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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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Krassovskiy, A. "MEDICAL REPORT OF THE ST. PETERSBURG MATERIALS AID INSTITUTION FOR 1890." Journal of obstetrics and women's diseases 5, no. 7-8 (August 20, 2020): 549–73. http://dx.doi.org/10.17816/jowd57-8549-573.
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The teaching was carried out according to the previous system and the previous guidelines, namely: at the Midwife Institute: Textbook of Obstetrics for Midwives by Dr. Bidder and Complete Guide to the Study of the Midwifery Art of Dr. A. Zhizhilenko. - The teachers consisted of: at the Midwifery Institute: Professor Dr. Bidder, Associate Professor Dr. Chernevsky and Resident Dr. Stoll; at the School for rural midwives: resident I.F. Smolenskiy and teacher of reading and writing Ms. Gribanova. In addition, for each teacher, to repeat lessons with students and guide them in practical work, there was one tutor from the institution's doctors, namely: under Professor Bidder - Dr. Danilovich, under Associate Professor Chernevsky - Dr. Porshnyakov, under Dr. -re Shtole - Dr. Chagin.
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Beck, Cheryl Tatano, and Barbara A. Anderson. "“Being With Woman”: Is There a Cost for Midwives and Students Attending Traumatic Births?" International Journal of Childbirth 7, no. 4 (March 2018): 181–91. http://dx.doi.org/10.1891/2156-5287.7.4.181.
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Witnessing and/or providing care during a traumatic birth increases vulnerability to secondary traumatic stress, with potential effects on mental health of and attrition among the midwifery workforce. With the global shortage of the midwifery workforce, retention and peak functioning are critical to the well-being of childbearing women and their infants. PubMed, Scopus, CINAHL, and PsycINFO databases were searched to identify studies that examined secondary traumatic stress in both midwives and midwifery students. Fifteen studies were located from eight different countries. Four of these studies examined secondary traumatic stress in midwifery students and 11 in practicing midwives. This article discusses the limited research on secondary traumatic stress among midwives and students who have attended or witnessed traumatic births. The vulnerability and potential workforce attrition of midwives and students experiencing secondary traumatic stress are highlighted. The development of a comprehensive body of literature is needed on prevalence, impact, clinical implications, and healing strategies addressing this workforce issue.
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Hogan, Rosemarie, Fiona Orr, and Allison Cummins. "Sustaining ‘super’ midwives: Building resilience in midwifery students." Women and Birth 28 (2015): S18. http://dx.doi.org/10.1016/j.wombi.2015.07.066.
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Williams, Jacqui, Judith Lathlean, and Kay Norman. "An exploration of the development of resilience in student midwives." British Journal of Midwifery 29, no. 6 (June 2, 2021): 330–37. http://dx.doi.org/10.12968/bjom.2021.29.6.330.
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Student midwives have to complete a demanding programme to become a midwife, and therefore it is questioned whether they need resilience to be successful. The study's aims were to explore whether resilience developed in one cohort of 25 undergraduate student midwives and what the concept of resilience meant to them. This study adopted a longitudinal case study approach in one Higher Education Institution in England during the first 18 months of their programme. The study used Wagnild and Young's (1993) (updated 2015) True Resilience Scale©, administered on three occasions. Additionally, four focus groups were conducted twice and six participants were involved in one-to-one interviews to explore issues raised in the focus group. SPSS Pairwise comparisons revealed that there were significant differences in True Resilience Scale© scores between the first and the second completion (p=0.034), and time one and time three (p=0.002); there were no significant differences between time two and time three (p=1.0). In this cohort of student midwives, the scale showed that the majority had developed their resilience during the study and this was supported in what the students reported. A conceptual model, which defines resilience for student midwives, is presented to strengthen how resilience can be supported and developed.
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Bass, Janice, Mary Sidebotham, Jenny Gamble, and Jennifer Fenwick. "Commencing Undergraduate Midwifery Students’ Beliefs About Birth and the Role of the Midwife." International Journal of Childbirth 5, no. 2 (2015): 83–90. http://dx.doi.org/10.1891/2156-5287.5.2.83.
