Relevant bibliographies by topics / Students midwives

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

Academic literature on the topic 'Students midwives'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Students midwives"

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Belowska, Jarosława, Grażyna Dykowska, Zofia Sienkiewicz, and Joanna Gotlib. "Assessment of knowledge of midwives about the scope of professional responsibility under the amended provisions of law." Polish Journal of Public Health 124, no. 1 (March 1, 2014): 21–25. http://dx.doi.org/10.2478/pjph-2014-0004.

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Abstract Introduction. To work safely, knowledge of law is crucial for midwives who should be familiar with the midwife’s rights and duties as well as their professional responsibility. Aim. Assessment of knowledge of midwives about their professional responsibility. Material and methods. A total of 103 MA Midwifery students of the Medical University of Warsaw, including 55 working and 48 not working as midwives. A diagnostic poll, original anonymous questionnaire, 25 close-ended questions, 8 openended questions. Statistical analysis: STATISTICA 10.0, Mann-Whitney U test, p<0.05. Results. Seventy-one percent of the study participants had knowledge of the binding provisions of law and 83% considered this kind of knowledge as necessary in their professional activity. Twenty-four percent of the total did not know any legal regulations. Thirty percent was not familiar with the Nurses and Midwives Act. Only 52% of the study participants were knowledgeable about the legal protection of midwives and indicated the protection established for public officers. Forty-six percent of the total said that the Act on Professional Self-Government of Nurses and Midwives of July 1st, 2011 regulates the issue of self-governance. As many as 30 study participants knew that membership in the self-governing body of midwives is obligatory. Conclusions. Knowledge of nurses about professional responsibility under amended provisions of law is insufficient and does not improve with experience as a midwife. Due to the fact that new acts on professional responsibility of midwives were implemented in Poland beginning in January 1st, 2012, it is advisable to extend qualifications and knowledge of midwives in order to improve their knowledge of professional issues. Midwives should constantly update their knowledge of legal regulations on their profession
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Aziz, Omer. "Midwives, mothers and medical students." BMJ 319, Suppl S5 (November 1, 1999): 9911435a. http://dx.doi.org/10.1136/sbmj.9911435a.

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Nurdiyan, Ayu, and Indah Putri Ramadhanti. "Education, Regulation, and Associations As a Solid Foundation for Midwifery Professionals." Jurnal Kesehatan 9, no. 1 (March 9, 2017): 19. http://dx.doi.org/10.35730/jk.v9i1.344.

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Health education is an important part of health development. Midwives are one of the health workers in the health system and have an important/strategic position in reducing MMR and IMR, as well as improving welfare. To prepare midwives who are responsive to the current situation and can overcome various complex situations faced by women throughout their reproductive cycle, midwives are required to be able to think critically, carry out synthesis-analysis, advocacy and leadership spirit that can only be produced by a quality and capable midwifery higher education system developing according to the progress of the times. To produce an independent and competent midwife, three main pillars are needed, namely education, regulation, and association. This study aims to analyze education, regulation, and association as the foundation of a solid midwifery profession. The method used in this study is to conduct an analysis and literature review of several supporting references. Several references cited and reviewed then made an analysis related to the topic of this study. Midwifery education is implemented to realize the learning atmosphere and learning process so that students actively develop their potential as midwives who have religious spiritual strength, self-control, personality, intelligence, noble character, and the skills needed for themselves, society, nation, and state in developing ability as Care Provider, Communicator, Community Leader, Decision Maker and Manager. Regulation is to promote regulatory mechanisms that protect the public by ensuring that competent midwives provide safe services for every mother and baby. The aim of this regulation is to support midwives to work independently within the scope of their practice. While the association is a vehicle for the midwife's profession to enable midwives to be able to voice their ideas and opinions to policymakers, educators, regulators, and other stakeholders.
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Soliday, Elizabeth, and Gina Ord. "The Birth Education Starts Today Video on Birth Care Options: Evaluation With University Students." Journal of Perinatal Education 29, no. 1 (January 1, 2020): 23–34. http://dx.doi.org/10.1891/1058-1243.29.1.23.

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Despite evidence indicating that midwife-attended birth is safe and satisfactory, few U.S. families have credentialed midwives as their birth care providers. In the context of person-centered health care and improving maternity care, we evaluated how an author-constructed video featuring evidence and personal narratives on midwifery care affected attitudes and care preferences/intentions for a hypothetical future birth among university students who had not become parents. Students (114 women, 30 men) completed care attitude and preference items before and after viewing the video. Significant (p < .001) changes indicated significantly improved attitudes toward midwives and out-of-hospital birth and related preferences. We discuss the educational framework of the video and plans to determine whether short-term effects translate into care-seeking behavior across diverse populations.
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Dilova, Petya I. "Home Birth in the Opinion of Obstetricians and Midwives: A Survey." Journal of Biomedical and Clinical Research 11, no. 1 (July 1, 2018): 24–29. http://dx.doi.org/10.2478/jbcr-2018-0004.

