To see the other types of publications on this topic, follow the link: Students midwives.
Dissertations / Theses on the topic 'Students midwives'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 33 dissertations / theses for your research on the topic 'Students midwives.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
Bäck, Lena. "Confidence in Midwifery : Midwifery students and midwives’ perspectives." Licentiate thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-33560.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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/.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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).
7
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.
Full text
8
Johnston, Jane. "The lived experiences of student midwives subjected to inappropriate behaviour." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/411282/.
Full textAbstract:
‘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.
9
Ramahlo, Tebogo. "The self-perception of preparedness for midwifery practice of final-year nursing students at a university in the Western Cape, South Africa." University of the Western Cape, 2020. http://hdl.handle.net/11394/8158.
Full textAbstract:
Magister CurationisBackground: 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.
10
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.
Full textAbstract:
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-enfantObjectives: 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
11
Chenery-Morris, Samantha. "Grading student midwives' practice : a case study exploring relationships, identity and authority." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/66951/.
Full textAbstract:
Grading students’ practice in the UK is a mandatory requirement of midwifery programmes regulated by the Nursing and Midwifery Council. This thesis explores how grading affects midwifery students, mentors and lecturers’ relationships, identity and authority. Individual and group interviews with fifty-one students, fifteen mentors and five lecturers, recruited from three local NHS Hospital Trusts and a university provided a diversity of views and experiences. This was complemented with documentary data from student practice grades, practice assessment documents and action plans from underperforming students. The analytical framework for this case study draws on Basil Bernstein's pedagogic codes using the concepts of classification and framing. This enabled an exploration of what counted as valid practice knowledge, teaching and learning in clinical practice and the evaluation of learning. Differences between students, with respect to their orientation to midwifery knowledge, types of practice knowledge and relationships between the hospital and community mentors were identified. Despite these, students were consistently awarded high practice grades. The environment seemed to affect the structural and interactional practices between students and mentors and, according to Bernstein’s theory, should have affected the practice grade. However, there was limited stratification of grades. Therefore, the grades have been interpreted as competence rather than performance of midwifery and symbolise acceptance into the profession. Reasons for this were offered. This study provides a unique insight into grading students’ practice, resulting in recommendations such as the separation of the role of mentor from assessor as well as a call for greater assessment of communication skills and evidence to inform midwifery practice. New models of teaching and assessment in clinical practice may enable a change of pedagogic code. Understanding the complexity of the practice area and the types of discourses it produces is necessary to enable all students equal access to midwifery specific knowledge.
12
Roberts, Taniya. "Realities from practice : what it means to midwives and student midwives to care for women with BMIs ≥30kg/m2 during the childbirth continuum." Thesis, University of Chester, 2016. http://hdl.handle.net/10034/620376.
Full textAbstract:
Women with raised BMIs ≥30kg/m2 have now become the ‘norm’ in maternity practice due to the recent obesity epidemic. To date only very limited research evidence exists highlighting midwives’ experiences of caring for this group of women. This thesis aims to provide original research on what it means to midwives and student midwives on the point of qualification to care for this client group throughout the childbirth continuum.
13
Ntlokonkulu, Zukiswa Brenda. "The effectiveness of medium-fidelity simulation on the clinical readiness of student midwives." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4503.
Full textAbstract:
Simulation affords the student a safe and supportive environment in which to practise skills repeatedly without causing any harm to a real patient. The Department of Nursing Sciences at the University of Fort Hare has a laboratory that offers lowto medium-fidelity simulation in the form of task trainers and mannequins. These task trainers and mannequins are used in general nursing, and in community and midwifery nursing sciences, for the demonstration of skills, the practising of skills by students and for formative assessments. In midwifery, task trainers are used for vaginal examinations, abdominal palpation breech and vaginal deliveries and the management of post-partum haemorrhage (PPH). Given that in a real-life clinical environment limited opportunities exist for students to practise during an obstetrical emergency, medium-fidelity simulation (MFS) in midwifery ideally positions the student in a practical environment without risking the patient’s safety. Despite the availability of MFS at UFH, its benefit on the clinical readiness of student midwives is not known. The present study was designed to assess the effectiveness of MFS in enhancing the clinical readiness of student midwives at the University of Fort Hare. The main research objective of the study was to explore, describe and analyse the effect of medium-fidelity simulation on student midwives’ confidence, critical thinking ability, communication, satisfaction and team work in an obstetrical clinical emergency environment. This was a qualitative, interpretive, phenomenological analysis designed to explore the student midwives’ lived experiences regarding the effectiveness of mediumfidelity simulation and the effect of these experiences on clinical readiness. The target population was fourth-year Bachelor of nursing student midwives at the University of Fort Hare. Purposive sampling was used to select five student midwives who were team leaders during the management of PPH using MFS. Ethical approval was granted by the University of Fort Hare Ethics Committee. Informed consent was obtained from the participants prior to data collection. Trustworthiness was ensured by observing the principles of transferability, credibility, confirmability and dependability. Data was collected through individual face-to-face interviews and a semi-structured interview guide. All fourth-year student midwives had viewed an on-line video entitled Essential Steps in Management of Obstetrical Emergency(ESMOE) Postpartum Haemorrhage, in which the procedure was demonstrated. The video, sent via Backboard, was presented in such a way that student midwives had the opportunity to watch it repeatedly in order to thoroughly comprehend the demonstrated skill. A semi-structured interview guide was used for data collection. Interviews were conducted in the simulation laboratory. A Samsung smartphone was used to record interviews and a notepad was used to make notes of gestures, such as smiles or other facial expressions. Data was analysed using thematic content analysis applicable to interpretative phenomenological analysis (IPA) studies using the six steps: reading and re-reading; initial noting taking; developing emergent themes; searching for connections across the emergent themes; moving to the next case and lastly, looking for patterns across cases. The major findings indicated that the participants had differing views regarding the concept of clinical readiness; some held that clinical readiness meant being ready or prepared to handle any eventuality in the course of work, others opined that it was a state of being conversant with the policies and procedures in the clinical ward. Participants believed that clinical readiness was parallel to being competent and that midwives should always be ready to anticipate complications that might arise with the patient, endeavouring to analyse and interpret such conditions clinically. Participants expressed the need to see the simulation skill demonstrated repeatedly for thorough understanding of the technique, so that they could work independently in an obstetrical emergency situation. During simulation, participants were confident in delegating duties to team members, affirming that in order to ensure that tasks were carried out, team leaders should receive regular updates from team members.