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BACKGROUND: A shift has occurred in the last decade toward preregistration undergraduate Bachelor of Midwifery programs in Australia. This has led to an increase in the numbers of student midwives from diverse backgrounds with limited experience of university and socialization into hospital systems.AIM: This study aimed to explore commencing midwifery students’ beliefs about birth and expectations of the role of the midwife.METHOD: A qualitative descriptive approach was used. All 115 commencing first-year midwifery students enrolled in the first week of an undergraduate Bachelor of Midwifery program were invited and completed a self-administered survey. The survey used open-ended questions to elicit student beliefs about birth and the role of the midwife. Latent content analysis was used to analyze the data set.FINDINGS: Midwifery students’ beliefs were captured within the four themes: birth as “a miracle,” “a woman’s journey,” “a transformative event,” and “a natural process.” Students articulated the role of the midwife as one of support, education, advocacy, and partnership. Student beliefs and expectations were aligned with the emergent philosophy of the normality of birth and woman-centered care within the Australian maternity care context.CONCLUSION: Greater understanding is essential to designing quality midwifery education programs that are responsive to the needs of commencing student midwives. Supporting midwifery students’ successful transition into, and early engagement with the midwifery profession, may have long-term benefits in terms of retention and successful completion of their program. In addition, ensuring professional socialization occurs early is likely to develop graduates who are well prepared to work across their full scope and are willing to participate in the reform of maternity services in Australia.
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Fitria, Rahmah, Joserizal Serudji, and Lisma Evareny. "Persiapan Uji Kompetensi Bidan sebagai Exit Exam." Jurnal Ilmiah Universitas Batanghari Jambi 19, no. 1 (January 23, 2019): 195. http://dx.doi.org/10.33087/jiubj.v19i1.590.
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The objective of this study was to improve the quality of midwives in Indonesia through National midwife examination to answer the internal and global challenges of health higher education. Accreditation of tertiary education and the passing rate of low midwife's competency test with low minimum standard values can not answer the challenges. Researcher want to see how the phenomenon of midwife's competency test that is focused on the preparation. This research used qualitative design with a phenomenological approach. Data collection is taken through informants related to in-depth interviews, observation and document studies. Taking informants using the snowball sampling technique. The process of data analysis refers to the constant comparative method. The research shows that national midwife examination is currently not yet as the exit exam. The participant's preparation was problem resolved training and did try out. The school is contributed in early introduce the type of questions to students, tutoring, facilitation of try out and making questions but have not been carried out optimally and directed. Organizing national committees, preparation of questions, funding sources and preparation for the implementation of examinations are in accordance with the guidelines. Retaker is a problem that must be sought by all relevant parties regarding the issue of guidance and who is responsible. To answer the existing problems, it is better for national midwife examination to start as an exit exam and do “sit together” to discuss the development efforts of national midwife examination in Indonesia, including the problem of retaker.
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Touriño, Sara, María del Carmen Suárez-Cotelo, María Jesús Núñez-Iglesias, Eva María Domínguez-Martís, Diego Gabriel Mosteiro-Miguéns, David López-Ares, and Silvia Novío. "Knowledge, Attitudes, and Practices of Spanish Midwives and Midwifery Students toward Oral Healthcare during Pregnancy." International Journal of Environmental Research and Public Health 18, no. 11 (June 4, 2021): 6089. http://dx.doi.org/10.3390/ijerph18116089.
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Pregnancy can affect the mother’s oral health, increasing their susceptibility to oral diseases that have been associated with harmful effects on the newborn. Despite the severity of oral diseases during pregnancy, the demand for dental care during the gestational period is low, which may improve with the participation of midwives in promoting oral health activities. The objectives of this study were: (i) to determine the knowledge, attitudes, and practices of Spanish midwives and midwifery students regarding oral health in pregnant women; and (ii) to identify the barriers faced by these healthcare professionals in addressing oral health promotion during pregnancy. An observational cross-sectional descriptive study was conducted. A total of 128 midwives and/or midwifery students ≥ 18 years old and of both sexes were invited to self-complete a questionnaire between January and April 2020. A total of 85 people participated in the study. Participants had a regular level of knowledge about oral health during pregnancy (overall knowledge score: 6.53), and although they were interested in activities that promote oral healthcare, their oral healthcare practices during pregnancy were limited. As midwives play an important role in promoting health, their training in oral healthcare could help to improve pregnant women’s oral health.
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DINAS, K., V. MOSCHAKI, K. GRAMMANIKOU, L. ZEPIRIDIS, G. PRATILAS, A. SOTIRIADIS, and M. KALDER. "Breast self-examination in Greek midwives and midwifery students." Neoplasma 65, no. 06 (2018): 980–85. http://dx.doi.org/10.4149/neo_2018_171112n729.
