM and MMM groups, and the DOH identified a range of problems affecting the ability of midwifery services to increase clinical placements. The workload burden attached to the wide range of clinical assessment tools required to be completed by the supervising midwife for each placement was identified as the most urgent problem requiring resolution. The collaborative partnership approach facilitated the development of a CAT capable of meeting the needs of all key stakeholders. What are the implications for managers and policy makers? Using a collaborative partnership workshop approach, the development of a clear project focus where all participants understood the outcome required was achieved. This collaboration occurred at multiple levels with support from the DOH and was key to the success of the project. The approach strengthens problem solving in situations complicated by competing influences, a common occurrence in health service delivery, and where unilateral approaches have not or are unlikely to succeed.
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Gamble, Jenny, Jocelyn Toohill, Valerie Slavin, Debra K. Creedy, and Jennifer Fenwick. "Identifying Barriers and Enablers as a First Step in the Implementation of a Midwife-Led Psychoeducation Counseling Framework for Women Fearful of Birth." International Journal of Childbirth 7, no. 3 (2017): 152–68. http://dx.doi.org/10.1891/2156-5287.7.3.152.
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BACKGROUND:Around 20% of women report high levels of childbirth fear. An evidence-based psychoeducation intervention delivered by midwives reduced maternal childbirth fear and increased confidence for birth. Implementation of the intervention into practice is now required. Translating evidence into practice, however, remains challenging.AIM:This study aimed to explore organizational factors, including barriers and possible solutions that may impact on the successful application of the midwife psychoeducation intervention in practice.METHODS:Mixed methods data collection included a self-administered survey (n= 62), clinician-led focus groups (n= 28), and interviews with key stakeholders (n= 5). Simple descriptive statistics were used to analyze the quantitative data. Latent content analysis was used to analyze the qualitative data.RESULTS:Midwives were perceived to be best placed to deliver psychoeducation to women fearful of birth. Support for normal birth was high. There was, however, disparity between positive attitudes toward evidence-based practice in theory and its clinical application. Similarly, although the workplace learning culture was generally assessed as positive, many participants believed changing practice was difficult and reported a low sense of agency for challenging or facilitating change. Participants reported that barriers to implementing the evidence included time constraints and heavy workloads. There was a lack of awareness and confidence to implement evidence-based practice (EBP) with participants identifying that resistance to change was often the result of clinician fear and self-interest. The way services were routinely structured was considered problematic as fragmentation actively worked against midwives forming meaningful relationships with women. Enablers included organizational support, education, local champions, and continuity of midwifery care.CONCLUSION:The study identified the clinicians’ readiness, barriers, and possible solutions to the widespread implementation of an evidence-based psychoeducation intervention delivered by midwives for women fearful of birth at one maternity facility in South East Queensland, Australia. Many of the identified barriers were commensurate with the international literature on translating evidence into practice.
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Lisa, Ulfa Farrah, Yulizawati Yulizawati, and Miranie Safaringga. "Effect of Implementation of Blended Learning Method on Student Learning Outcomes At Block 5a. Professional Ethics and Health Law in Undergraduate Midwifery Program, Faculty of Medicine Andalas University." Journal of Midwifery 6, no. 1 (July 7, 2021): 66. http://dx.doi.org/10.25077/jom.6.1.66-73.2021.