14
Mettler, Gretchen G. "Growing into a Midwife: A Theory of Graduate Nurse-Midwife Students' Process of Clinical Learning." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271258271.
Full text
15
Finnerty, Gina. "An exploration of the texture of student midwives' non-formal learning in professional practice." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/843623/.
Full textAbstract:
This thesis explores the transmission of craft knowledge in midwifery, examining the mediation of practice learning within mentor/student pairs. It is an in-depth exploration of non-formal learning as perceived by a sample of student midwives at various stages of their preparation programmes across England. The theoretical underpinning stems from literature on non-formal learning, incorporating Eraut's analysis of non-formal learning and Polanyi's philosophy of tacit knowledge. A sample of fourteen student midwives recorded their experiences of learning and support in clinical practice for ten days in audio-diary format. The diaries were analysed within a narrative analysis framework to capture the 'voice' of the learners, who described the challenges inherent in learning and acquiring the craft of midwifery. Discourse analysis was used to interrogate the data. This method enabled discovery of pattern and order in everyday language-in-use. Unique information emerged within students' individual interpretive repertoires. The lengthy audio-diaries illuminated contexts and linguistic expressions which conveyed the socio-cultural positioning of the student midwives. The method was found to be compatible with non-formal learning and the epistemological perspective selected because of the organic nature of craft knowledge. Student midwives' reflexive accounts identified a range of 'tools' used by mentors, which influenced acquisition of practical competence and cognition. These tools included not only physical teaching aids, but also signs, modelling and other means of semiotic mediation. This thesis reveals the power of formative learning and situated support in midwifery practice. An argument is developed for mobilising hidden, tacit knowledge which often exists on the borders of the formal curriculum.
16
Hooks, Claire. "An exploration of student midwives' attitudes toward substance misusing women following a specialist education programme." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702270/.
Full textAbstract:
Substance misuse is a complex issue, fraught with many challenges for those affected. Whilst the literature suggests that pregnancy may be a ‘window of opportunity’ for substance misusing women, it also suggests that there are several barriers to women engaging with health care. One of these is the fear of being judged and stigmatised by healthcare professionals, including midwives. Previous research indicates that midwives have negative regard toward substance users and that this in turn may lead to stigmatising behaviours and consequential substandard care provision. Midwives however, stress that they do not have appropriate training to be able to effectively provide appropriate care for substance misusers. Research suggests that education (formal training) is needed in this area to improve attitudes. In this study, the role of education in changing attitude toward substance use in pregnancy was explored using case study methodology. The case was a single delivery of a university degree programme distance learning module ‘Substance Misusing Parents,’ undertaken by 48 final year student midwives across 8 NHS Trusts. The research was carried out in 3 phases, using a mixture of Likert style questionnaires (Jefferson Scale of Physician Empathy and Medical Condition Regard Scale), Virtual Learning Environment discussion board qualitative data and semi structured interviews. The findings of the questionnaires showed that whilst general empathy levels showed no significant change (p=0.539), empathy toward pregnant drug using women showed a statistically significant improvement following the module (p=0.012). Furthermore, exploration of the students’ experiences of the module demonstrated the importance of sharing and reflecting on practice with peers; the experiences of drug users, both positive and negative; and having an opportunity to make sense of these experiences, thus bridging the ‘theory-practice divide,’ as key in influencing their views. Furthermore the findings indicated value in the mode of delivery of such education, suggesting e-learning to be an effective approach, offering not only knowledge gain in terms of the content, but in wider research and critical thinking skills. This research demonstrates the potential of education in this area but also offers suggestions for effective methods of educational delivery to potentially help reduce stigma in other areas of practice.