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Summary Many studies report benefits of planned home births by registered midwives. In the 21st century, there are still controversial views and vivid discussions. This publication presents results from a survey on the opinion of obstetricians and midwives about home birth. An individual self-administered questionnaire was distributed among 26 obstetricians and 60 midwives from 14 maternitycare units in Central Northern Bulgaria and 93 undergraduate students in their last year of midwifery education in 6 universities in Bulgaria. The study instruments were approved by the Institutional Review Board (IRB) at the Medical University – Pleven. Data analysis was performed with Microsoft Office Excel 2016 and SPSS v.21.0. Home births were supported by 26.9% of the obstetricians, 20.0% of the midwives and 66.8% of the students. According to 65.4% of the obstetricians, 23.3% of the midwives and 15.1% of the students, midwives are not qualified enough to provide homecare services at delivery. Only 11.6% midwives and 35.5% students were confident that midwives could give adequate home birth care. This lack of support for home births in all the study groups in our survey can be attributed to organizational factors within the health system, as well as to low self-confidence of midwives and mistrust on behalf of obstetricians.
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Cull, Joanne. "Helping student midwives become safe practitioners: effective teaching of cardiotocograph interpretation." British Journal of Midwifery 28, no. 8 (August 2, 2020): 498–501. http://dx.doi.org/10.12968/bjom.2020.28.8.498.

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It is crucial that, at the point of registration, midwives can competently interpret intrapartum cardiotocographs (CTGs). It is therefore important that practice assessors are confident teaching the safe and accurate interpretation of CTGs to the students they support. This paper uses a case study to examine how CTG interpretation can be taught most effectively. Humanistic learning theories can be used to create a psychologically safe-learning environment which is enjoyable for both the student and the practice assessor. Using a taxonomy of learning enables midwives to help the student develop higher order thinking skills, while understanding the learning style of that individual student allows midwives to incorporate tailored teaching in their clinical work. In addition to providing feedback, it is beneficial to encourage self-reflection and the student midwife's newly learned skills can be solidified by peer teaching.
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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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Mauri, Paola Agnese, Ivan Cortinovis, Norma Nilde Guerrini Contini, and Marta Soldi. "Midwifery Education Institutions in Italy Creation and Validation of Clinical Preceptors’ Assessment Tool: Students’ and Expert Midwives’ Views." Nursing Reports 10, no. 2 (December 16, 2020): 172–81. http://dx.doi.org/10.3390/nursrep10020021.

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Background: The aim of the study is to create and validate a midwifery preceptor’s evaluation form to be used by midwifery students. The International Confederation of Midwives recommends that clinical placements need to be supervised by a preceptor in order to be efficient for students who, in this way, gain competence and proper practice within the midwifery practical area. Methods: This is an observational multi-center transversal study and leads to the validation of an evaluation questionnaire. Methodically, the following steps were followed: literature review, focus group with midwifery students, meeting between expert midwives, creation of the preceptor’s assessment form, filling in of the forms by midwifery students and expert midwives, and validation of the form. The study was carried out in eight Italian universities and included eighty-eight midwifery students and eight midwives. Results and Conclusion: A midwifery preceptor’s assessment questionnaire was created made up of four attribute areas which, as a total, included 33 items. Cronbach’s alpha score was calculated after examining the forms filled in by students and expert midwives. An alpha score of 0.97–0.85 was obtained. The result was Pearson Correlation Coefficient r = 0.78.
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Sheehan, Athena, Fiona Arundell, and Virginia Schmied. "The passion of midwives: supporting midwifery students." Women and Birth 32 (September 2019): S48. http://dx.doi.org/10.1016/j.wombi.2019.07.295.

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İÇKE, Sibel, and Melek BALÇIK ÇOLAK. "OPINIONS OF MIDWIFERY STUDENTS, PUERPERANT AND COMPANIONS ABOUT THE MALE MIDWIFE." Gevher Nesibe Journal IESDR 6, no. 12 (May 25, 2021): 10–18. http://dx.doi.org/10.46648/gnj.194.

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Introduction and aim: The midwifery profession is generally known as a profession that women choose and perform. In our study, it was aimed to evaluate the opinions of the students studying in the midwifery department, and the puerperant and companions in the obstetrics. Method: It’s a cross-sectional analytical study. The data were collected through forms prepared by the researchers. The universe of the study consisted of Midwifery Department students studying at the Faculty of Health Sciences of a state university, and all women who gave birth in two separate state hospitals and their attendants. The sample of the study consisted of 221 students, 72 puerperant and 72 companions who agreed to participate in the study with the improbable sampling method between December, 2019 and February, 2020 and met the inclusion criteria. In the analysis of the research data, number and percentage distributions were taken, chi-square test and one-way ANOVA analysis were performed. Results: 85.1% of the students stated that the lack of male recruitment had no effect on their choice of midwifery, 48.4% stated that they wanted to work with the male midwife in their professional lives, 46.6% stated that men could contribute to the strengthening of the profession. 47.2% of the puerperant states that midwifery is a woman's profession, 44.4% of them do not approve of men being a midwife profession, 59.4% of those who do not agree do not want male midwives because of their embarrassment. 58.3% of the companions stated that they approve of male midwives to be in the profession and 52.8% stated that they would not be disturbed in terms of the care given by the male midwife to their puerperants by the male midwife. Conclusions and recommendations: It’s determined that the inclusion of males in the midwifery profession is better welcomed by students and companions; puerperants have reservations. Efforts should be made to eliminate the gender gap in providing healthcare services.
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Dissertations / Theses on the topic "Students midwives"