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Midwives are one of the main health workers as the spearhead of health development in an effort to accelerate the reduction of MMR and IMR. For this reason, midwives who are skilled in conducting clinical procedures are needed with analytical, critical and precise skills in the management of care for women. This can be generated through quality midwife education providers, which are determined by the availability of human resources (lecturers), the quality of infrastructure, classroom learning curricula, laboratory and clinical practice and the condition of the practice area.The learning method is one of the supporting methods for the successful achievement of graduate competencies. This study aims to analyze the effect of the implementation of the blended learning method on the learning outcomes of block 5A midwifery students.Professional Ethics and Health Law in Midwifery Undergraduate Study Program, FK Unand. Design pThis research is a quasi experiment with a control group design research design. The research subjects were given treatment, namely the blended learning method. The analysis used to test the hypothesis is to seedifferences in the mean (average) of data for the treatment group (this year) and the control group (last year) fordetermine whether there is an effect of the implementation of the blended learning method on the learning outcomes of block 5A students. This study applies online learning methods in Block 5A. Respondents who were given treatment in this study were BP18 students, and control respondents were BP17 students who had implemented Block 5A learning in the previous year without using online methods. The results of the unpaired t test with the level of significance (α) are <0.05, which results in a probability value (p) of 0.000, which means that there is an effect of the implementation of the blended learning method on the learning outcomes of Block 5A students. In conclusion, blended learning has a positive impact on increasing the value and motivation of student learning in Block 5A
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Bunford, Debra, and Sharon Hamilton. "How delivery suite co-ordinators create situational awareness in the multidisciplinary team." British Journal of Midwifery 27, no. 8 (August 2, 2019): 497–505. http://dx.doi.org/10.12968/bjom.2019.27.8.497.
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Background The role played by the delivery suite co-ordinator in providing safe care has often been overlooked, especially in major maternity policies. There is a paucity of research into this role, how it operates and what is expected by hospitals. Aim To analyse job descriptions to gain an understanding of organisations' expectations of the delivery suite co-ordinator role. Method The study authors undertook qualitative documentary analysis followed by logic modelling. Findings Delivery suite co-ordinators play a vital role in creating a safe clinical environment by fostering situational awareness on the delivery suite. This is achieved through strong leadership skills, which enable the gathering, management and communication of information to and from the multidisciplinary team, and facilitate joint decision-making and planning. Conclusions The delivery suite co-ordinator role requires a different skill set to the clinical midwife. Clinical midwives need support to develop the leadership skills required for this role.
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Sheloumov, V. I. "On the question of removing the uterine appendages through the vagina." Journal of obstetrics and women's diseases 11, no. 11 (December 22, 2020): 1358–406. http://dx.doi.org/10.17816/jowd11111358-1406.
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Since September 27, 1895 in the Gynecological Department of the Imperial Clinical Midwife Institute and in the Clinic of the Imperial Clinical Institute of the Great Duchess Elena Pavlovna prof. Otto colpo-coeliotomia was done 20 times, of which 8 were in the first institution and 12 in the second.
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Phuma-Ngaiyaye, Ellemes Everret, Oluyinka Adejumo, and Anita Fafa Dartey. "Challenges in Neonatal Nursing Clinical Teaching to Nurse-Midwife Technicians in Malawi." Journal of Nursing Education 56, no. 4 (April 1, 2017): 215–21. http://dx.doi.org/10.3928/01484834-20170323-05.
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Freeman, Lesa M., and Kate Griew. "Enhancing the midwife–woman relationship through shared decision making and clinical guidelines." Women and Birth 20, no. 1 (March 2007): 11–15. http://dx.doi.org/10.1016/j.wombi.2006.10.003.
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Miteva, K. "Clinical practice organizational aspects in the training of students of speciality "Midwife"." Trakia Journal of Science 13, no. 3 (2015): 263–66. http://dx.doi.org/10.15547/tjs.2015.03.011.
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Ejder Apay, Serap, Ayşe Gürol, Elif Yağmur Gür, and Sarah Church. "Midwifery students’ reactions to ethical dilemmas encountered in outpatient clinics." Nursing Ethics 27, no. 7 (May 21, 2020): 1542–55. http://dx.doi.org/10.1177/0969733020922875.