17
Manthata, Joyce Maphuti. "Challenges Encountered by 0ne-year Diploma student midwives in acquiring clinical skills at selected hospitals in Limpopo Province." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1697.
Full textAbstract:
Thesis (MPH.) -- University of Limpopo, 2016.Introduction and purpose: Midwives are the backbone of maternal and child health—the output of their action affect quality of life of mother and child. The purpose of the study was to describe the challenges encountered by one-year diploma student midwives while acquiring clinical skills at selected hospitals in Limpopo Province. Research design and method: A quantitative, descriptive cross-sectional research method was used in this study. The study population comprised all one-year diploma student midwives in selected hospitals in Limpopo Province, namely, Dilokong Hospital, Jane Furse Memorial Hospital, Mokopane Hospital, Philadelphia Hospital, Siloam Hospital and St Rita’s Hospital. The whole study population was used as the total population was small. Data were collected using a self-administered questionnaire. Informed consent was received from the participants as was ethical approval from the relevant authorities. Data were analyzed using SPSS version 22 with the aid of a statistician. Descriptive statistics were used to analyze and describe the data. Data were presented in tables and bar graphs.Findings: Respondents in this study indicated that they encountered the following challenges during their acquisition of clinical skills at the selected hospitals in the Limpopo Province: inadequate resources; inadequate mentoring. Male participants reported feelings of being more competent than their female counterparts. There was no relationship between acquisition of skills and marital status, and no correlation between age and acquisition of skills.
18
Kleinsmith, Debora Ann. "Student midwives' experiences of the Objective Structured Clinical Examination (OSCE) at a University in the Western Cape." University of the Western Cape, 2017. http://hdl.handle.net/11394/5663.
Full textAbstract:
Magister Curationis - MCurThe Objective Structured Clinical Examination (OSCE) is a formative and summative assessment method used in several health science disciplines. The primary focus of this research study was to explore and describe the experiences of student midwives of the OSCE as used in a specific university context and determine how effective it is in preparing student midwives for clinical practice. However the researcher acknowledges the value of the OSCA (Objective Structured Clinical Assessment), which was not used in the context where the study was conducted. Due to the scarcity of academic literature in South Africa and internationally regarding the experiences of student midwives of OSCE assessments, this research study attempted to increase evidence of students’ experiences for improving the OSCE as an assessment method at a school of nursing used in this study. Research purpose: The purpose of the study was to explore and describe student midwives’ experiences of the Objective Structured Clinical Examination, at the SoN, at a university in the Western Cape, and ascertain whether it prepared them adequately for clinical practice. Research design: A qualitative approach with an exploratory descriptive design was used for the investigation of the student midwives' experiences of this assessment method. Sample: Purposive sampling was utilised to select third year Bachelor of Nursing students, who completed the OSCE during semester one in 2014, at a University in the Western Cape. Nine participants were interviewed. Data collection: The data collection was obtained through semi-structured interviews. Data analysis: The data analysis was done manually using the Thomas (2003) data analysis process. Saturation was reached after nine interviews, when no new relevant knowledge was being acquired. Findings: OSCE preparation was supported by theory and clinical learning opportunities. The OSCE environment was found to be challenging and stressful. Alignment of OSCE stations to clinical skills, theory, clinical practice and appropriateness of time allocation. Students had differing views about their level of confidence and competence. Recommendations: Although the OSCE is a valued instrument in the summative assessment of midwifery students, attention must be given to the careful planning of the OSCE environment and the use of simulation techniques. Adequate support for students is essential, and adherence to a standard method of facilitation in clinical learning, in the skills laboratory, is crucial to fairness in learning and assessment. The direct input from valuable stakeholders in clinical training, such as educators and clinical supervisors, must be considered in order to identify ways to improve the OSCE.
19
Hall, Valerie. "'Wise women' : students' use of experience in developing midwifery knowledge." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341067.
Full text
20
Callwood, Alison. "Developing and evaluating the multiple mini interview in student midwife selection." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/808262/.
