Journal articles: 'Midwifery academics'

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Geraghty, Sadie, Kim Oliver, and Carol Chunfeng Wang. "Working from home during the COVID-19 pandemic for midwifery and nursing academics." British Journal of Midwifery 30, no. 10 (2022): 546–53. http://dx.doi.org/10.12968/bjom.2022.30.10.546.

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Background/Aims The COVID-19 pandemic significantly affected teaching for nursing and midwifery academics, as it shifted from face-to-face to online teaching from home. However, their experiences and how this impacted their ability to fulfil their academic roles has not been reported. This study investigated midwifery and nursing academics' working from home experiences during the COVID-19 pandemic and how this has impacted their ability to fulfil their academic roles. Methods A qualitative approach was used for this study, analysing demographics and the answers to open-ended questions from 91 midwifery and nursing academics. Results Six themes were derived: isolation, loneliness, work rituals, productivity, blurred boundaries and health and wellbeing. Generally, participants reported that they were more organised, focused and efficient, which gave them more time to spend with their families and pets. Most thought that they were more productive at home. However, the working environments for some participants were not ideal, as they were working in their kitchen or dining area, or in ‘make-do’ offices. Conclusions The COVID-19 pandemic posed new working challenges for academics, many of whom had worked from home for a few days, but then needed to work from home for extended periods because of lockdowns. Academics reported an overall positive outlook for working from home, as it enabled more family time and more productivity.

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Nursikin, Mukh. "Implementasi Nilai-Nilai Akhlak terhadap Dosen Kesehatan dalam Prespektif Islam di Akademi Kebidanan Yogyakarta." Istawa: Jurnal Pendidikan Islam 3, no. 2 (2019): 25. http://dx.doi.org/10.24269/ijpi.v3i2.1500.

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Islam is a divine religion that places the values of humanity or personal, interpersonal and community relations in a grand and sublime way, there is no difference from one another, justice, relevance, peace that binds all aspects of humanity. The Yogyakarta midwifery academy is an educational institution that prints professional and independent health workers, the majority of its human resources are women. Of course there are many rules and ethics that must be maintained and adhered to in their activities in providing midwifery services or in teaching and learning activities, such as language style, how to dress and so on, speaking style, how to dress, while maintaining ethics in speaking and dressing. how health lecturers can maintain morals in everyday life both in the academic and non-academic world. So that they can live calmly, respect each other and respect each other respect each other. This study uses a naturalistic approach. Resources are key people who are determined by snowball and purposive. Data are collected through observation techniques, independent interviews, interviews / dialogues and documentation. Data that has been collected is then followed by stages of description, reduction, selection, discussion, analysis and conclusions. Research Results: the implementation of healthy lecturers' ahklak values at the Yogyakarta midwifery academy in dressing the majority of hijab (Muslim fashion) Health lecturers in Muslim dress still many who have not "syari". The profile of midwife lecturers at the Yogyakarta Midwifery Academy has not been optimal in carrying out religious values in the context of Ahklak, implementation of 5S at the Yogyakarta Midwifery Academy lecturers of Health have not fully implemented and have not become 5S culture slogan in academics.

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Güneş Öztürk, Gizem, Deniz Batman, and Zekiye Karaçam. "Present Status of Studies in the Field of Midwifery in Turkey." International Journal of Childbirth 8, no. 1 (2018): 35–40. http://dx.doi.org/10.1891/2156-5287.8.1.35.

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PurposeThe purpose of this study was to determine the present status of studies as midwifery published over the period 2000–2015 in Turkey.MethodThe study, based on the literature, is of retrospective and descriptive design and was carried out between January and June 2016. Five hundred and forty-three articles were included in the field of midwifery found in a scan of the Google Academic, PubMed, and National Thesis Center databases in search of the keywords “ebelik” (“midwifery” in Turkish) and “midwifery and Turkey.” Numbers and percentage calculations were used in the evaluation of the data.ResultsOf the articles included in the study, 30.6% were published in a journal that concerned all health-care professions, 84.7% were of observational studies, 24.2% were conducted by academics in the midwifery departments, 19.0% were thesis studies, and 75.0% were published in the Turkish language. Of academic authors in the midwifery departments, 31.6% were midwives. In an examination of the subject fields of the articles, 25.8% pertained to midwifery professional development, knowledge, opinions, roles, ethics, and malpractice in the sampling of midwives and student midwives, whereas 26.7% of the sample groups comprised midwifery and other students.ConclusionThis study revealed that studies made in the field of midwifery education and practice were inadequate. Increasing studies in this area might contribute to ensuring improvements in the professional development of midwifery in Turkey and more globally.

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Glasper, Alan, and Debbie Fallon. "Have the NMC educational standards become overly adult-centric?" British Journal of Nursing 30, no. 11 (2021): 684–85. http://dx.doi.org/10.12968/bjon.2021.30.11.684.

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Emeritus Professor Alan Glasper, from the University of Southampton, and Debbie Fallon, Chair of the Children's and Young People's Nursing Academics of the United Kingdom group, explore concerns raised by academic nurses regarding the Nursing and Midwifery Council standards for pre-registration nursing education

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Roddam, Hazel, Lucy Cross, Rachel Georgiou, et al. "Developing clinical academic researchers: insights from practitioners and managers in nursing, midwifery and allied health." British Journal of Healthcare Management 25, no. 9 (2019): 282–92. http://dx.doi.org/10.12968/bjhc.2019.0020.

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Background/Aims Developing a clinical academic role in nursing, midwifery and the allied health professions is challenging because of the lack of a national career pathway, recognition and understanding of the role. This evaluation aimed to explore perspectives of aspiring, or active clinical academics, and healthcare managers in nursing, midwifery and the allied health professions about the benefits, barriers and enablers of engagement in these career pathways. Methods In total, eight workshops were facilitated across England (four each for managers and prospective clinical academics), where 162 participants shared their experiences and perceptions of clinical academic research activities. Results Three major themes were identified that related to the perceived benefits, barriers and enablers of engagement in these career pathways: building health research capacity, building individuals' health research capability, and improving patient care. Conclusion This article demonstrates factors that are valued and perceived to be working well by practitioners and their clinical service managers, and highlights key priorities for further strategic support.