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Masala-Chokwe, MET, and TS Ramukumba. "Exploring the meaning of caring amongst student midwives, professional midwives and educators in Tshwane, South Africa." African Journal of Primary Health Care and Family Medicine, 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001972.

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Summary Background: In spite of caring being the core of midwifery and nursing, there is a constant public outcry about uncaring behaviours of midwives towards clients. Local media reports and recent discussion in the health system have highlighted the concerns regarding caring behaviours of midwives. Thus, there is a need to compare the meaning of caring from the perspectives of student midwives, midwives and educators. Aims: The aim of this article was to determine the meaning of caring from the perspectives of the undergraduate student midwives, the professional midwives, and the educators teaching midwifery in Tshwane. Setting: The study was conducted at healthcare institutions which the undergraduate student midwives attended for work integrated learning and at nursing education institutions in Tshwane, South Africa. Methods: The strategy was qualitative and exploratory in nature. The population comprised student midwives, professional midwives and educators. Purposive sampling was done. Focus group discussions were held with student midwives and professional midwives, whilst the naïve sketch form was used as data-collection instrument for educators. Content data analysis was done. The total sample realised was 38. Results: The findings revealed that ‘caring’ was taken to mean being well conversant, upto- date and proficient in the field of work as well as considerate and respectful to others. The professional midwives indicated that they have seen colleagues demonstrate uncaring behaviour whilst educators emphasised respect as caring. Conclusion: The student midwives, professional midwives and educators described caring as being a competent nurse with compassion and respect for others.
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Bäck, Lena. "Confidence in Midwifery : Midwifery students and midwives’ perspectives." Licentiate thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-33560.

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A confident midwife has an impact on a pregnant woman’s clinical outcome and birth experience. Knowledge acquisition, competence, and confidence develops over a lifetime and is of great importance in developing and forming personal skills and allowing the personal traits to grow and mature. Previous international studies have shown that midwifery students do not feel confident in many areas in which they are supposed to practice independently. The aim of this thesis was to investigate confidence levels in basic midwifery skills in Swedish midwifery students in their final semester just before entering the midwifery profession. An additional aim was to describe clinical midwives’ reflections about learning and what factors that developes professional competence, and confidence. Study I was a cross-sectional survey with Swedish midwifery students (n=238). They assessed their own confidence in all competencies that a midwife should have and could practice independently. The results of study I confirmed that Swedish midwifery students feel confident in dealing with the most common procedures during normal pregnancy, childbirth, and postpartum and newborn care. However, they do not feel fully confident in cases in which there are deviations from the normal procedures and obstetric emergencies. When comparing groups of midwifery students, the younger group of midwifery students felt more confident in general compared to the older group. Students at a university with a medical faculty were also more confident than the students at a university without a medical faculty. In study II, focus group discussions were held with 14 midwives emphasizing the way in which midwives reflect on learning and the development of competence and confidence. Content analysis was used to analyze the focus group discussions. Four categories were identified as a result of study II: 1.) feelings of professional safety evolve over time; 2.) personal qualities affect professional development; 3.) methods for knowledge and competence expansion; and 4.) competence as developing and demanding. The conclusion of this thesis is that more practical and clinical training during education is desirable. Midwifery students need to have access and the opportunity to practice obstetrical emergencies within a team of obstetricians and pediatricians. Learning takes time, and one improvement is to extend midwifery education to include and increase in clinical training. This would strengthen the students theoretical, scientific, and clinical confidence. Clinical midwives claim that it takes time to feel confident and that there is a need to develop professionalism.
En trygg barnmorska har en positiv inverkan för förlossningsutfall samt förlossningsupplevelse. Kunskap, kompetens och trygghet är ett livslångt lärande och har stor betydelse för att utveckla och forma personliga färdigheter, att låta de personliga egenskaperna växa och mogna. Tidigare internationella studier har påvisat att barnmorskestudenter känner sig otrygga inom områden där förväntas vara självständiga. Syftet med denna avhandling var att undersöka graden av trygghet hos svenska barnmorskstudenter strax innan de var färdigutbildade. Ett annat syfte var att utforska hur kliniskt verksamma barnmorskor reflekterar över lärande och vilka faktorer som bidrar till att utveckla yrkesmässig kompetens och trygghet. Studie I var en tvärsnittsundersökning med svenska barnmorskestudenter (n = 238). De bedömde egen trygghet inom alla kompetenser som en barnmorska förväntas kunna samt utföra självständigt. Resultaten av studie I bekräftade att svenska barnmorskestudenter känner sig trygga att hantera de vanligaste rutinerna vid normal graviditet, förlossning, eftervård samt nyföddhets vård. De känner sig emellertid inte fullt så trygga när något avviker från det normala samt vid obstetriska nödsituationer. Vid jämförelse mellan yngre och äldre barnmorskestudenter samt grad av trygghet, var det den yngre gruppen av barnmorskestudenter som kände sig tryggare i allmänhet jämfört med den äldre gruppen. Studenter vid ett universitet med en medicinsk fakultet var också mer trygga än studenterna vid ett universitet utan en medicinsk fakultet. I studie II hölls fokusgrupper med 14 barnmorskor, de diskuterade och reflekterade över hur barnmorskor utvecklar kompetens. Metod för att analysera var innehållsanalys, i resultatet framkom fyra kategorier 1.) känslor av professionell trygghet utvecklas över tid ; 2.) Personliga kvaliteter påverkar yrkesutveckling. 3.) metoder för kunskap och kompetensutveckling; och 4.) Kompetens som utveckling och krävande. Slutsatsen av denna avhandling är att mer klinisk träning under utbildning är önskvärt. Barnmorskestudenter behöver tillgång och möjlighet att öva obstetriska nödsituationer tillsammans i team bestående av förlossningspersonal och barnläkare. Det tar tid att lära samt att känna trygghet, en möjlighet att underlätta för studenter vore att utöka samt förlänga barnmorskeutbildningen, att inkludera mer klinisk träning. Detta skulle innebära att stärka studenters möjligheter till en utökad klinisk trygghet. Kliniska barnmorskor hävdar att det tar tid att känna sig trygg och att det ett finns behov av att utveckla professionalism.
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Young, Nicola. "An Exploration of Clinical Decision-Making Amongst Students and Newly Qualified Midwives." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490667.