Full textAbstract:
The multiple mini interview (MMI) is an admissions instrument designed to replace the personal interview in health care student selection. Its effectiveness has been evaluated in medical student recruitment processes (Eva et al., 2004a, Roberts et al., 2014). At the commencement of this research no reliability, validity, or acceptability studies had been published specifically in relation to student midwife selection. Study objectives: to develop, pilot and evaluate the reliability, validity and acceptability of MMIs in student midwife selection in a Higher Education Institution (HEI) in the United Kingdom (UK). A dual paradigmatic dialectical enquiry was used in a multi-method case study. A literature review and qualitative work were conducted to identify the desirable personal qualities of a student midwife. This was followed by the systematic development of a customised eight station, five-minute MMI model. Sixty-two students from the BSc Midwifery Studies, September 2011 and 2012 cohorts, at the University of Surrey, volunteered to undertake ‘mock’ MMIs in the first week of their programme. Fifty-seven participants were followed up having completed their first year. Predictive validity was assessed using students’ end of year OSCE and mentor grading; station reliability, including inter-station and internal consistency, were also examined. Interviewers’ (n=9) and candidates’ (n=62) views of MMIs were obtained from a focus group and semi-structured questionnaires respectively. The literature review revealed that acknowledgement of the importance of ‘emotionality’ or an emotional dimension in the relationship between a woman and her midwife was missing from key professional, regulatory (Nursing and Midwifery Council, 2009, 2010, International Confederation of Midwives, 2011) and government documentation (Department of Health, DH,2012). According to the Department of Health (DH, 2013), selection to all National Health Service (NHS) funded training posts should incorporate recruitment for the NHS Constitution values (DH, 2012). In the absence of any mention of ‘emotionality’ it is suggested that this requires more specific recognition in considerations of what is important to appraise at selection. No statistically significant associations were found between students’ MMI score and their subsequent performance in clinical practice. The University Registrar would not consent to ‘live’ selection using MMIs in the absence of midwifery-specific evidence; participants were therefore students who had already been accepted onto an undergraduate midwifery programme. This has been addressed in an on-going longitudinal follow up-study. Reliability (internal consistency) was ‘excellent’ with Cronbach’s alpha scores between 0.91-0.97 across eight stations. Inter-station reliability findings suggested that each station measured different independent constructs with only a moderate positive correlation between two stations, kindness, compassion and respect for privacy and dignity (p<0.01). All other stations indicated little or no relationship offering additional support to the reliability of the scales. Candidates stated that undertaking MMIs would not discourage them from applying to the University as they felt they were a fair assessment instrument. They suggested that the multi- interview format was a positive feature which allowed them to recover from a poor performance at any one station. Overall, 23 participants (37%) reported a preference for MMIs compared to 22 (35%) who preferred a one-to-one personal interview format; 44 participants (71%) found the personal interview more daunting than MMIs. Interviewers appreciated the parity of opportunity afforded to candidates through the standardisation of the interview process. They were willing to adopt MMIs in future selection processes provided any anticipated complications were resolved. MMIs were shown to be reliable in the context and model defined. The insightful information obtained has informed a ‘roll out’ to MMIs across all health care student selection at the University of Surrey as well as being used by Health Education England as a case study example (HEE, 2014).
21
McIntyre, Helen Rachel. "Factors influencing student midwives' competence and confidence when incorporating UNICEF UK Baby Friendly Initiative (BFI) Education Standards in clinical practice." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27802/.
Full textAbstract:
Background: Breastfeeding is crucial in providing optimum nutrition and health for babies' to develop into healthy adults and has important emotional, physical and psychological benefits on maternal health. The UK has stubbornly low breastfeeding initiation and continuation rates. To address this, the government has policies targeting maternity and public health services. Furthermore, UNICEF UK introduced Baby Friendly Initiative (BFI) Hospital Standards in 1998 and Midwifery Education Standards in 2002. The University of Nottingham adopted BFI Education Standards in 2005 and have maintained accreditation since 2008. The BFI curriculum changes incorporated a knowledge, skills and attitude framework for teaching, learning and assessing. The embedding of positive attitudinal and skills facilitation of breastfeeding within the curriculum changes was essential. The influence of Trust's organisational culture on student learning was considered critical due to its impact on midwives working practises and pre-registration midwifery curricula having a minimum of 50% clinical practice. There is a lack of information about the efficacy of BFI Education Standards on student learning and application to practice. The aim of this study was to explore factors affecting student midwives competence and confidence when incorporating BFI Education Standards into clinical practice. Methodology and methods: A three year longitudinal multiple educational case study of a Bachelor of Midwifery programme commenced in 2009. Ethical and R&D approval were gained from the University and five Trusts, each at different stages of BFI clinical accreditation. The inclusion criteria were any student in the September 2009 midwifery cohort and their allocated midwife mentors. From a cohort of 32 students, 22 consented and 16 supplied data at each collection point throughout the three years. Students identified 92 midwife mentors, they had worked with, who were then invited to participate; 16 consented and 6 supplied data at each collection point throughout the three years. A total of 92 questionnaires and 70 one hour interviews were conducted. Data collected from students included questionnaire, individual interview and documentary evidence at 6, 18 and 30 months into the programme. Data from midwife mentors was questionnaire and individual interview at each stage. Documentary evidence was obtained from the students' NMC record of clinical skills and second year biology examination question on infant feeding. Data analysis used NVivo for qualitative data management, and PAWS for quantitative data analysis. Verbatim transcription of interviews was followed by thematic analysis. Findings: Findings are presented using BFI 'Ten Steps' Standards with the underpinning knowledge, skills and attitude framework. All students considered themselves to be competent