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Background: Midwives are required to make ethical decisions with the support of respective codes of professional ethics which provide a framework for decision making in clinical practice. While each midwife should be ethically aware and sensitive to the ever-changing issues within reproduction, few empirical studies have examined the views of student midwives in relation to reproductive ethical dilemmas. Objective: The aim of this study was to explore midwifery students’ reactions to a number of ethical dilemmas relating to women’s experiences of reproductive decision making. Design: A series of focus groups were conducted with midwifery students who were asked to discuss five culturally significant scenarios including issues of knowledge acquisition regarding methods of family planning, removal or insertion of an intrauterine device, and abortion. Setting: A University in Turkey was the setting for this study. Participants: Purposeful sampling was adopted which resulted in five focus groups with a total of 57 midwifery students. Ethical considerations: The study was reviewed and granted formal ethical approval by an ethical committee at the Faculty of Health Science in Atatürk University. The head of the Faculty of Health Science approved the investigation. The participants received both oral and written information about the study and they gave their consent. Results: Five themes were identified from the analysis of the focus group data related to all five scenarios. These themes were ‘the right to information’, ‘choice and protection’, ‘parental rights and welfare of the women’, ‘make a decision’ and ‘women rights and sexual abuse’. Conclusion: This study has shown that while students respected women’s choice, they also expressed great ambivalence in some situations when personal values conflict with dominant societal beliefs and professional ethics. A focus on ethics education to include human rights is suggested as a means to enable students to explore their own social-value judgements, and as a means to limit the possible development of ethical confusion and moral distress.
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Pratiwi, Vira, Laura Rantalaen, and Ni Made Rosiyana. "Hubungan Pengetahuan dengan Kepatuhan Bidan dalam Penggunaan Partograf di Kamar Bersalin RSUD Undata Palu." Jurnal Bidan Cerdas 1, no. 3 (September 21, 2020): 105–10. http://dx.doi.org/10.33860/jbc.v1i3.226.
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Compliance in the use of partographs is one of the most important thing done by midwives to make clinical decisions, monitoring, evaluation, handling labor, early problem detection and complicated labor so that they can plan actions to overcome the problem or to give refferal the mother in the right conditions. The purpose of this study was to find out the relationship between knowledge with the compliance of midwives in the use of partographs. This study used an analytical observational design with a cross-sectional approach. The subjects in the study were all midwives who worked in the Maternity Room of Undata Palu Hospital in March-June 2018 as many as 26 respondents. Bivariate analysis used the Sperman Rank test. The results of this study were good knowledgeable midwives as many as 18 respondents (69.3%), obedient midwives as many as 16 respondents (61.5%), and the results of bivariate analysis showed that the relationship of knowledge with midwife compliance in using partograph was rs 0.529 and p-value 0.005. Conclusion: There was a relationship between knowledge and compliance of midwives in using Partographs with medium correlation strength. Suggestion: This result can be an evaluation material for respondents about the use of partograph
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Mikovich, D., and A. P. Melnikov. "Birth defects of blood clotting factors and obstetric complications." Clinical Medicine (Russian Journal) 98, no. 11-12 (April 18, 2021): 729–38. http://dx.doi.org/10.30629/0023-2149-2020-98-11-12-729-738.
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The data about clinical signs, laboratory features and obstetrical complications in women with inherited blood coagulation defects are presented in the survey article. Multidisciplinary approach, including hematologist, obstetrician, laboratory technician, anesthesiologist, neonatologist and midwife, is needed in treatment and patient management. The delivery had to be planned in specialized institutions with clinical experience of managing women with birth defects of blood-coagulation factors.
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Martin, Caroline Joy Hollins, Gail Norris, and Colin Robert Martin. "Midwives' role in screening for antenatal depression and postnatal depression." British Journal of Midwifery 28, no. 9 (September 2, 2020): 666–72. http://dx.doi.org/10.12968/bjom.2020.28.9.666.
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This is an educational paper which aims to inform midwives of tools available to help them make appropriate provisional diagnosis of perinatal depression. A second aim of the paper is to increase midwives' awareness of the relatively newer diagnosis of antenatal depression (AND). Of additional clinical importance, midwives need to recognise that postnatal depression (PND) may be a continuation of AND. To date, screening for AND has received relatively little attention compared with PND, with the evidence-base supporting that the impact can be as severe. It is important for midwives to know that screening for AND can be undertaken using valid and reliable psychometric self-report depression screening questionnaires which have known validity characteristics and threshold cut-off scores. There are several of these tools available to help midwives make the decision about whether or not to refer the women to the mental health team. Current practice in the UK involves the midwife asking an initial short two-item ‘Whooley Question’ screen which, if indicates depression, can be followed up by the women completing a self-report depression screening questionnaire. To highlight their availability, a selection of valid and reliable psychometric self-report depression screening questionnaires are discussed herein, with it being important for midwives to develop a toolkit that can be given to women at clinics, in pamphlets, online or embedded into mobile applications.