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Although decision-making is an intrinsic part of professional practice there is very little research conducted into how midwifery students in the United Kingdom develop the skill. The principles of ethnography were used to explore how decision-making was learnt amongst direct entry student midwives during training .and after qualification. The overall aims of the research were to explore the factors which influenced decision-making and to . identify the factors that assisted or interfered with learning to make decisions. The 49 participants were a combination of students, midwives who had been qualified for less than a year and midwifery mentors. The data collection methods consisted of: three focus groups conducted with student midwives, 15 observations of practice (combination of student mentor pairs and midwives within the first year of practice), 27 individual interviews (combination of students, midwives within the first year of practice and mentors). Data analysis followed the principles of coding data, category, theme and metatheme formation described by Garner (1991) and Ely et al (1997). The classification of the nature of professional knowledge and typology of non-formal learning created by Eraut (2000) was used to identify where explicit and implicit learning occurred in relation to decision-making. Very little knowledge related to decision-making was gained from formal teaching sessions in the classroom. The personal knowledge or 'know-how' surrounding decision-making was. acquired by the student working alongside the inentor in practice. Consequently learning occurred through the participation in shared practices and was influenced by the quality of social relations and interactions in clinical practice (Wenger 1998). A number of features emerged from the study which appeared to be common amongst students and newly qualified midwives in relation to the way decision-making was learnt. These features include: making an assessment seeing the outcome of care, predicting and anticipating events, pattern recognition, self and group reflection and the use of heuristics. Other factors which helped or hindered decision-making were evident such as: the qualities of the mentor, the quality of mentoring, confidence and emotion management, getting to know the woman and contextual and environmental influences. Vignettes were created to represent composites of the findings; these were presented to study participants in a focus group as a means to achieve respondent validation. This study has led to some insights into the factors that influence and mould decision-making, the findings can be applied to the education of students and newly qualified midwives.
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Wilson, Angela Elizabeth. "A quasi-experimental study to evaluate an educational programme in perineal repair for midwives and students." Thesis, University of Surrey, 2009. http://epubs.surrey.ac.uk/844507/.