and confident in 'normal' aspects of infant feeding but only competent in 'complex' feeding scenarios. Students self reported the theoretical component was most important to their learning in years 1 and 3 and clinical placements in year 2. Students who were mothers and students working in BFI accredited units had better examination results. Changes in workforce skill mix and reduced community midwife visits were factors in reported gaps of 'complex' breastfeeding learning opportunities. These were addressed by scenario role play. Reductions in Infant Feeding Advisor hours were found to correlate with increased formula supplementation. Mentors praised students' enhanced theoretical knowledge from their first year, and assessment and planning in the third year. They attributed this to the BFI curriculum. More prescriptive and structured organisational documentation facilitated student learning. Theory practice gaps existed at all five case study sites. At BFI accredited sites mothers and babies were statistically more likely to experience skin-to-skin following any mode of birth (n=1462 p<0.001 phi=0.21). At all sites a normal birth statistically increased the opportunity of mother-baby skin-to-skin (n=1462 p<0.001 phi=0.57) and initiation of breastfeeding (n=1462 p<0.001 phi=0.52). Students embraced a 'hands-off' technique to support breastfeeding and hand expression of the breast against prevailing clinical role modelling. Techniques students developed were 'shadowing', use of props, use of feeding cues and increasing the accessibility of their knowledge to women through facilitative communication skills. Use of infant feeding tools provided through the curriculum supported student learning. Detail provided within the postnatal data was poor and mirrored by mentors reporting poor use of relevant organisational documentation. Students had little opportunity to develop constructive formula feeding support, sterilisation of feeding equipment and reconstitution of formula milk. Anxiety was expressed by mentors and students in providing support to formula feeding women within a BFI framework. The use of interactive teaching methods and individual assessment through a workshop in year 3 were identified by students as significant to their learning. Students desire to support women to breastfeed grew over the 3 years. This was independent of personal feeding experiences of students who were mothers and the non-mothers embedded norms. The reinforcement and incremental delivery of the BFI curriculum in each year was identified as essential in this process. Conclusion: A BFI accredited midwifery curriculum positively impacts on student learning in infant feeding, raises the profile of infant feeding within postnatal care and enables students to create positive experiences for women. This study's findings would recommend that all midwifery curricula embrace BFI Education Standards within a knowledge, skills and attitudes framework.
22
Rawnson, Stella. "Stories of companionship and trust : women's narratives of their student midwife caseloading experience." Thesis, Bournemouth University, 2018. http://eprints.bournemouth.ac.uk/31188/.
Full textAbstract:
It is national policy that midwifery students, as part of the undergraduate midwifery curriculum, gain experience of providing continuity of care for women throughout the childbearing continuum via caseload practice (NMC 2009). Student midwife caseloading has been cited as an example of best practice (DH 2003). However, whilst there is robust evidence of women’s experiences of continuity from qualified midwives (Sandall et al. 2016), there is a lack of information regarding student’s care. Although a small number of studies have been conducted in Australia and Norway, no formal research into women’s experiences of this approach to student involvement in their care appears to have been undertaken in the United Kingdom. This study focussed on hearing women’s personal stories to develop an understanding of how being part of a student midwife’s caseload may have impacted on their childbearing experience. Utilising qualitative methods, the study followed women’s experiences of continuity of care provision from a student midwife, supervised by a qualified midwife, throughout pregnancy, birth and the early days of mothering. I was interested to hear women’s stories of their relationships with students and how these were developed, how they described the care provided in relation to their holistic needs and how, and if, they linked the continuity of care by the student with the outcome of their experience. Data were collected within a longitudinal model through story accounts from six women who had agreed to be part of a student’s caseload. Participant stories were sought on three occasions: twice during pregnancy, and once in the postnatal period. The data gathered at these points in time were viewed as a continuing story that unfolded over the woman’s childbearing event. The story accounts were analysed through a narrative framework using a three phase re-storying model to uncover themes of significance to the individual women within the study, and the women as a group. Phase 1 involved the analysis of the three interview transcripts of the individual woman’s unfolding story. Phase 2 included the construction of an interpretative story or personal experience narrative poem for each participant. Phase 3 provided a synthesis of the data to construct a collective story that encapsulated the emergent narratives themes of significance to the women as a group. The three longitudinal narrative themes of significance to the women as a group were identified as: ‘mutually supportive partnerships’; ‘just like a midwife’ and ‘extra special care’. All women recognised the status of their caseloading student as that of learner, as someone working to become a qualified midwife, and described the reciprocal supportive relationships they developed with students through relational continuity within this context. While identifying the caseloading student as requiring supervision from a qualified midwife, women expressed high levels of trust and confidence in ‘their’ student’s knowledge, clinical competence and caregiving abilities. Being with a student in a continuity relationship, and the extra support it engendered, was highly valued by women. The student’s perceived ‘constant’ presence across the childbearing experience was welcomed and described as central to the women’s comfort and contentment. Study findings provide evidence that this group of women highly valued the student contribution via continuity to their care and this experience may be transferable to other women participating in student caseloading. This understanding adds weight to the Nursing and Midwifery Council expectations and reinforces the value of continuity educational schemes. The knowledge gained provides useful insights for curriculum developers nationally and internationally, educators and practitioners. Recommendations from the study are made for research, education and practice.
23
Hunter, Billie. "Emotion work in midwifery : an ethnographic study of the emotional work undertaken by a sample of student and qualified midwives in Wales." Thesis, Swansea University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588081.