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Brown, Michael, Edward McCann, Gráinne Donohue, Caroline Hollins Martin, and Freda McCormick. "LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study." International Journal of Environmental Research and Public Health 18, no. 21 (2021): 11366. http://dx.doi.org/10.3390/ijerph182111366.

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LGBTQ+ people experience significant physical and psychosocial health issues and concerns, and encounter barriers when accessing healthcare services. We conducted a mixed-methods research study across all Schools of Nursing and Midwifery in the United Kingdom and Ireland using a survey and qualitative interviews. This was to identify the current content within nursing and midwifery pre-registration programmes in relation to LGBTQ+ health and to identity best practice and education innovation within these programmes. The survey was completed by 29 academics, with 12 selected to participate in a follow-up in-depth qualitative interview. Analysis of the data from the survey and interviews identified five themes: there is variable programme content; academics are developing their own programmes with no clear consistency; LGBTQ+ health is being linked to equality and diversity; there are barriers to education provision; and these is some evidence of best practice examples. The findings of the study support the need to develop and implement a curriculum for LGBTQ+ health in nursing and midwifery pre-registration programmes with learning aims and outcomes. Academics need support and tools to prepare and deliver LGBTQ+ health content to nurses and midwives as they ultimately have the potential to improve the experiences of LGBTQ+ people when accessing healthcare.

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Maryam Sorohiti. "SCIENTIFIC TERMS IN INDONESIAN MIDWIFERY SCIENCE." SEAJOM: The Southeast Asia Journal of Midwifery 6, no. 2 (2020): 58–62. http://dx.doi.org/10.36749/seajom.v6i2.124.

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The use of the term midwifery in Indonesian, of course, comes from many foreign language terms, especially English. This can be a separate study that the terms which are made their equivalent in Indonesian must reflect the scientific terms and truth in terms of meaning and grammar. Therefore, this literature research tries to explore some of the terms used in Indonesian by referring to them in Indonesian grammar and meaning in English. In the results of this study, there were three terms that could be studied in terms of language in order to improve understanding of the midwifery term. The three terms were pijat oksitosin (massage aimed at stimulating the release of the hormone oxytocin), ASI eksklusif, and bendungan ASI. The results of this study are expected to provide input for midwifery researchers and academics in Indonesia to further improve the quality of terms of midwifery that may be found in the future.

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Tizard, Hannah. "A Framework for teaching Cultural Competence in an Undergraduate Midwifery Programme." Practising midwife 26, no. 02 (2023): 13–17. http://dx.doi.org/10.55975/tddr4307.

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Culturally-appropriate maternity services are critical to safe and equitable care for birthing people and families, yet inequalities and discrimination impact individuals accessing and working in maternity services daily. Engaging in solutions, academics must embed opportunities to gain knowledge and understanding of race, ethnicity and diversity within undergraduate midwifery curricula – specifically designing learning to promote meaningful student introspection. The aim is to influence future midwives to provide care which sensitively meets the social, cultural and spiritual needs of the person. This article explores pedagogy and the use of a structured flipped classroom in cultural competence within the midwifery programme.

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McIntyre, Meredith J., Alison M. Patrick, Linda K. Jones, et al. "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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Fleming, Tania, Debra K. Creedy, and Roianne West. "Cultural safety continuing professional development for midwifery academics: An integrative literature review." Women and Birth 32, no. 4 (2019): 318–26. http://dx.doi.org/10.1016/j.wombi.2018.10.001.

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Brown, Michael, Edward McCann, Brian Webster-Henderson, Fidelindo Lim, and Freda McCormick. "The Inclusion of LGBTQ+ Health across the Lifespan in Pre-Registration Nursing Programmes: Qualitative Findings from a Mixed-Methods Study." Healthcare 11, no. 2 (2023): 198. http://dx.doi.org/10.3390/healthcare11020198.

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Poor physical and mental ill-health is experienced by many LGBTQ+ people, compounded by a reluctance to access healthcare services. This reluctance is attributed to experiences of heteronormative assumptions and negative attitudes encountered. Despite increasing recognition of the need to include LGBTQ+ health in undergraduate healthcare programmes, inconsistencies and gaps in content, skills development, and assessment are still apparent. The aim of the study was to identify LGBTQ+ health content within nursing and midwifery pre-registration programmes and identify education best practice and innovation. A mixed-methods study involving a quantitative and qualitative design was undertaken. The qualitative findings from a nursing perspective were extracted from the dataset for further detailed analysis and are reported in this paper. Information about the study and an online survey were distributed to 135 Schools of Nursing and Midwifery in the UK and Ireland. Individual semi-structured online interviews took place with academics. Qualitative data from 29 survey responses and 12 follow-up interviews were thematically analysed. Eight of the 12 follow-up interviews were held with nursing academics and following data analysis three themes emerged: (i) LGBTQ+ health across the lifespan; (ii) taking the initiative for LGBTQ+ health inclusion; and (iii) identifying and overcoming challenges. The findings highlight the endeavours by nursing academics to integrate LGBTQ+ health within pre-registration programmes to meet the education needs of students and the opportunity to develop curriculum content to address the needs and concerns of LGBTQ+ people across the lifespan.

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Leigh, Jacqueline, Cristina Vasilica, Richard Dron, et al. "Redefining undergraduate nurse teaching during the coronavirus pandemic: use of digital technologies." British Journal of Nursing 29, no. 10 (2020): 566–69. http://dx.doi.org/10.12968/bjon.2020.29.10.566.

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During the current coronavirus pandemic, undergraduate nurse teaching is facing many challenges. Universities have had to close their campuses, which means that academics are working from home and may be coping with unfamiliar technology to deliver the theoretical part of the undergraduate nursing curriculum. Emergency standards from the Nursing and Midwifery Council have allowed theoretical instruction to be replaced with distance learning, requiring nursing academics to adapt to providing a completely virtual approach to their teaching. This article provides examples of tools that can be used to deliver the theoretical component of the undergraduate nursing curriculum and ways of supporting students and colleagues in these unprecedented times.