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Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination: part 2." British Journal of Midwifery 28, no. 3 (March 2, 2020): 172–80. http://dx.doi.org/10.12968/bjom.2020.28.3.172.
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Background This is the second part of a series of two papers which explores the use of interpretative phenomenological analysis (IPA) within midwifery education in order to examine students' perspectives of the newborn infant physical examination (NIPE). Part one, featured in the British Journal of Midwifery volume 28, no 2, explains the background to the development of the study and explores the use of IPA within an emerging aspect of midwifery education. Part two of the series will present the research findings and implications for practice. Objectives This study aims to explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Setting A large university in the West Midlands geographical area. Participants Five student midwives were purposively selected to participate in the study. Methods This study was conducted using IPA. Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the significance of student midwives being exposed to the practical aspect of the NIPE during their training. Conclusions The study findings indicate that standardisation is required within preparation to undertake the NIPE within clinical practice. Higher educational institutes must also provide greater support with regards to the mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role within newly qualified midwives.
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Barnes, Lindsay, Luanne Freund, and Dean Giustini. "The Information Needs of Canadian Midwives and Their Evidence Informed Practices: A Canada-Wide Survey." Evidence Based Library and Information Practice 15, no. 2 (June 12, 2020): 3–23. http://dx.doi.org/10.18438/eblip29616.
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Abstract
Objective – The study aim was to understand the extent to which Canadian registered midwives have access to and make use of clinically relevant information for evidence based midwifery practice.
Methods – A survey instrument was created consisting of 17 multiple choice, matrix table, and short answer questions and distributed to 1,690 recipients on the Canadian Association of Midwives email list in fall 2018. In total, 193 responses were included in the analysis.
Results – One third of midwives do not have library memberships. Midwives reported that limited access to clinically relevant information is a key challenge in applying information in practice. Midwives with library memberships reported more frequent use of high-quality information while midwives without memberships reported more frequent use of websites. Midwives with advanced degrees (graduate, PhDs) were more likely to be high-frequency information users and rank themselves higher on evidence based competency scales than their undergraduate-holding colleagues. Clinical practice guidelines were important information sources and used frequently by midwives.
Conclusion – Midwives reported low levels of academic or hospital library memberships and yet used information frequently. Clinical practice guidelines support the work of midwives but are inaccessible to some due to paywalls. Midwives lacked confidence in evidence based practice and reported critical appraisal as an area for development. Solutions to these problems could be addressed at the hospital, health authority, provincial, or national association level, or within midwifery departments at Canadian universities. Hospital and academic libraries should prioritize the information needs of students and practicing midwives and identify ways to foster use of library resources through administrative or educational interventions.
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Karimi, A., and T. Khadivzadeh. "P471 Comparison episiotomy in midwives and midwifery and medical students." International Journal of Gynecology & Obstetrics 107 (October 2009): S547. http://dx.doi.org/10.1016/s0020-7292(09)61962-7.
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Cheng, Hon C., Caroline de Costa, and Cindy Woods. "Medical students and midwives - How do they view each other?" Australian and New Zealand Journal of Obstetrics and Gynaecology 58, no. 5 (March 23, 2018): 586–89. http://dx.doi.org/10.1111/ajo.12803.
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Brown, Sarah, Carol Wilkins, Jen Leamon, and Stella Rawnson. "Students midwives' views of enquiry based learning: the BUMP study." British Journal of Midwifery 16, no. 5 (May 2008): 302–5. http://dx.doi.org/10.12968/bjom.2008.16.5.29191.
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Ejder Apay, Serap, Ayşe Gürol, Elif Yağmur Gür, and Sarah Church. "Midwifery students’ reactions to ethical dilemmas encountered in outpatient clinics." Nursing Ethics 27, no. 7 (May 21, 2020): 1542–55. http://dx.doi.org/10.1177/0969733020922875.