Full textAbstract:
Concerns have been expressed regarding low morale and problems with recruitment and retention in UK midwifery. Evidence suggests that integrated midwifery practice may exacerbate these difficulties and impact on the emotional aspects of work. This thesis explored how a range of midwives experienced emotion at work. focusing on sources of emotion and how emotions were managed. The study was conducted in three phases, with the data obtained informing and complementing each other. A multi-method ethnographic approach was utilised, using focus groups, interviews and observations. In Phase One, focus groups were conducted with student midwives on both eighteen month and three year programmes (n = 27). Themes generated were then explored further with qualified midwives in Phase Two (n = 11) and Phase Three (n = 29). Qualified midwives represented a broad range of clinical locations, length of clinical experience and occupational status. Thematic data analysis indicates that community and hospital environments present midwives with fundamentally different work settings that have diverse values and perspectives. The result is two primary occupational identities and ideologies, which are in conflict. Hospital midwifery is dominated by meeting service needs, via a universalistic and medicalised approach to care; the ideology is, by necessity, 'with institution'. Community-based midwifery is more able to provide an individualised, natural model of childbirth reflecting a 'with woman' ideology. This ideology is officially supported, professionally and academically. However, there is no clear match between ideology and context, and this impacts on occupational identity. Managing these conflicting ideologies requires emotion work. Emotion work strategies, learned during socialisation, reflected 'affectively neutral' or 'affectively aware' approaches. A theoretical framework is proposed, which identifies interrelationships between context, occupational identity, occupational ideology and emotion management. The dilemmas created by conflicting occupational ideologies need to be understood in order for low morale in midwifery to be addressed
24
Bradshaw, Gwendolen. "Involving service users in the assessment of the performance of pre registration student midwives : an interpretive study of the perceptions of key stakeholders." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/5971/.
Full textAbstract:
This study investigates the perceptions of key stakeholders in midwifery education concerning the involvement of service users in student assessment. It identifies the key stakeholders in specific interest groups, as expert professional and expert lay people, parents, student midwives, qualified midwives who mentor students in clinical practice and the heads of midwifery education in University Departments. The work starts from the premise that assessment is an underestimated means of enhancing students' learning and the development of competence to practise as a registered midwife. The inquiry opens by examining the professional context in which maternity services are provided. It identifies the relationships that midwives form with the women and their families for whom they care. These considerations are followed by an interrogation of the literature that reveals a rich variety of interlocking concepts that are apposite considerations in terms of the assessment of student midwives and the involvement of women in it. This finely links the problem to previous research and provides a sound rationale for the conduct of the study. Interpretivism is advanced as a suitable philosophical framework for the prosecution of the study that offers a methodological rationale for a pragmatic, mixed methods investigation. The study design presents a raison d'dtre for a phased approach to the work and data are accrued variously from qualitative and quantitative sources. Although the focus of the work concerned the role of users of maternity services in student assessment and found considerable support for their involvement, what emerged has wider consequences for teaching and learning, the overall student experience and also for women as health service consumers. Having examined the principle dynamics that influence student learning in clinical placements, the study concludes that there is a superficial disharmony between learning and assessment yet it claims the two are mutually complimentary. The inclusion of women in teaching and learning is seen as a potent means to add an extra element to the definition of competence and to add to the authenticity of its assessment.
25
Sohlin, Viktoria, and Karin Kullgren. "Barnmorskestudenters upplevelser av verksamhetsförlagd utbildning på förlossningsavdelning." Thesis, Umeå universitet, Institutionen för omvårdnad, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184573.
Full textAbstract:
Bakgrund: Barnmorskans yrkesområde är inom sexuell, reproduktiv och perinatal hälsa. Detövergripande målet i barnmorskeutbildningen är att utveckla självständiga och kompetenta barnmorskor. Den verksamhetsförlagda utbildningen (VFU) motsvarar ungefär halva studietiden och är en viktig del i barnmorskeutbildningen. Förlossningsavdelningen är en viktig miljö för barnmorskestudenter att inhämta kunskaper om graviditet och förlossning. Motiv: VFU på förlossningsavdelning är en känslomässig och intensiv period för barnmorskestudenter. Barnmorskestudenters uppfattningar om vad som främjar utveckling behöver studeras vidare för att kunna optimera framtida verksamhetsförlagda utbildningar. Syfte: Det övergripande syftet var att belysa barnmorskestudenters upplevelser av verksamhetsförlagd utbildning på förlossningsavdelning. Metod: En kvalitativ design med induktiv ansats har använts. Semistrukturerade intervjuer med sju barnmorskestudenter i Sverige genomfördes. Intervjuerna har analyserats genom en kvalitativ innehållsanalys. Resultat: Genom analysprocessen framkom ett tema, VFU på förlossningsavdelning – en känslomässig berg- och dalbana samt tre kategorier; Att både ge och ta emot stöd där en mängd faktorer som kan påverka mötet med kvinnan och stödpersonen beskrevs. Andra kategorin Att hålla ihop hela vägen beskrev hur barnmorskestudenternas hälsa varierade samt svårigheter i att gå