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Aims of the research The main aim of this study was to evaluate the effectiveness of a work-based module and in-service educational programme in perineal repair for midwives on their perceived level of competency undertaking this skill in clinical practice. Background The reduction in the practice of episiotomy, lack of formal instruction in perineal repair and inconsistency in perineal trauma management amongst midwives and students has resulted in the lack of perceived confidence and competency in perineal repair locally, necessitating a structured training programme in perineal repair. Methodology A Quasi-experimental pre-post intervention case study design combining a nonequivalent comparison group undertaken in six NHS consultant/midwifery led Trusts in South East England between December 2001 and January 2006. Main findings significantly greater numbers of midwives were able to practise perineal repair at higher levels of competency following an educational intervention in five experimental trusts (P < .006). There was a non-significant difference in the comparison Trust (P < .535). Decisions taken to undertake specific perineal trauma management were largely influenced by the midwives' professional expertise, clinical judgement, reference to the newly developed trauma proforma and National RCOG (2004) guidelines. In addition, an educational programme for midwives was also successful in increasing the numbers of senior student midwives who were able to participate in perineal repair confidently under the direct supervision of their mentor when they perceived that their mentor was confident and competent undertaking the procedure. Conclusion The outcomes of this study make an original contribution towards a new body of expert knowledge in pre- and post-registration midwifery education surrounding the midwives' and students' confidence, competency and decision making process associated with the assessment and management of perineal trauma. It has provided a greater understanding and insight into the complex nature of workplace learning, competency development and assessment alongside the multiple factors influencing the midwives' and students' perceived competency in perineal repair.
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Yimer, Endris Mekonnen, Firew Ayalew Desta, Kefyalew Muleta Akassa, Tadele Bogale Yitaferu, Mesfin Goji Abebe, Mebit Kebede Tariku, and Hannah Gibson. "Assessment of Midwifery and Nursing Students’ Nutrition Competence in Ethiopia: A Cross Sectional Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/2.

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Background: Malnutrition is a major public health problem in Ethiopia contributing to half of infant and child mortality. The 2014 mini Ethiopian Demographic and Health Survey revealed that four out of ten children under five are stunted, nearly one out of ten are wasted, and a quarter are underweight. One of the factors that contributed to the high stunting rate is the shortage of capable providers who are competent to provide nutrition services. The purpose of this study was to assess graduating midwifery and nursing students’ nutrition competence and explore the factors that influence their competence. Methods: A cross-sectional survey was employed in June 2015. Students’ knowledge was assessed using objective written assessment questions; and their skills were assessed using a five-station objectively structured clinical examination. Students’ perception of the nutrition learning environment and their learning experience was obtained by administering a structured questionnaire using interviews. Bivariate and multivariable analysis, including Chi-square test and independent sample t-test, were used to detect statistically significant associations or differences. Results: A total of 113 students from four public universities in Ethiopia participated in the study. Only 38.1% of students demonstrated adequate competency in nutrition. The mean percentage score for nutrition knowledge and skills were 63.8% and 46.6% respectively. There was no statistically significant difference between midwifery and nursing students’ nutrition competence (P>0.05). Both cadres scored a mean value above 50% in the knowledge assessment, except in the competency areas of nutrition and HIV. However, both showed lesser competence in performing basic nutrition skills such as anthropometry. Midwives scored higher than nurses on counseling mothers on optimal breast feeding (p=0.001). The majority (98.2%) of students reported that they had no access to nutrition skills laboratory when they took the nutrition course. In multivariable analysis, students who perceived the practice sites as conducive for nutrition skills learning achieved higher levels of competence. Conclusions: The target students were deficient in nutrition competencies. The study suggests revision of midwifery and nursing curricula for adequacy and relevance of nutrition contents, learning and assessment techniques. Nutrition skills learning both in skills lab and at clinical and practical settings need to be strengthened.
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Pama, Nomzekelo. "Factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4524.

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In nursing education, experiential learning is an important part of the curriculum and accounts for almost half of the requirements for the nursing programmes. A positive relationship with and collaboration between the training institutions and clinical placement facilities are vital for student achievement. Nurse educators are also expected to involve themselves in clinical accompaniment to bridge the theory-practice gap. Student nurses placed in midwifery clinical learning environments experience difficulty in meeting their experiential learning outcomes and programme requirements. Due to the overcrowded clinical facilities, they compete for the limited learning opportunities and resources which make the integration of theory and practice difficult. Therefore, this leads to delay in the commencement of community service by some of the nursing students as they do not graduate because of not achieving midwifery clinical outcomes and programme requirements. The purpose of the study is to assess factors affecting experiential learning for midwifery students at the public college of nursing in the Eastern Cape and the main objectives of the study were to: • Identify the challenges affecting the quality of learning in the clinical learning environment. • Determine the nature of supervision for experiential learning of midwifery students. • Determine the role of a nurse educator in the experiential learning of student nurses in midwifery clinical learning environment. Methods and analysis A quantitative, descriptive survey was conducted by making use of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale. The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 115 student nurses within the selected sites. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the learning environment (2) the supervisory relationship and (3) the role of the nurse teacher (lecturer).
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Burden, Barbara. "Privacy in maternity care environments : exploring perspectives of mothers, midwives and student midwives." Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441141.

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Johnston, Jane. "The lived experiences of student midwives subjected to inappropriate behaviour." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/411282/.