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Background: Midwives are required to make ethical decisions with the support of respective codes of professional ethics which provide a framework for decision making in clinical practice. While each midwife should be ethically aware and sensitive to the ever-changing issues within reproduction, few empirical studies have examined the views of student midwives in relation to reproductive ethical dilemmas. Objective: The aim of this study was to explore midwifery students’ reactions to a number of ethical dilemmas relating to women’s experiences of reproductive decision making. Design: A series of focus groups were conducted with midwifery students who were asked to discuss five culturally significant scenarios including issues of knowledge acquisition regarding methods of family planning, removal or insertion of an intrauterine device, and abortion. Setting: A University in Turkey was the setting for this study. Participants: Purposeful sampling was adopted which resulted in five focus groups with a total of 57 midwifery students. Ethical considerations: The study was reviewed and granted formal ethical approval by an ethical committee at the Faculty of Health Science in Atatürk University. The head of the Faculty of Health Science approved the investigation. The participants received both oral and written information about the study and they gave their consent. Results: Five themes were identified from the analysis of the focus group data related to all five scenarios. These themes were ‘the right to information’, ‘choice and protection’, ‘parental rights and welfare of the women’, ‘make a decision’ and ‘women rights and sexual abuse’. Conclusion: This study has shown that while students respected women’s choice, they also expressed great ambivalence in some situations when personal values conflict with dominant societal beliefs and professional ethics. A focus on ethics education to include human rights is suggested as a means to enable students to explore their own social-value judgements, and as a means to limit the possible development of ethical confusion and moral distress.
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Georgieva-Tsaneva, Galya Nikolova, and Ivanichka Serbezova. "Using Serious Games and Video Materials in Clinical Training in Nursing and Midwifery Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 231. http://dx.doi.org/10.3991/ijet.v16i16.23455.
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The article presents the serious educational games and the video materials (video algorithms) as a means to improve the perception and increase the quality of education in Bulgaria of the students among the medical specialties Nurse and Midwife. The issue of creating models of serious educational games is considered. A serious educational game created with the help of the Kahoot learning platform is presented. The introduction of new technological innovations in the educational process is an important step towards the modernization of the education of today's generation of students. According to a study conducted among students, serious games and video algorithms are effective means of raising the level of education of future Nurses and Midwives. Along with traditional education, they contribute to the formation of highly effective knowledge, skills, competencies, and the acquisition of professional qualities.
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Mander, Rosemary. "What can midwives learn from the babes? Implications for midwives of a maternity care programme for nursing students." Journal of Advanced Nursing 13, no. 3 (May 1988): 306–13. http://dx.doi.org/10.1111/j.1365-2648.1988.tb01423.x.
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Fontein-Kuipers, Yvonne, Enja Romeijn, Arwen Zwijnenberg, Willemijn Eekhof, and AnneLoes van Staa. "‘ISeeYou’: A woman-centred care education and research project in Dutch bachelor midwifery education." Health Education Journal 77, no. 8 (July 11, 2018): 899–914. http://dx.doi.org/10.1177/0017896918784618.
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Objective: To examine how student midwives in higher education learn to become competent and confident woman-centred practitioners. Design: Participant observation study using a ‘buddy’ approach. Setting: Bachelor of Midwifery students in one higher education institution in the Netherlands Methods: First-year student midwives followed one woman throughout the continuum of childbirth. The students attended a minimum of five of the woman’s antenatal care encounters and a minimum of one postnatal care encounter. In addition, students explored the woman’s professional care network. Student midwives used participant observation, structured interview techniques and reflective practice to focus on (1) the woman and to gain insight into her wishes and experiences of care throughout the continuum of pregnancy, birth and postpartum period; (2) the impact of the caregiver on the woman; and (3) the woman’s experience of the partnership. Lectures, peer-debriefing, competency assessments, research activities and a logbook supported students’ learning. Results: Learning was achieved through the student’s relational continuity and active engagement with the individual woman. Students gained insight into the experiences of individual pregnant and postpartum women, the individual practice of healthcare practitioners and the interaction between the woman and the healthcare practitioner. Students’ development of critical thinking and reflective practice was enhanced to begin to form a vision of woman-centred care. Conclusion: The project was successful in equipping Bachelor of Midwifery students with competencies to support them in their learning of providing woman-centred care and offered them unique and in-depth experiences supporting and augmenting their personal, professional and academic development.
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Peyman, Akram, Nahid Dehghan Nayeri, Mohammad Esmaeilpour Bandboni, and Zahra Behboodi Moghadam. "Legal complaints about midwives and the impact on the profession." Nursing Ethics 26, no. 1 (February 6, 2017): 148–60. http://dx.doi.org/10.1177/0969733016689816.