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Cushen-Brewster, Noreen, Annie Barker, and Paul Driscoll-Evans. "The Experiences of Practice Educator Facilitators and Academics Supporting Adult Nursing Students Completing a Paid Placement During the COVID-19." International Journal of Practice-based Learning in Health and Social Care 10, no. 1 (2022): 11–22. http://dx.doi.org/10.18552/ijpblhsc.v10i1.722.

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The first phase of the COVID-19 global pandemic had a significant impact on nursing students studying in the United Kingdom, heralding changes to every aspect of their lives. Practice Education Facilitators (PEFs) and academics had to respond quickly and work in close collaboration with their wider system partners, Health Education England (HEE) and the Department of Health (DH). Changes in emergency measures implemented by the Nursing and Midwifery Council (NMC) provided nursing students in their final six months of study with the opportunity of completing a paid placement. The objectives of this study were to explore the experiences of academics and PEFs supporting the nursing students and to identify examples of good practice. A phenomenological approach was used seeking to understand the lived experience of PEFs and academics within one case study site. A purposeful sample of ten participants was chosen using semi-structured interviews and focus groups to collect the data via a virtual platform. The results highlighted three themes: communication, innovative learning opportunities and the importance of support mechanisms. PEFs and academics reported how they had increased their competence and confidence in using virtual platforms. They suggested that changes they implemented during the pandemic to support staff and students would become embedded in their future practice. This study provides insights into how PEFs and academics transformed their practice to support students and clinicians during the COVID-19 pandemic. Having robust virtual platforms for the development of continuing learning opportunities and enhanced communication approaches across health and academic environments was essential to this success.

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Newton, Michelle, Helen McLachlan, Jane Morrow, Gina Kruger, and Helen Nightingale. "Exploring the ‘follow-through experience’: a survey of Victorian midwifery students and academics." Women and Birth 24 (October 2011): S42. http://dx.doi.org/10.1016/j.wombi.2011.07.135.

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Power, Alison, Vikki Park, Melissa Owens, and Michael Palapal Sy. "Academics' experiences of online interprofessional education in response to COVID-19." British Journal of Midwifery 30, no. 4 (2022): 222–28. http://dx.doi.org/10.12968/bjom.2022.30.4.222.

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This is the fourth article in a series exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. Alongside students and practitioners, academics have had significant learning opportunities during the pandemic through reflecting on experiences of developing and delivering interprofessional education using emergency remote teaching. This article presents reflective accounts from academics across the UK, revealing their authentic experiences of maintaining interprofessional education within health and social care programmes during the pandemic. Personal reflective accounts provide case studies that lead to shared learning and suggestions for future interprofessional education provision.

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Fox-Young, Stephanie, Susannah Brady, Wendy Brealey, et al. "The perspectives of Australian midwifery academics on barriers and enablers for simulation in midwifery education in Australia: A focus group study." Midwifery 28, no. 4 (2012): 495–501. http://dx.doi.org/10.1016/j.midw.2011.07.005.

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Fleming, Tania, Debra K. Creedy, and Roianne West. "Impact of a continuing professional development intervention on midwifery academics’ awareness of cultural safety." Women and Birth 30, no. 3 (2017): 245–52. http://dx.doi.org/10.1016/j.wombi.2017.02.004.

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McBeth-Snyder, Lisa, and Melanie Chichester. "Shared Science: Integrating Academics, Direct Care, and Simulation." Journal of Obstetric, Gynecologic & Neonatal Nursing 39 (September 2010): S67. http://dx.doi.org/10.1111/j.1552-6909.2010.01121_27.x.

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Pollock, Danielle, Ellen L. Davies, Micah D. J. Peters, et al. "Undertaking a scoping review: A practical guide for nursing and midwifery students, clinicians, researchers, and academics." Journal of Advanced Nursing 77, no. 4 (2021): 2102–13. http://dx.doi.org/10.1111/jan.14743.

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Milne, T., D. K. Creedy, and R. West. "Development of the Awareness of Cultural Safety Scale: A pilot study with midwifery and nursing academics." Nurse Education Today 44 (September 2016): 20–25. http://dx.doi.org/10.1016/j.nedt.2016.05.012.

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Lanlehin, Rosemary M. "Boundaries between professional nursing and midwifery academics and scholarly research activities: Transitioning through communities of practice." Nurse Education Today 64 (May 2018): 130–31. http://dx.doi.org/10.1016/j.nedt.2018.02.004.

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Syahrani Hajri, Waode, Masta Hutasoit, and Retty Nirmala Santiasari. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." MEDIA ILMU KESEHATAN 7, no. 2 (2019): 169–78. http://dx.doi.org/10.30989/mik.v7i2.238.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings. Keywords: Attitudes, Interprofessional Education, Lecturers

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Hutasoit, Masta. "SIKAP DOSEN TERHADAP PEMBELAJARAN INTERPROFESIONAL EDUCATION (IPE) STUDI PADA DOSEN DI STIKES JENDERAL ACHMAD YANI YOGYAKARTA." Media Ilmu Kesehatan 7, no. 2 (2018): 169–78. http://dx.doi.org/10.30989/mik.v7i2.285.

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Background: Application of IPE in academics prioritizes collaborative competencies to make students able to understand how to work interprofessionally, so as to foster readiness. Lecturer attitudes are considered as an important component in implementing successful IPE in academic environment. Objective: The purpose of this study was to examine and analyse lecturers attitudes towards interprofessional education. Method: This was descriptive comparative study with cross sectional design. Sampel were 31 lecturers from departments of nursing, midwifery, and medical record taken by purposive sampling. Modified questioner of Attitudes Toward Interprofessional Health Care Teams (ATHCT), Readiness for Interprofessional Learning Scale (RIPLS), and Attitudes Towards Interprofessional Learning in Academic Setting (ATILAS) were applied to examine lecturers attitudes. Result: The results indicate lecturer's positive attitude toward IPE, with an average score of statement item M = 3.96 on the attitude aspect to the interprofessional health care teams; M = 4.11 on attitude aspect to interprofessional education; as well as on attitudes towards interprofessional learning in academic setting with M = 3,93. Discipline, gender, and teaching experience have no significant relationship with overall attitudinal responses towards IPE. Conclusions: These findings can be used as a consideration of the intitution in applying Interprofessional Education at the academic settings.  Keywords: Attitudes, Interprofessional Education, Lecturers

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Brown, Janie, Susan Slatyer, Samantha Jakimowicz, et al. "Coping with COVID-19. Work life experiences of nursing, midwifery and paramedic academics: An international interview study." Nurse Education Today 119 (December 2022): 105560. http://dx.doi.org/10.1016/j.nedt.2022.105560.