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‘Inappropriate behaviour’ can be described as the thousand ‘slings and arrows’ that, on a daily basis, eat away at civility; such behaviours may be one-off events, or individual put-downs, that nevertheless cause the receiver significant harm. In this thesis, inappropriate behaviour is conceptualised as different from bullying, which involves the repetition of behaviours and is defined and supported within various legislation. Whilst there is research that focuses on the nature and impact of workplace bullying, there is very limited research that considers the impact that inappropriate behaviours can have on an individual. This interpretive phenomenological investigation, whereby Heidegger’s philosophical approach to phenomenology was used as a methodological framework support, explored the lived experiences of eight student midwives, who had experienced inappropriate behaviour within their academic and clinical environments. The research illustrates the nature of such experiences and further explores the resulting effects. The experiences disclosed by individual participants were initially identified as struggling, being out of sight out of mind and loss and bereavement. The main findings revealed three interpretative themes that described what inappropriate behaviour represented for the participants and how it impacted upon them. These were: ‘Breaching Covenant’, ‘Dispossession’ and ‘Liminality’. Each theme incorporated one super-ordinate theme, betrayal and struggling (Breaching Covenant), loss and bereavement (Dispossession) and finally angst and anonymity (Liminality). For the participants, inappropriate behaviour was seen as single acts most commonly perpetrated by clinical midwives, without a sense of malice or intention to cause harm. It is important that the difference between bullying and inappropriate behavioural acts become known by of all those involved with student midwives’ education and a concerted effort in changing attitudes is made to enable the development of both clinical and academic environments, where inappropriate behaviour is strongly contested and vigorously opposed.
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Ramahlo, Tebogo. "The self-perception of preparedness for midwifery practice of final-year nursing students at a university in the Western Cape, South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/8158.

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Magister Curationis
Background: Globally, nurses and midwives are the most important healthcare providers. In most countries, nurses and midwives are often the first point of contact to healthcare, and in many rural areas, they are the only point of contact for patients. Skilled midwives are essential for the care of pregnant women and the safe delivery of their infants. Midwives play an important role in promoting the health and wellbeing of women, newborns and their families. In South Africa, slow progress in reducing maternal mortality can be partially attributed to a lack of appropriately trained health professionals to render some basic maternal care services. Aim & objectives: The aim of this study was to investigate the self-perception of preparedness for midwifery practice of final-year nursing students at a university in the Western Cape, South Africa. The objectives of the study were to: identify midwifery skills final-year nursing students found challenging to perform independently, determine the level of confidence of final-year nursing students for managing patients in the maternity unit, determine the level of comfort/confidence of final-year nursing students in key practice skills performance, and collect baseline evidence of nursing students’ perceptions of self-preparedness to inform the higher education institution of gaps and needs identified by nursing students. Methodology: A quantitative research approach using a descriptive survey design was implemented to gather information. A self-administered questionnaire using the Casey-Fink Readiness for Practice Survey was used. Due to the limited size of the population, an all-inclusive sampling strategy was utilised, with a sample size of N=217. At the time of the survey, only 164 nursing students attended class. Only 112 questionnaires were returned, yielding a response rate of 70.88%. All returned questionnaires had no missing data. SPSS Statistics version 25 was utilised for data analysis. Descriptive statistics, frequencies and tests for association were utilised.
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Pranal, Marine. "Hémorragies du post-partum immédiat : Estimations visuelles des pertes sanguines par les sages-femmes et les étudiants sages-femmes et prévalence des troubles psychologiques en cas d'hémorragie du post-partum immédiat : Etude PSYCHE." Thesis, Université Clermont Auvergne‎ (2017-2020), 2019. http://www.theses.fr/2019CLFAS008.