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Introduction: Midwives play an important role in maintaining and increasing women’s health and well-being. Training professional midwives is one of the main policies of any healthcare system. Since the number of complaints against midwives has increased recently, this study was conducted to explore the perspectives of midwives regarding patients’ complaint to authorities and their impacts on the profession of midwifery. Methods: Being conducted in 2013, this qualitative study was the first of its type in Iran. Data were collected through in-depth semi-structured interviews with 14 midwives working in different cities across the country. The participants were selected using a purposive sampling method. Interviews were transcribed verbatim and analyzed following a qualitative content analysis approach. Written text was then coded, and themes were extracted from the data. Ethical considerations: The study was conducted with midwives’ free informed consent and was approved by Ethics Committee of Tehran University of Medical Sciences. Findings: By analyzing the data, four main themes regarding the impact of complaint on midwifery profession were developed. These included the following: “dissatisfied of midwifery, professional deviation, obsession with work, and weakening of the professional status.” Conclusion: The experience of patients’ complaint to legal authorities against midwives was described, by participants, as a painful experience. Lack of midwives’ knowledge about professional rules and litigation process created many problems for them and could negatively affect their practice and the society’s attitude toward midwifery. Thus, we suggest that in order to prevent such problems, midwives and midwifery students should be educated regarding factors that have the potential to create such problems and also prevention strategies.
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Ebu Enyan, Nancy Innocentia, Sarah Ama Amoo, Christian Makafui Boso, Patience Fakornam Doe, and Dianne Slager. "A Multisite Study on Knowledge, Perceived Motivators, and Perceived Inhibitors to Precepting Nursing Students within the Clinical Environment in Ghana." Nursing Research and Practice 2021 (January 18, 2021): 1–11. http://dx.doi.org/10.1155/2021/6686898.
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Background. Preceptorship constitutes an important component of the educational process of training nursing students. The purpose of this study was to assess the knowledge, perceived motivators, and perceived inhibitors to precepting nursing students at the clinical placement sites in the Cape Coast Metropolis of the Central Region of Ghana. Methods. A descriptive cross-sectional study was conducted among 442 nurses and midwives aged 27–56 years with at least three years of work experience. Data were collected with a questionnaire and analyzed using frequency counts, percentages, exploratory factor analysis, and point biserial correlation. Results. The results indicate that the participants had a high knowledge of preceptorship of up to 91.2% (n = 404). A significant proportion of up to 88.2% (n = 390) had an intention to precept nursing students in the near future. The three important perceived motivational factors to precepting nursing students were the learning and professional needs of students, helping students to develop skills, and experience and formal recognition of the role of preceptorship. The main perceived inhibitors to engage in a preceptorship role were lack of preparation for the role, lack of support from faculty and nurse managers, and additional work burden. The results further indicate a significant strong positive correlation between experience and professional recognition of preceptorship and the intention to precept nursing students in the near future (r = 0.99, p = 0.037 ). Conclusions. The nurses and midwives who participated in the study are knowledgeable about preceptorship and have the intention to precept nursing students. Having enough experience on the job and being formally recognized as a preceptor may motivate these professionals to precept nursing students. However, there are critical perceived barriers that need to be addressed, to enable more nurses and midwives with the desire to precept students to engage in the preceptorship role.
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Gładysz, Iwona. "Role of a midwife in cervical cancer prevention based on a study of the population of women residing in the Bialski poviat." Medical Science Pulse 14, no. 1 (June 23, 2020): 1–10. http://dx.doi.org/10.5604/01.3001.0014.2007.
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Background: Cancer, next to cardiovascular disease, obesity, diabetes, accidents, and mental illness, is one of the most common diseases of the 21st century. In the female population, cervical cancer is most often diagnosed at late stages. Aim of the study: The goal of the study is to determine the opinions of women who reside in Bialski poviat about midwife participation in cervical cancer screening and prevention. Material and methods: The study group was recruited from randomly selected patients from two physiotherapy offices in the Bialski poviat, as well as students and employees of the State University Pope John Paul II in Biala Podlaska. The research tool consisted of the author’s questionnaire concerning the role of midwives in cervical cancer prevention and consisted of 25 questions. Results: Almost half of the respondents or 44.2% (76) believe that the role of a midwife in cervical cancer prevention is based on health education given to women about cervical cancer screening and prevention. 27.3% (47) believe that the role of a midwife in prevention is based on the availability of cytological pap smears. Most or 56% (14) respondents from the age group over 55 and 29.2% (7) surveyed in the 18-25 age group knew about the important role of midwives performing cytological pap smear as part of a prevention strategy against cervical cancer. Conclusions: 1. The knowledge base of the women examined, regarding the role of a midwife in the prevention of cervical cancer, is lacking or insufficient. 2. The role of the midwife in the prevention of cervical cancer is unknown to young women in the 18-25 age group.