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McLachlan, Helen L., Michelle Newton, Helen Nightingale, Jane Morrow, and Gina Kruger. "Exploring the ‘follow-through experience’: A statewide survey of midwifery students and academics conducted in Victoria, Australia." Midwifery 29, no. 9 (2013): 1064–72. http://dx.doi.org/10.1016/j.midw.2012.12.017.

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Power, Alison, Michael Palapal Sy, Maggie Hutchings, et al. "Learning in lockdown: exploring the impact of COVID-19 on interprofessional education." British Journal of Midwifery 29, no. 11 (2021): 648–52. http://dx.doi.org/10.12968/bjom.2021.29.11.648.

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The COVID-19 pandemic has had a significant impact on the learning experiences of students undertaking health and social care programmes across the globe. In the UK, the Nursing and Midwifery Council introduced emergency standards for undergraduate programmes in 2020, making significant short-term changes to programme delivery. However, the mandate for all students to undertake interprofessional education remained. Interprofessional education is key to preparing students on health and social care programmes, as it enables students to work as effective members of multi-agency/multi-professional teams on qualification. It is an important element of training, as it has a direct impact on quality of care and service user experience. This series of articles will explore the experiences of ‘lockdown learning’ from the perspective of academics, students and service users from a global perspective in relation to the delivery of interprofessional education during the pandemic, which necessitated a wholesale move from face-to-face, blended and online learning to include emergency remote teaching. The series was written by members of the Centre for the Advancement of Interprofessional Education Research Subgroup (Interprofessional Education Experiences) and aims to identify barriers and facilitators to successful shared learning and provide suggestions for how lessons learned can be taken forward to further enhance this important element of pre-registration education. The perceptions and attitudes of academics and students on such comprehensive changes are a unique and rich data source to explore and inform future provision.

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Fowler, Amanda C., Melanie Baker, and Sadie Geraghty. "Is faculty practice valuable? The experience of Western Australian nursing and midwifery academics undertaking faculty clinical practice - A discussion paper." Nurse Education in Practice 26 (September 2017): 91–95. http://dx.doi.org/10.1016/j.nepr.2017.07.005.

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Walls, Elaine. "Embedding knowledge into non-medical prescribing education." British Journal of Nursing 28, no. 10 (2019): 634–37. http://dx.doi.org/10.12968/bjon.2019.28.10.634.

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This article focuses on the non-medical prescribing (NMP) module for community prescribers in a nurse education context. The module mainly attracts registered nurses (RNs) from community settings (such as health visiting, school nursing, district nursing and practice nursing), and is provided in higher education institutions (HEIs) as part of a specialist programme or a continuing workforce development module. The article discusses changes to the way the module was taught that can enhance student learning within the NMP module and facilitate wider success and confidence among community nurse prescribers. The move from Nursing and Midwifery Council standards for prescribing to a single competency framework from the Royal Pharmaceutical Society (RPS) has encouraged academics to revisit teaching strategies and consider an approach that offers wider student participation in learning. The use of technology-enhanced learning (TEL) in HEIs is part of national recommendations to improve the student experience and increase success.

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Blattgerste, Jonas, Kristina Luksch, Carmen Lewa, and Thies Pfeiffer. "TrainAR: A Scalable Interaction Concept and Didactic Framework for Procedural Trainings Using Handheld Augmented Reality." Multimodal Technologies and Interaction 5, no. 7 (2021): 30. http://dx.doi.org/10.3390/mti5070030.

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The potential of Augmented Reality (AR) for educational and training purposes is well known. While large-scale deployments of head-mounted AR headsets remain challenging due to technical limitations and cost factors, advances in mobile devices and tracking solutions introduce handheld AR devices as a powerful, broadly available alternative, yet with some restrictions. One of the current limitations of AR training applications on handheld AR devices is that most offer rather static experiences, only providing descriptive knowledge with little interactivity. Holistic concepts for the coverage of procedural knowledge are largely missing. The contribution of this paper is twofold. We propose a scalabe interaction concept for handheld AR devices with an accompanied didactic framework for procedural training tasks called TrainAR. Then, we implement TrainAR for a training scenario in academics for the context of midwifery and explain the educational theories behind our framework and how to apply it for procedural training tasks. We evaluate and subsequently improve the concept based on three formative usability studies (n = 24), where explicitness, redundant feedback mechanisms and onboarding were identified as major success factors. Finally, we conclude by discussing derived implications for improvements and ongoing and future work.

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Guner, Sevil, Sibel Ocak Akturk, Semra Oner Aydın, and Birsen Karaca Saydam. "Investigation of Intercultural Sensitivity and Ethnocentrism Levels of Midwife Candidates in Turkey Sample: A Cross-Sectional Study." Journal of Transcultural Nursing 33, no. 2 (2021): 208–18. http://dx.doi.org/10.1177/10436596211057914.

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Introduction: As women experience cultural practices during their lifespan, midwives’ displaying a culture-specific approach from the school years is of great importance for the quality of care. This study was conducted to determine the intercultural sensitivity and ethnocentrism levels of midwife candidates in Turkey. Method: This cross-sectional study was conducted with 1,616 midwifery students who studied in seven different regions of Turkey in the 2018–2019 academic year. Data were collected through a questionnaire, Intercultural Sensitivity Scale, and Ethnocentrism Scale. Results: It was determined that the variables such as the region where the midwife candidates grew up and location of the university, their years at school, and having friends from different cultures were effective on their intercultural sensitivity and ethnocentrism levels ( p < .05). Discussion: Consequently, it is concluded that international student exchange programs and culture-sensitive-based care approaches during midwifery education will increase the intercultural sensitivity levels of students and contribute to reducing ethnocentrism levels.