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Objectifs : Les objectifs de notre travail étaient d’une part d'évaluer la précision des estimations visuelles des pertes sanguines (EVPS) par les sages-femmes et les étudiants sage-femme (Volet 1) et d’autre part d’évaluer les conséquences psychologiques maternelles après une hémorragie du post-partum immédiat (HPP) (Volet 2). Volet 1 : Nous avons réalisé une étude transversale multicentrique (n=16 656). Les étudiants en maïeutique et les sages-femmes françaises devaient estimer via un questionnaire en ligne 8 photographies de volume de pertes sanguines différentes. Chaque photographie était dupliquée et distribuée aléatoirement dans le questionnaire avec une mesure étalon de 50 mL. Nous avons observé que le pourcentage global d’estimation exacte du volume des pertes proposé était faible dans les deux groupes de répondants (34,1%). Le seuil de l’HPP a toujours été diagnostiqué avec succès mais identifié dans moins de la moitié des cas pour l’HPP sévère. L’accord intra-observateur était plus fort (kappa pondéré ≥ 0,8) pour les valeurs les plus élevées (1 000 ml et 1 500 ml). Les sages-femmes avaient tendance à sous-estimer la quantité de perte de sang mais dans une moindre mesure que les étudiants. Indépendamment de la catégorie de répondant ou du diagnostic (HPP ou HPP sévère), la spécificité de l’EVPS en tant que test diagnostic était supérieure à sa sensibilité. Volet 2 : Notre second volet était une étude monocentrique transversale répétée descriptive et à visée étiologique sur une cohorte de femmes ayant accouché au CHU de Clermont-Ferrand [n= 1 298 ; 528 femmes avec une HPP = exposées (GE) et 770 femmes sans HPP = non exposées (GNE)]. La prévalence de la dépression chez les femmes après une HPP immédiat (< 24 heures) est évaluée à M2, M6 et M12 du post-partum via le questionnaire l’EPDS. L’anxiété est évaluée aux mêmes périodes avec les questionnaires STAI-YA et le GAD-7 et le trouble de stress post-traumatique (TSPT) via l’IES-R. Tous les questionnaires étaient auto-renseignés. La participation globale des femmes à M2 était de 63,7% (GE: 63% et GNE : 64,1%). Nous avons retrouvé des prévalences chez les exposées de 24,1% pour la DPP (vs. GNE : 18,3%), 20,4 % d’anxiété (vs. GNE : 13,4%) et 12,9% de TSPT (vs. GNE : 7,8%). Après ajustement, seul le risque d’avoir un TSPT à M2 restait significativement augmenté chez les femmes ayant eu une HPP (ORa=2,11 ; IC95% : 1,11-4,00). Les analyses à M6 et M12 seront réalisées lorsque le suivi de toutes les femmes sera terminé. Conclusion : Volet 1 : Les étudiants en maïeutique avaient tendance à sous-estimer la quantité de perte de sang plus souvent que les sages-femmes malgré l’aide d’une mesure étalon. L’HPP (≥ 500 ml) a toujours été identifiée mais la sévérité (≥ 1 000 ml) dans moins de la moitié des cas. La difficulté de l’EVPS doit être soulignée lors de la formation initiale des étudiants et lors de la formation continue des professionnels.Volet 2 : La DPP, l’anxiété et le TSPT sont fréquents dans le post-partum y compris parmi les femmes n’ayant pas eu d’HPP. La survenue d’un TSPT est à surveiller à M2 chez les femmes ayant une HPP. Il est important de repérer ces troubles chez toutes les femmes en post-partum afin de mettre en place un suivi adapté et individualisé et ainsi favoriser le lien mère-enfant
Objectives: The objectives were to assess the accuracy of visual estimates of blood loss (EVPS) by midwives and midwifery students (Part 1) and secondly to assess the psychological consequences after postpartum haemorrhage (PPH) (Part 2). Part 1: We performed a multicenter cross-sectional study (n = 16,656). French practicing midwives and midwifery students were asked to estimate eight photographs of the volume of blood loss via online survey. Each photograph was duplicated and randomly ordered in the questionnaire with a reference 50 mL. We observed that the overall percentage of exact estimates of the volume of losses proposed was low in both groups of respondents (34.1%). PPH threshold was always successfully diagnosed but identified in less than half of the cases for severe PPH. Intra-observer agreement was better for the extreme values (100 mL and 1500 mL) with higher agreement (weighted kappa ≥ 0.8) for the highest values (1000 mL and 1500 mL). Midwives tended to underestimate the amount of blood loss but to a lesser extent than students. Regardless of respondent category or diagnosis (HPP or severe PPH), the specificity of the EVPS as a diagnostic test was greater than its sensitivity. Part 2: Our second component was a monocentric cross-sectional descriptive and etiologically oriented study on a cohort of women who gave birth at Clermont-Ferrand University Hospital [n = 1298; 528 women with HPP = exposed (GE) and 770 women without HPP = unexposed (GNE)]. The prevalence of depression in women after immediate PPH (<24 hours) was assessed at postpartum M2, M6 and M12 using the EPDS questionnaire. Anxiety was assessed at the same time with the STAI-YA and GAD-7 questionnaires and post-traumatic stress disorder (PTSD) via the IES-R. All questionnaires were self-reported. The overall participation of women at M2 was 63,7% (GE: 63% and GNE: 64,1%). We found prevalences in exposed patients of 24,1% for DPP (vs. GNE: 18,3%), 20,4% anxiety (vs. GNE: 13,4%) and 12,9% TSPT (vs. GNE: 7,8%). After adjustment, only the risk of having PTSD at M2 remained significantly increased in women who had PPH (ORa = 2,11, 95% CI: 1,14-4,00). Analyzes at M6 and M12 will be carried out when the follow-up is completed. Conclusion: Part 1: Students midwives tended to underestimate the amount of blood loss more often than midwives despite using a standard measure. HPP (≥ 500 ml) was always identified but severe PPH (≥ 1000 ml) was identified in less than half of the cases. The difficulty of the EVPS must be emphasized during the initial training of the students and during professional’s trainings. Part 2: DPP, anxiety, and PTSD are common in the postpartum period including women who have not had PPH. The occurrence of PTSD is to be monitored at M2 in women with PPH. It is important to identify these disorders in all postpartum women in order to implement adapted and individualized follow-up of these women and thus to promote the mother-child bond
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Books on the topic "Students midwives"

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Redman, T. F. Lecture notes on midwifery: For student midwives and medical students. 4th ed. Bristol: John Wright, 1985.

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K, Evans Sharon, ed. Practical skills guide for midwifery: A tool for midwives & students. 2nd ed. Bend, OR: Morningstar Pub. Co., 1997.

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Midwifery revision: Objective and other tests for students of midwifery and obstetrics. 3rd ed. Edinburgh: Churchill Livingstone, 1986.