från en trygg yrkesroll till en studentroll. Tredje kategorin Hinder i utvecklingsprocessen visade hur Covid-19-pandemin påverkade barnmorskestudenternas VFU, optimeringar inför framtida VFU samt tankar om den framtida yrkesrollen. Åtta subkategorier bildades. Konklusion: Barnmorskestudenterna upplevde sin VFU på förlossningsavdelning som en känslomässig berg- och dalbana. Flertalet faktorer som tidigare erfarenheter, relationen till handledaren och reflektionsmöjligheter påverkade barnmorskestudenters möte med kvinnan och stödpersonen. Att belysa dessa faktorer och inkludera barnmorskestudenter i den kvinnocentrerade vården kan leda till ökat självförtroende och kompetens hos barnmorskestudenter vilket i sin tur kan leda till optimeringar av den kvinnocentrerade vården.Background: The midwife's profession is within the sexual, reproductive and perinatalhealth. The overall purpose of midwifery education is to develop independent and competent midwives. The clinical internship is an important part of the education. The labour ward is an important environment for midwifery students to acquire knowledge about pregnancy and childbirth. Motive: Clinical internship in the labour ward is an emotional and intense period for midwifery students. Midwifery student’s perceptions of what promotes development needs to be studied further, in order to optimise future clinical internships. Aim: The aim was to investigate midwifery students experiences of clinical internship at labour wards. Methods: A qualitative design with an inductive approach was used. Semi-structured interviews with seven midwifery students in Sweden participated. The interviews were analysed with qualitative content analysis. Result: A theme emerged, Clinical internship at the labour ward - an emotional roller coaster and three categories; To both give and receive support where a number of factors that can affect the meeting with the woman and the support person were described. Second category Holding together all the way described how the midwifery student’s health varies as well as difficulties in the student role. The third category Obstacles in the development process showed how the Covid-19-pandemic affected midwifery student’s clinical internship, optimisations and thoughts about the future professional role. Conclusion: The clinical internship at the labour ward was described as an emotional roller coaster. Previous experiences, the relationship with the supervisor and opportunities for reflection influenced the midwifery student's encounter with the woman and the support person. Elucidating these factors and including midwifery students in women-centered care can lead to increased self-confidence and competence among midwifery students, this couldlead to optimisations of the women-centered care.
26
Gleisner, Jenny. "Negotiating the Normal Birth : Norms and Emotions in Midwifery Education." Doctoral thesis, Linköpings universitet, Tema teknik och social förändring, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-100671.
Full textAbstract:
Pregnancies and childbirths are not just biological or medical events. Childbirths are also emotionally intense situations, not only for the parents-to-be but also for those who work in delivery care. In addition, pregnancies and childbirths are sociocultural situations; there are norms regarding the normal birth. The study investigates how future midwives learn about the interactive and emotional work involved in supporting women in delivery care. It focuses on norms about the normal birthing trajectory and on how a midwife should encounter patients’ feelings and handle her own feelings in a “proper” way. Based on observations of collaborative group discussions within Swedish universitybased midwifery education, the study shows how students negotiate the appropriate feeling norms in normal birth, as well as in complicated and even tragic situations. In focus are their discussions on how to support the birthing women, their partners, and the babies, and the categorization work needed to recognize potential deviations from the normal birth. The study is based on a situated learning perspective on education, and combines sociological and anthropological approaches to emotions to elucidate how students within midwifery education negotiate the professional handling of normal and complicated births and the attendant feeling norms.Graviditeter och förlossningar är inte bara biologiska eller medicinska händelser. Förlossningar är också känslomässigt intensiva situationer, både för de blivande föräldrarna och för dem som arbetar inom förlossningsvård. Graviditeter och förlossningar kan dessutom ses som sociokulturella händelser och det finns normer om den normala förlossningen. I avhandlingen undersöks hur framtida barnmorskor lär sig att stödja kvinnor inom förlossningsvården och det interaktiva och emotionella arbete som det innebär. Avhandlingen fokuserar på normer om den normala förlossningstrajektorian samt hur en barnmorska ska bemöta patienternas känslor och hantera sina egna känslor på ett ”korrekt” sätt. Baserat på observationer av basgruppsgruppdiskussioner under den universitetsförlagda delen av en barnmorskeutbildning, visar studien hur barnmorskestudenter förhandlar känslonormer i relation till normal förlossning samt till komplicerade och även tragiska situationer. I fokus är studenternas diskussioner om hur de kan stödja de födande kvinnor, deras partners och barn samt den kategorisering som behövs för att identifiera eventuella avvikelser från den normala förlossningen. Studien bygger på ett situerat lärandeperspektiv på utbildning och kombinerar sociologiska och antropologiska förhållningssätt till känslor för att på så sätt belysa hur studenter inom en barnmorskeutbildning förhandlar hur normala och komplicerade förlossningar bör hanteras och de känslonormer som framkommer.
27
Firth, Amanda. "Working collaboratively on publications and conference presentations – Valuing student midwives’ contribution to the future of midwifery." 2017. http://hdl.handle.net/10454/14734.
Full text
28
Victor, Vonette J., and 費奈特. "To Explore Sexual Self Concept among Midwives, Registered Nurses and Nursing Students in St. Lucia." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/79034208697530871611.