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Dwiyanti, Rizky. "Amankan Ibu dan Anak Bersama Akademisi dengan Model Pendampingan Continue of Care di Wilayah Puskesmas Kedungrejo dan Puskesmas Purwoharjo." Warta Pengabdian 13, no. 1 (2019): 7. http://dx.doi.org/10.19184/wrtp.v13i1.9271.

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Kegiatan pengabdian kepada masyarakat yang dilakukan oleh dosen program studi Diploma III Kebidanan Akademi Kesehatan Rustida yang dilaksanakan mulai tanggal 10 April 2018, bertempat di wilayah puskesmas kedungrejo, Kec. Muncar, Kab. Banyuwangi dan puskesmas Purwohajro, Kec. Purwoharjo, Kab. Banyuwangi. kegiatan Continue of care merupakan program asuhan kebidanan yang berkesinambungan mulai dari kehamilan, Persalinan, Nifas, Neonatus, dan KB yang bertujuan meningkatkan pengetahuan ibu hamil wilayah puskesmas kedungrejo dan puskesmas purwoharjo dalam hal mendeteksi dini komplikasi resiko tinggu yang mungki dapat terjadi serta mampu beradaptasi dengan perubahan yang terjadi selama hamil. Metode kegiatan ini adalah pendampingan kepada ibu hamil oleh kader dan mahasiswa kepada ibu hamil dengan usia kehamilan memasuki trimester III hingga pengambilan keputusan untuk mengggunaka alat kontrasepsi selama 13 kali kunjungan. Hasil kegiatan ini menunjukkan peningkatan pengetahuan oleh ibu hamil pada trimester III dalam beradaptasi pada masa kehamilan, persiapan persalinan, perawatan masa nifas, perawatan pada neonatus serta mampu memutuskan untuk penggunaan alat kotrasepsi Kata Kunci : Continue Of Care, Pendampingan, Akademisi This community service activities was carried out by the lecturers from Rustida Health Academy of Midwifery. This activities were starting from April 10, 2018, located in two locations, such as: the Kedungrejo health center area, Sub-district Muncar, Banyuwangi Regency, and Puskesmas Purwoharjo, Sub- District Purwoharjo, Banyuwangi Regency. The ‘Continue of Care’ program is an assistance program from Midwifery to pregnant mothers. This assistances is starting from pregnancy, childbirth, after-childbirth, neonates, and contraception planning. This program is aimed to increase the knowledge of the mothers about early detection of pregnancy, and early detection of high risk complications which could be happen during the pregnancy. The assistances is done by the students and the cadres to the mothers with early age pregnancy until they agree to take the contraception after 13 visits. The results of this activity showed the higher knowledge from the pregnant women, the mothers, to care their pregnancy and their baby, and the higher number from mothers who decided to use the contraceptive devices. Keywords: Continue of Care, Assistance, Academics

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Folliard, Kelda J. "Future clinical academic midwife." British Journal of Midwifery 30, no. 6 (2022): 346–51. http://dx.doi.org/10.12968/bjom.2022.30.6.346.

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Clinical academic career pathways for nurses, midwives and allied health professionals are a strategic priority for NHS England, and there has been significant investment in the National Institute of Health Research integrated clinical academic programme for non-medical healthcare professionals. Nurses, midwives and allied health professionals face numerous barriers to successfully building a clinical academic career. For those outside the integrated clinical academic programme, clinical academic career approaches are varied and often driven by individual practitioners rather than robust organisational processes or strategy. The vision of ‘future midwife’ is that midwives maximise opportunities in research and scholarship. However, there is little clarity about how these academic aspirations may be supported. This reflective lived experience discussion paper explores key issues around clinical academic midwifery careers, including how space for clinical academic midwives can be assured and the steps midwives can take to start to develop this rewarding and important career.

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Flavell, Helen, Rosalie Thackrah, and Julie Hoffman. "Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (2013): 39–57. http://dx.doi.org/10.21153/jtlge2013vol4no1art560.

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Cross-cultural understanding has been identified as an important graduate capability crucial for global citizenry, and most universities now include cultural skills or competence within their generic graduate capabilities. However, cross-cultural education and pedagogy are specialised areas and few academics are equipped, or have the confidence, to teach in this area. As a consequence, cross-cultural graduate capabilities are rarely effectively measured or assured. Despite these challenges, the Australian higher education sector is increasingly being called upon to Indigenise its curriculum and develop graduates with Indigenous cultural competence (Australian Universities Guiding Principles for Developing Indigenous Cultural Competency, 2011). This paper describes the approach used to introduce a unit into Curtin University's School of Nursing and Midwifery, in partnership with Curtin's Centre for Aboriginal Studies, with the aim of developing graduate Indigenous Australian cultural competence. Pedagogical approaches are discussed and an analysis of quantitative and qualitative data from the University's online student feedback mechanism provided. Results show that although the unit has provided the majority of students with a strong start on their journey to developing Indigenous cultural competence a single course is not sufficient and, consistent with the literature in the field, resistance to compulsory Indigenous content is evident. The paper considers some of the complexities of teaching Indigenous Australian content within a contemporary Australian university. In doing so, the paper explores what Indigenous cultural competency might be and how it might be achieved providing a useful model with application to other disciplines.

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Andrews, Joanna, Samuel Todd, and Paola Armato-Harris. "The Academic PMA....Supporting the Future Midwifery Workforce." Practising midwife 26, no. 02 (2023): 42–46. http://dx.doi.org/10.55975/phtz4889.