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Robson, S. E. E. Variation of cervical dilatation estimation by midwives, doctors, student midwives and medical students: A small study using cervical simulation models : re-analysis of the original data in October 1991. Leicester: The Author, 1991.

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Dorothy, Walters, and Dimond Bridgit, eds. Legal aspects of midwifery workbook: For practitioners and students of widwifery. Hale, Cheshire, England: Books for Midwives Press, 1997.

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Dyson, Simon. Midwives' knowledge of haemoglobinopathies: Midwife and student midwife awareness in England. Leicester: De Montfort University, 1995.

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RN, Lee Pamela, ed. A pocket guide for student midwives. Chichester, England: Wiley, 2006.

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McKay-Moffat, Stella. A Pocket Guide for Student Midwives. New York: John Wiley & Sons, Ltd., 2006.

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RN, Lee Pamela, ed. A pocket guide for student midwives. 2nd ed. Chichester, West Sussex: Wiley, 2010.

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Wallis, Jan. An exploration of community midwives' perceptions of their role as mentors to student midwives. Uxbridge: Brunel University, 1993.

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Book chapters on the topic "Students midwives"

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Davies, Sarah, and Liz Coldridge. "Trauma experienced by student midwives." In Untangling the Maternity Crisis, 51–58. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315277059-8.

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Alys, Einion. "The socialisation of student midwives." In The Social Context of Birth, 181–92. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.1201/9781315378077-12.

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

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Phillips, Robyn. "Choice or chance? The selection of student midwives." In Midwives, Research and Childbirth, 60–84. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6956-9_4.

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Davies, Ruth M. "‘Practitioners in their own right’: an ethnographic study of the perceptions of student midwives." In Midwives, Research and Childbirth, 85–107. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6956-9_5.

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Kitson-Reynolds, Ellen, and Kate Ashforth. "Transition from student to newly qualified midwife." In A Concise Guide to Continuity of Care in Midwifery, 129–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003051527-9.

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Cummins, Allison, and Michelle Gray. "‘Birth of a Midwife: The Transitional Journey from Student to Practitioner’." In Starting Life as a Midwife, 1–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93852-3_1.

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Dixon, Lesley, and Jacqui Anderson. "Embracing Life as a Midwife in Aotearoa/ New Zealand: Transitioning from Student to Midwifery Practitioner." In Starting Life as a Midwife, 155–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93852-3_10.

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Chenery-Morris, Sam. "Students with practice referrals or concerns." In Grading Student Midwives’ Practice, 148–64. Routledge, 2020. http://dx.doi.org/10.4324/9780367430887-6.

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Chenery-Morris, Sam. "Midwifery, midwifery education and perspectives on grading students’ practice." In Grading Student Midwives’ Practice, 1–31. Routledge, 2020. http://dx.doi.org/10.4324/9780367430887-1.

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Conference papers on the topic "Students midwives"

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Ricci, Serena, Simone Marcutti, Andrea Pani, Marco Chirico, Giancarlo Torre, Massimo Cordone, Maura Casadio, and Gianni Vercelli. "Implementation of a sensorized neonatal head model for gynechological training." In the 8th International Workshop on Innovative Simulation for Healthcare. CAL-TEK srl, 2019. http://dx.doi.org/10.46354/i3m.2019.iwish.012.

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"During labor it is very important to know the exact position and orientation of the fetal head when descending the birth canal. Indeed, incorrect evaluations may lead to dangerous situations for both the infant and the mother. Usually, gynecologists and midwives rely on their experience to determine the head position and to evaluate the risk level of each delivery. In this context, it is essential to train new physicians and midwives to correctly manage different types of delivery. Here, we present the design and implementation of a realistic sensorized neonatal head that could be used on low-cost birth simulators for training and evaluation of residents and midwifery students."
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Nuraini, Laila Afiliasi Puji. "Experience in Interprofessional Education among Midwivery Students: A Systematic Review." In The 6th International Conference on Public Health 2019. Masters Program in Public Health, Graduate School, Universitas Sebelas Maret, 2019. http://dx.doi.org/10.26911/the6thicph.04.47.

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Yulizawati, Yulizawati, Masrul Masrul, Detty Iryani, Rika Susanti, Lusiana Bustami, and Aldina Insani. "Analysis of the Implementation Mentorship Model as an Effort for Professionalism Attitude of Midwifery Undergraduate Students about Life Skill Midwife Profession." In Proceedings of the 1st EAI International Conference on Medical And Health Research, ICoMHER November 13-14th 2018, Padang, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-11-2018.2283523.

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Lubis, Rismahara, Yusniar Siregar, and Irma Linda. "The Relationship Of The Role Playing Method To Leaning Interest Of Students In Communication And Counseling Lesson In Midwife Practices at Poltekkes Kemenkes Medan." In Proceedings of the First Nommensen International Conference on Creativity & Technology, NICCT, 20-21 September 2019, Medan, North Sumatera, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.20-9-2019.2296591.

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