Full textAbstract:
碩士國立臺北護理健康大學
護理研究所
102
Background: Sexual health is a state of physical, mental and social well-being in relation to sexuality. It requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe sexual experiences, free of coercion, discrimination and violence. Objective: The purpose of this study was to identify registered nurses, midwives and nursing students own perception of Sexual Self-Concept in St. Lucia. Methods: Quantitative method and cross-sectional survey using questionnaire with Cronbach’s alpha 0.87 and following (20) twenty psychological aspects of human sexuality were used in this study. SPSS, version 18.0 was used for analysis. P-values ≤ 0.05 were considered statistically significant. The study was conducted in two major areas in St. Lucia namely: Castries the capital of St. Lucia and Vieux Fort the largest constituency, south of the island. Results: 195 registered nurses, midwives, and nursing students participated in the study within the period August to September 2013. The mean age was 31.72 years. 13.80 of participants feel anxious when they think about the sexual aspects of their life and 84.6 are aware of their sexual feelings and needs. 71.3 prefer to avoid engaging in sex where they might be exposed to sexual disease, fear of sex (r=.148, p=0.030) and sexual monitoring (r=.142, p=0.047) were correlated with age. Conclusion: Participants have displays a positive view of sexual health and this could contribute to improve population sexual health through educations programs in Saint Lucia.
29
Setumo, Lefoka Johanna. "Midwifery students' experiences of clinical teaching at Sovenga Campus (Limpopo College of Nursing), Limpopo province." Diss., 2013. http://hdl.handle.net/10500/14362.
Full textAbstract:
The purpose of midwifery nursing education is to prepare midwives who are fully qualified to provide high-quality, evidence-based mother and child health care services. A quantitative descriptive explorative design was used to identify and explore midwifery students’ experiences of clinical teaching at Sovenga Campus, (Limpopo College of Nursing), Limpopo province. Structured questionnaires were used to collect data. The research sample consisted of fifty (50) midwifery students from Sovenga Campus. Ethical principles were adhered to. Validity and reliability were maintained. The findings showed that learning opportunities are being utilised and clinical accompaniment by tutors has improved. The findings indicated that clinical teaching in midwifery units does not include implementation of the maternity guidelines and protocols’ being used .A recommendation was that tutors be included in student orientation and the planning of monthly unit in-service programmes.Health Studies
M.A. (Nursing Science)
30
Whitney, Elizabeth J., and Melanie Haith-Cooper. "‘Mobile Midwifery’, an innovative mobile application for student midwives in clinical practice." 2015. http://hdl.handle.net/10454/10850.
Full text
31
Musoke, Thozama Maureen. "Absenteeism amongst student midwives at a nursing college in the Eastern Cape." Diss., 2020. http://hdl.handle.net/10500/27171.
Full textAbstract:
The purpose of the study was to determine the reasons for student midwives’
absenteeism during midwifery classroom facilitation and clinical placement, and the
effects of such absenteeism.
A quantitative, descriptive, correlational design was adopted to examine the relationship
between absenteeism (independent variable) and student midwives’ performance
(dependent variable). Data were collected by means of a three-part questionnaire
related to respondents’ demographic data, theory facilitation and clinical placement.
Data analysis was done using Statistical Package Microsoft Excell 365 Pro Plus,
Version 2019.
The study revealed that despite the shortage of staff, the most related factor to
absenteeism was the negative staff attitude and lack of clinical accompaniment. These
discouraged regular attendance, thus affecting the performance of student midwives.
With regards to college resources (classroom facilitation), the study revealed that irrespective of how many days a student midwife missed lectures, academic
performance declined. Also, the unavailability of study areas and libraries (after 4 pm),
Wi-Fi and internet facilities both in the college grounds and clinical areas contributed to
absenteeism. Moreover, health issues, social issues and inadequate transport also
contributed to absenteeism to some extent.Health Studies
M.A. (Health Studies)
32
Malwela, Thivhulawi. "Integration of midwifery nursing science theory with clinical practice in selected training hospitals of Vhembe District, Limpopo Province." Diss., 2015. http://hdl.handle.net/11602/249.
Full text
33
Sumari, Ayo Eliaremisa Ndetaulo. "Factors influencing clinical teaching of midwifery students in a selected clinical setting in Tanzania." Diss., 2006. http://hdl.handle.net/10500/2258.
Full textAbstract:
A quantitative, descriptive non-experimental design was used to identify the factors that influence clinical teaching of midwifery students in selected postnatal clinical settings in Tanzania.
Structured questionnaires were used to collect data from midwifery tutors/preceptors. The major findings of the study showed that both the professional and educational qualification of tutors was low; tutors and preceptors were overworked due to shortage of staff; the school skills laboratory and postnatal wards lacked equipment and necessary supplies; there were no clinical accompaniment guidelines, and overcrowding of postnatal patients. Recommendations included developing the clinical teaching guidelines, employing more tutors, preceptors and clinical staff; improving the tutors'/ preceptors' educational and professional qualifications and updating the qualifications of ward supervisors and clinical facilitators.Health Studies
M.A. (Health Studies)