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Zulu, Mutinke, Margaret C. Maimbolwa, Brenda Sianchapa, Concepta Kwaleyela, and Emmanuel Musenge. "Confidence among midwifery students in providing postnatal care at completion of training in selected midwifery schools in Zambia." African Journal of Midwifery and Women's Health 14, no. 4 (October 2, 2020): 1–11. http://dx.doi.org/10.12968/ajmw.2019.0043.
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Background/Aims Quality midwifery education is important in empowering student midwives with the confidence, knowledge, skills and attitudes relevant to the provision of quality postnatal care. The study aimed to assess confidence in providing postnatal care among midwifery students upon completion of training at selected midwifery schools in Zambia. Methods A cross-sectional survey was conducted in November 2016 at 5 of the 13 midwifery schools in Zambia. The sample comprised 194 finalist midwifery students who were purposively selected. Ethical approval was sort from the University of Zambia Research and Ethics Committee and participants signed informed consent forms. A self-administered questionnaire was used for data collection. Data were analysed using SPSS version 20, and the chi-squared test was used to analyse the significance of the relationship between variables, with significance set at 0.05. Results Almost all (97%) student midwives were confident in their ability to provide postnatal care independently. Most stated that they had enough time to practice in the skills laboratory (63%) and were confident when they practiced on mothers and their babies for the first time (62%). The majority (82.5%) were satisfied with the supervision they received from their mentors. Confidence to provide postnatal care independently was significantly associated with the confidence to practice for the first time on mothers and their newborns (P=0.007) and with satisfaction with clinical supervision (P=0.004). Conclusions Student midwives were confident in their ability to provide postnatal care. Time spent practicing in the skills laboratory and the amount of clinical supervision were two factors that enhanced students' confidence. Midwifery schools must emphasise clinical practice and supervision in order to produce confident midwives.
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MITSUI, Masako, Minako SUGANUMA, Keiko TANAKA, Keiko NAGAMI, and Miyoko OGISO. "Midwifery Education as Evaluated from the Responses of Students Nurse-Midwives." Journal of Japan Academy of Midwifery 2, no. 1 (1988): 54–59. http://dx.doi.org/10.3418/jjam.2.54.
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Gotlib, Joanna, Aleksander Zarzeka, Mariusz Panczyk, Piotr Leszczyński, Lucyna Iwanow, Katarzyna Pietruszewska, Nicole Mazur, Anna Gorzkiewicz, Jarosława Belowska, and Łukasz Samoliński. "Knowledge of students of selected universities about expanding professional competence of nurses and midwives with reference to prescribing medicines, writing out prescriptions, and referring for diagnostic tests." Polish Journal of Public Health 126, no. 2 (June 1, 2016): 80–87. http://dx.doi.org/10.1515/pjph-2016-0017.
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Abstract Introduction. Since January 1st, 2016, particular groups of nurses and midwives in Poland are allowed to write prescriptions and refer patients to diagnostic procedures without doctors’ involvement. Aim. The aim of the study was to assess what university students know about the changes that expanded the professional competencies of nurses and midwives. Material and methods. The study group comprised of 535 students of three different universities. The group was 82% female and the mean age was 23 years (min.=19; max.=58, SD=4.780). Nursing students were the largest group among the study participants (177 individuals which meant 33% of the total), followed by Medicine students (145 individuals, 27% of all), Midwifery (107 persons, 20% of the total), and Public Health (100 persons, 19% of all). As many as 324 respondents (60%) had never participated in any medical law-related courses. A voluntary and anonymous survey containing 39 questions divided into 3 parts: 13 questions about knowledge, 26 statements concerning attitudes using a Likert scale, 8 demographic questions) was used. Obtaining an approval from the University’s Ethical Review Board was not required. Pearson’s chi-square test was used to compare frequency of the correct answers by students of every major. The Kruskal-Wallis rank test with a post-hoc analysis for multiple comparison of mean rank sums, STATISTICA version 12.5 (StatSoft, Inc.), licensed to MUW, α=0.05, were used to calculate the differences in summative points for correct answers. Results. Nursing students were significantly more likely to choose the correct answers, unlike Medicine or Public Health students (p<0.001), as well as Midwifery students (p<0.002). The answers provided by the students of Medicine, Public Health, and Midwifery were relatively similar. Conclusions. The knowledge of students of various Polish universities concerning the expansion of professional competencies of nurses and midwives was insufficient and needs to be urgently updated. Learning curricula to be modified not only for students of Nursing and Midwifery but also for other members of therapy team, e.g. physicians and pharmacists as well as specialists in public health.