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Development of the A-EQUIP model followed recommendations suggesting that statutory supervision of midwifery, for a variety of reasons, was not fit for purpose.1,2 A culture of blame and accountability, poor teamwork and ineffective leadership were identified as key elements of failings in the previous midwifery supervision model.1,2 These were accepted by the Nursing and Midwifery Council (NMC) and statutory changes were made.3 The statutory changes meant that supervision and regulation of midwives should be divided with the NMC solely controlling all regulatory activity.1 This resulted in statutory midwifery supervision ceasing in April 2017 and changed to an employer-led model of support and supervision.4

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Janatolmakan, Maryam, Yousef Torabi, Shahab Rezaeian, Bahare Andayeshgar, Amirabbas Dabiry, and Alireza Khatony. "The Relationship between Resilience and Academic Burnout among Nursing and Midwifery Students in Kermanshah, Iran." Education Research International 2021 (July 20, 2021): 1–7. http://dx.doi.org/10.1155/2021/6647012.

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Background. Nursing and midwifery students have relatively high levels of academic burnout. One of the mechanisms to combat this issue is resilience. The results related to the association between academic burnout and resilience indicate a negative association, but various studies have reported different correlation coefficients. Therefore, the current study was aimed to investigate the association between resilience and academic burnout among nursing and midwifery students. Methods. A total of 240 nursing and midwifery students were recruited in this cross-sectional study using stratified random sampling. Data were collected by a demographic information questionnaire, the Connor–Davidson Resilience Scale (CD-RISC), and the Maslach Burnout Inventory-Student Survey (MBI-SS). Data were analyzed by SPSS-16 using t-test, ANOVA, Spearman’s correlation coefficient, and linear regression analysis. Results. The mean scores of academic burnout for nursing and midwifery students were 41.4 ± 14.8 and 41.2 ± 12.3, respectively, but the difference was not statistically significant ( p = 0.368). The mean scores of resilience for nursing and midwifery students were 58.1 ± 13.3 and 52.9 ± 13.9, respectively, which showed a statistically significant difference ( p = 0.004). Resilience was significantly inversely correlated with academic burnout in nursing and midwifery students (r = −0.04, p < 0.001; r = −0.39, p < 0.001). Increased resilience in students decreased academic burnout ( p < 0.001). Conclusion. Academic burnout was moderate in nursing and midwifery students, but resilience was relatively high. Given the negative correlation between resilience and academic burnout, it is necessary to strengthen resilience skills and reduce factors that cause academic burnout.

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Ulya, Rahmatul, Arni Amir, and Yaslinda Yaunin. "Association Between Psychological Profile And Academic Achievement of Midwifery Students." Journal of Midwifery 3, no. 2 (2018): 1. http://dx.doi.org/10.25077/jom.3.2.1-10.2018.

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One way to reduce MMR and IMR is to improve the quality of graduates of midwifery education. The development of students' abilities can be evaluated by seeing the results or learning achievements. Psychological tests will help midwifery education institutions to find out the background, motivation and other environments related to students. This research is a quantitative research design with a cross sectional design to determine the association between psychological profiles with the academic achievement of midwifery students. The study was conducted in November - December 2017 at the West Sumatra Midwifery Academy. The population in this study were all 2nd grade students totaling 40 people. Statistical analysis was conducted using chi square analysis. The results of this study were: 70.0% of the subjects structure of intelligence were in the sufficient category, 62.5% of the subjects work behavior were in the sufficient category, 72.5% of the subjects sociability were in the sufficient category, 50.0% of subjects leadership were in the less category, 47, 5% of the subjects temprament and emotion were in the sufficient category, 60.0% of the subjects grade point average (GPA) is sufficient. There was a significant relationship between the structure of intelligence, work behavior, type of personality, sociability, leadership, temperament and emotions with the academic achievement of midwifery students.

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Gebreslasie, Kahsay Zenebe, Temesgen Worku, and Marta Berta. "Factors affecting the academic performance of midwifery students in Gondar University, north west Ethiopia." African Journal of Midwifery and Women's Health 14, no. 3 (2020): 1–8. http://dx.doi.org/10.12968/ajmw.2017.0019.

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Background/Aims The academic performance of midwifery students plays an important role in providing quality midwifery care. However, the current academic performances of students have been found to be unsatisfactory. This study aimed to assess factors associated with the academic performance of midwifery students. Methods An institution-based cross-sectional study was conducted among 149 fourth year midwifery students at the University of Gondar. A structured and pre-tested questionnaire was used to collect the data. Bivariate and multiple logistic regression were calculated and the odds ratio with 95% confidence interval were computed to identify associated factors and determine the strength of association. A P value of <0.05 was considered statistically significant. Results Among the 149 midwifery students, 108 (72.5%) performed well and, of these students, 76 (51%) were males. Coming from a rural residence (adjusted odds ratio=2.64, P=0.017), the teacher being reported as not helpful and effective during the skills laboratory (adjusted odds ratio=2.4, P=0.022), and students' 10th grade achievement >3.25 (adjusted odds ratio=16, P=0.001) were significantly associated with good academic performance. Conclusions Students' academic performance was good. Residence, teacher's role and student's background were significantly associated with good academic performance. Attention should be given to students from urban residences and the teacher's role in the skills laboratory. Additionally, students should be encouraged to perform well academically from high school onwards.

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Diers, Donna, and Janice Keller Kvale. "Celebrating the Contributions of Academic Midwifery." Journal of Midwifery & Women's Health 51, no. 2 (2006): 133–34. http://dx.doi.org/10.1016/j.jmwh.2005.11.006.

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Ratnasari, Eka, Wiryawan Permadi, and Dany Hilmanto. "E-MONITORING INTERAKTIF MENINGKATKAN REFLEKSI DIRI, MOTIVASI BELAJAR DAN HASIL BELAJAR MAHASISWA DIII KEBIDANAN." Care : Jurnal Ilmiah Ilmu Kesehatan 7, no. 3 (2019): 97. http://dx.doi.org/10.33366/jc.v7i3.1398.