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Dickens, Joanne. "Lactation after loss: supporting women's decision-making following perinatal death." British Journal of Midwifery 28, no. 7 (July 2, 2020): 442–48. http://dx.doi.org/10.12968/bjom.2020.28.7.442.
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Offering sensitive and compassionate clinical and bereavement care following perinatal death is the innate focus of the caring healthcare professional and facilitating informed choice around the subject of lactation following loss is an integral part of this. However, evidence suggests that there may be a deficiency in the provision of lactation advice and support following loss. Contributory factors may include a lack of awareness of lactation options following bereavement amongst midwives, as well as an absence of clarity around where the responsibility for offering lactation support and advice lies. This paper presents the literature surrounding the support of women's decision-making for lactation following perinatal death, explicating the physiology of lactation in the antenatal and postnatal periods, and exploring the challenges and opportunities for the midwife when supporting grieving mothers to decide the best option for them and their family.
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Brownridee, P. "Concurrent audit of midwife-managed epidural analgesia during labour." Pain 41 (January 1990): S401. http://dx.doi.org/10.1016/0304-3959(90)92918-g.
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Yule, William. "REBEL WITH A CAUSE: HANS JURGEN EYSENCK, 4 MARCH 1916 – 4 SEPTEMBER 1997." Behavioural and Cognitive Psychotherapy 26, no. 2 (April 1998): 183–87. http://dx.doi.org/10.1017/s1352465898000204.
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Hans Eysenck may have been credited with being the father of behaviour therapy, but it is a claim he strenuously disputed. Rather, it would be more accurate to describe him as the midwife who assisted at a long and, at times, painful labour but which nevertheless produced a very healthy infant that has long since come of age.
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Sauvegrain, Priscille, and Jennifer Zeitlin. "Investigating the benefits and challenges of including bereaved women in research: a multifaceted perinatal audit in a socially disadvantaged French district." BMJ Open 10, no. 9 (September 2020): e034715. http://dx.doi.org/10.1136/bmjopen-2019-034715.
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ObjectivesTo describe experiences including interviews with bereaved women in a clinical audit.DesignThe data come from an audit of all stillbirths and neonatal deaths at ≥22 weeks of gestation in Seine-Saint-Denis, a disadvantaged French district in 2014. We included bereaved women using a questionnaire that also contained open-ended questions administered in an interview format by a midwife-investigator several weeks after the death. The study included a referral protocol for bereaved women with unmet needs revealed during the interviews. A psychological support for the three midwife-investigators was set-up, in the form of a support group.SettingThe 11 maternity hospitals in the district.Participants218 women (227 deaths).AnalysesData come from medical records, maternal interviews, the reviews of the audit’s expert panel and written narratives of their experiences provided by the midwife-investigators. Quantitative data were analysed statistically, and qualitative data thematically.ResultsOne-third (75) of the women agreed to an interview, but acceptance ranged from 6% to 60% by maternity unit. Characteristics of respondents and non-respondents were similar. Members of the audit’s expert panel reported that 41% of the interviews contained new information relevant to their assessment. Of the women interviewed, 35% were referred to a medical professional, psychologist or social worker. Midwife-investigators’ experiences illustrated the benefits of a support group with three main themes identified: improving their interactions with bereaved women as well as medical teams and protecting their psychological well-being.ConclusionThese results showed that including interviews with bereaved women in audit designs was feasible and provided valuable information on women’s care and social circumstances that were not available in medical records. They also highlight the importance of implementing referral protocols for the bereaved women, used in over one-third of cases, as well as providing support for study investigators.