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The proportion of practice in Midwifery education has 60% of capacity, more than the proportion of theories which is only 40%. The biggest proportion of practice makes the Clinical Advisor and Academic Advisor try to provide immediate feedback to students in every skill learned in the practice field. Interactive, effective and corrective feedback can help students to do self-reflection so while in the practice field students expected to be motivated to improve learning outcomes. The purpose of this study was to define the effect of Interactive E-Monitoring implementation on self-reflection, motivation and learning outcomes of the student.A research population of this study is students of midwifery diploma program in thirdh semester of 2018/2019 Akademic year who take part in second Laboratory Learning Practices, which are spread over in 13 of independent midwife practice fields (PMB). Samples were taken in based on inclusion criteria, students who were guided by PK that included in the criteria and in aged 19-20 years were 56 students. Data analyzed, if the data is normally distributed then it uses paired t test and if the data is not normally distributed then it uses the Wilcoxon Test.The results showed that students self-reflection increased from 74.9 to 80.5 (p

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Vincifori, Elena, and Monica Molinar Min. "Ethical Code and Professional Identity: A Survey on Italian Midwives." International Journal of Childbirth 4, no. 1 (2014): 55–62. http://dx.doi.org/10.1891/2156-5287.4.1.55.

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OBJECTIVE: The purpose is to describe the professional identity of Italian midwives as depicted by the Italian Midwives Ethical Code and expressed in everyday work.DESIGN: Cross-sectional study. The parameters explored to describe the key aspects of midwives’ professional identity are culture, competence, membership, and acknowledgment. The survey is carried out through a nonvalidated questionnaire. The instrument was delivered to 235 midwives of the districts of Como, Lecco, and Sondrio (Lombardia, Italy) working in hospitals, or in communities or as independent midwives.MAJOR FINDINGS: The response rate is 79.1%. Regarding “culture,” it has been found that the survey participants consider midwives’ autonomy to be relevant (50.0%). As to “competence,” they emphasized collaboration among professionals (60.8%). Concerning “membership,” the participants highlighted the role of midwives professional colleges (58.1%). As to “acknowledgment,” midwives expressed a high level of respect and cooperation among professionals (76.9%), but they consider midwifery to be a semiprofession (58.1%). Cross-tabulated analysis suggests that midwives, particularly those who achieved a diploma under the old academic regulations (p < .05) and those who work outside a hospital environment (p < .05), do not consider autonomy to be enough to establish midwifery as a fully fledged profession.MAIN CONCLUSION: The most widespread profile emerging from the survey results seems to be the so-called “hybrid midwife,” who experiences the contradiction between what can actually be achieved in a hospital environment and the core values of midwifery. It would be advisable to extend the survey to a wider sample and to further investigate aspects such as continuity of care, autonomy, and profession/professionalism employing qualitative research instruments, such as participant observation and in-depth interviews.

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Uddin, Mohammad Abbas, and Mala Reberio. "Nurses and midwives suggestions for improving nursing and midwifery education in Bangladesh: a network meeting." Nursing & Care Open Access Journal 8, no. 3 (2022): 99–102. http://dx.doi.org/10.15406/ncoaj.2022.08.00248.

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The demand for nurses and midwives is growing across the globe due to expanding healthcare systems and the increasing need for healthcare. Huge numbers of nurses and midwives need to be trained and become qualified via nursing and midwifery education. This study aimed to explore opinions about advancing nursing and midwifery education in Bangladesh. This was a descriptive study featuring 70 participants who represented Bangladeshi nurses and midwives. They included directors, principals, and senior nursing instructors from government nursing and midwifery educational organizations. The data were collected from a one-day network meeting organized by the Directorate General of Nursing and Midwifery. The participants’ suggestions about how to improve nursing and midwifery education in Bangladesh were collected and categorized. The study discovered 12 recommendations for improving nursing and midwifery education in Bangladesh. These were categorized into three groups: 1) administrative, 2) academic, and 3) organizational. The present study proposes changes that will improve nursing and midwifery education in Bangladesh, thereby supporting the development of skilled and qualified nurses and midwives. Nursing and midwifery authorities and policymakers should focus on these suggestions.

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Setyawati, Martyarini Budi, and Murniati Murniati. "Stres, Stresor dan Koping Stres Pada Mahasiswa Keperawatan dan Kebidanan Di STIKES Harapan Bangsa Purwokerto." Viva Medika: Jurnal Kesehatan, Kebidanan dan Keperawatan 10, no. 1 (2018): 6–12. http://dx.doi.org/10.35960/vm.v10i1.397.

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 Abstract Nursing and midwifery students during their education are often exposed to various stressors. The most common sources of stress experienced by students are assignments, exams, clinical practice workloads, and clinical/academic skills compliance. The presence of stress can affect their learning and performance. In addition, the excessive stress can be harmful to students academic performance, wellbeing, and can interfere with complex learning, psychomotor skills. The aim of this study to describe the level of stress, stressors and coping strategies of students who undergoing undergraduate nursing, nursing diploma and midwifery diploma. This cross sectional study conducted on Institute of Health Science Harapan Bangsa Purwokerto on Juni 2016. A total of 95 students of undergraduate nursing, diploma nursing, and diploma midwifery students were taken by proportionate random sampling. Research data were collected utilizing Nursing Student Stress Scale, Physio-Psycho-Social Scale, and Simplified Coping Style Questionnaire. The data analyzed by univariate analysis and presented in frequency’s distribution. Findings of this research indicated that nurse and midwifery students experienced moderate level of stress (71,5%) and moderate physio psycho social responses (54,7%). Stress from clinical environment was the most common stressor that identified (34,9%). In addition, nursing and midwifery students have an adaptive coping strategies (88,4%). The results indicated that stress is common in nursing and midwifery education and it may have an impact on their physio psycho social responses. Therefore, knowledge about stress level and its sources on nursing and midwifery students are important to identified the adaptive coping strategies.

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Achampong, Emmanuel Kusi. "Assessing the Current Curriculum of the Nursing and Midwifery Informatics Course at All Nursing and Midwifery Institutions in Ghana." Journal of Medical Education and Curricular Development 4 (January 1, 2017): 238212051770689. http://dx.doi.org/10.1177/2382120517706890.

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The use of computers in the delivery of health care has significantly improved the way health service is delivered to clients and patients in the world. Despite the importance of computing to the delivery of health service, developing countries have not greatly benefited from it. Nursing informatics has been in existence and part of academic curriculum for the past 2 decades in some advanced countries. The Ghana Nursing and Midwifery Council introduced the nursing and midwifery informatics course during the 2015/2016 academic year. This seeks to train student nurses on the relevance of computers to health care. Two separate workshops were organised to ascertain the preparedness of tutors (teachers at the nursing and midwifery training institutions) for teaching the new nursing and midwifery informatics course as well as to compare the curriculum with other international recommendations. The nursing and midwifery informatics course is taught at the first year where students have not been introduced to the nursing processes for them to appreciate the use of nursing informatics skills. It would be better if the nursing and midwifery informatics course is rather introduced during the second year second semester when students are about going for the hands-on training at the various health care institutions. Examining the course content reveals that the practical aspect within the course is very small. It is expected that more practical contents will be introduced. Tutors are not adequately prepared to teach this new course. More training is therefore needed to make tutors fully prepared to teach both the theory and practical aspects of the nursing and midwifery informatics course. It is expected that the nursing and midwifery informatics course would prepare student nurses on all nursing informatics competencies. It is essential that nurse educators incorporate the entire concept of informatics into the education of nurses.

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Plappert, Claudia, Joachim Graf, Elisabeth Simoes, Stefani Schönhardt, and Harald Abele. "The Academization of Midwifery in the Context of the Amendment of the German Midwifery Law: Current Developments and Challenges." Geburtshilfe und Frauenheilkunde 79, no. 08 (2019): 854–62. http://dx.doi.org/10.1055/a-0958-9519.

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AbstractGermany faces the challenge of enforcing the academization of midwifery training in the upcoming months in order to comply with Directive 2013/55/EU. This paper outlines the related developments and challenges. At the moment, midwifery training in Germany is still predominantly carried out in technical colleges. In 2019, less than 20% of midwifery training places were college-based. The current standard training is a dual training system which combines vocational training with academic-based courses, but this approach will no longer be feasible once the EU directive has been fully implemented. Although the existing draft legislation completely transfers midwifery training to institutions of higher education, various aspects of this concept have remained vague and do not take account of the laws on higher education in the individual federal states. Moreover, if midwifery training is to be provided by both universities and colleges, this will lead to quite different levels of academization within a relatively small professional group. The concept that universities offer primary qualifications comes closest to the required quality standards for professional, science-based, practical and evidence-based midwifery training.

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Lewitt, Moira, and Thomas McEwan. "Students stand at the door: exploring views on professionalism in midwifery spaces." British Journal of Midwifery 31, no. 2 (2023): 66–73. http://dx.doi.org/10.12968/bjom.2023.31.2.66.

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Background/Aims Midwifery students learn and adopt complex professional behaviours in a variety of academic and clinical settings throughout their educational journey. The aims of this study were to explore how midwifery students understand the concept of professionalism and how their professional identity develops during midwifery education. Methods A conversation about professionalism with a group of final year midwifery students was transcribed ‘in the moment’ and immediately performed to the group as poetry. Themes emerging from analysis of the conversation are also presented as poetry. Results Midwifery students, moving between university and practice, emphasised the importance of close connections between these spaces and the role models in them, for learning. External constraints generated a sense of fear and stress that was seen to limit midwives' ability to properly support the needs of ‘their woman’. Conclusions The notion of ‘spaces’ is important in maternity care and developing education for future midwives. Poetry is a useful multidimensional tool in research.

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ANGELINI, D., C. AFRIAT, D. HODGMAN, S. CLOSSON, J. RHODES, and A. HOLDREDGE. "Development of an academic nurse-midwifery service programA partnership model between medicine and midwifery." Journal of Nurse-Midwifery 41, no. 3 (1996): 236–42. http://dx.doi.org/10.1016/0091-2182(95)00064-x.

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Nurachma, Evy, Lambang Subagiyo, and Johansyah. "Internal Quality Assurance Model at Samarinda Midwifery Academy." Journal La Edusci 1, no. 2 (2020): 19–26. http://dx.doi.org/10.37899/journallaedusci.v1i2.111.

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The objectives to be achieved through this research are describe the Quality Assurance Model, Formulate the Quality Assurance Model, Describe the inhibiting factors and solution of the Quality assurance system at the Husada Flower Midwifery Academy, the Mahakam Pearl Midwifery Academy and the East Kalimantan Health Polytechnic. This study uses a qualitative approach to the type. Data collection techniques are carried out through in-depth interviews, participant observation and documentation. Establish procedures for preparation of implementation and required resources. Prepare human resources through the process of training, workshops and discussions. Samarinda Mahakam Pearl Midwifery Academy Samarinda. Conducted based on: Academic documents: quality standards that have been set. Quality document: as an instrument to achieve predetermined standards. Poltekkes Kemenkes East Kalimantan, The implementation of improving the quality assurance system is guided by: quality assurance principles oriented to inputs, processes and outputs. Formulation of Quality Assurance, preparation of quality improvement strategy plans is carried out systematically and structured in each midwifery academy which is oriented towards improving the quality of inputs, processes and outputs, with different strategies. Inhibiting factors and quality assurance system solutions implemented by carrying out: self-evaluation, internal academic quality audits, solutions carried out to determine the achievement of quality standards that have been set and evaluation findings used as material to improve the quality assurance improvement, which is planned, implemented and evaluated carried out implementation control and improvement in accordance with midwifery vocational education standards properly.

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Keleher, Kathleen Carrigan, and Leon I. Mann. "Nurse–Midwifery Care in an Academic Health Center." Journal of Obstetric, Gynecologic & Neonatal Nursing 15, no. 5 (1986): 369–72. http://dx.doi.org/10.1111/j.1552-6909.1986.tb01408.x.

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Tiran, Denise. "Academic and professional recognition for midwifery complementary therapies." Complementary Therapies in Clinical Practice 17, no. 2 (2011): 124. http://dx.doi.org/10.1016/j.ctcp.2011.01.001.

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SEDLER, K., M. LYDONROCHELLE, Y. CASTILLO, E. CRAIG, N. CLARK, and L. ALBERS. "Nurse-midwifery service model in an academic environment." Journal of Nurse-Midwifery 38, no. 4 (1993): 241–45. http://dx.doi.org/10.1016/0091-2182(93)90008-5.

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Journal articles on the topic 'Midwifery academics'

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