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Nagamatsu, Yasuko, Rie Tanaka, Miyuki Oka, Naoko Maruyama, Yenita Agus, and Shigeko Horiuchi. "Identifying clinical and educational difficulties of midwives in an Indonesian government hospital maternity ward: Towards improving childbirth care." Journal of Nursing Education and Practice 7, no. 11 (June 6, 2017): 7. http://dx.doi.org/10.5430/jnep.v7n11p7.
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Objective: This pilot study aimed to describe the difficulties and educational needs of Indonesian midwives working in a government hospital and thereby propose possible solutions towards improving the quality of childbirth care.Methods: This study had a qualitative exploratory design. Focus group discussions were conducted with 22 Indonesian midwives working in a government hospital. Data were analyzed using content analysis.Results: These Indonesian midwives felt they faced difficulties in providing quality care such as “shortage of resources to provide health services”, “lack of resources for professional continuing education”, “insufficient evidence-based practice”, “difficulty in providing care due to cultural background”, and “challenges teaching students”. Therefore, these difficulties contributed to their uncertainty about the quality of the care they could provide. They desired continuing education to update their knowledge and skills and fill the gap between theory and actual practice. They wanted more in-depth information about “pregnancy”, “delivery”, “puerperium”, “neonates”, and “emergencies”. These topics reflected the wide range of care needed by the diverse group of Indonesian women who visited government hospital.Conclusions: Indonesian midwives working in a government hospital had difficulties in providing quality care for women with different needs and backgrounds due to the shortage of midwives, and lack of hospital beds and lack of essential equipment. Even though midwives wanted to learn or update their knowledge and skills to fill the gap between theory they learned in school and the demands of actual practice, the opportunity to have training was very limited.
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Suhartini, Leni. "Relationship Knowledge and The Level of Compliance with The Use of Masks During the Covid-19 Pandemic at Gatot Soebroto Hospital 2020." Maternal & Neonatal Health Journal 2, no. 1 (January 15, 2021): 1–5. http://dx.doi.org/10.37010/mnhj.v2i1.176.
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Casualties due to Covid-19 are increasing every day. The disease attacks the respiratory tract and transmitted through droplets when the sufferer speaks, coughs or sneezes. In some people do not cause symptoms, but in some patients there are also those that cause symptoms from mild to severe. Wearing a mask is one of the efforts made to prevent and protect from contaminated viruses. Objective: to assess the relationship of knowledge and the level of compliance with the use of masks during the Covid-19 pandemic. Research methods. Mused cross sectional method, sampled 32 respondents (consisting of 16 maternity room midwives and 16 final-level students). The data used is primary data collected using research instruments in the form of questionnaires distributed through google form. Analisys using Chi Square with tools of SPSS application. Result. In terms of knowledge obtained results in midwives good knowledge as many as 13 people (81,3%) and less knowledge of 3 people (18,8%). In good knowledge students as many as 10 people (62,5%) and less knowledge of 6 people (37,5%) P value = 0,432 and OR 0,385. From the level of compliance, midwives who do not comply with the use of masks as many as 5 people (31,3%) and who obeyed as many as 11 people (68,8%). Midwives students all are disobedient to the use of masks. Statistical test results obtained the value p = 0,001 OR = 0,313. Conclusion. The use of masks is part of a comprehensive series of measures to prevent and control the spread of Covid-19 disease. High knowledge is not necessarily obedient to the use of masks, it is necessary awareness of each individual to use the mask according to the situation and conditions.
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Haeriah, Musmir, Mardiana Ahmad, Wardihan Sinrang, and Syafruddin Syarif. "The Use of Partograph Bugis Midwives Application as a Learning Media for Normal Labor Care by Lecturers and Land Preceptor." Journal La Edusci 1, no. 3 (November 5, 2020): 11–16. http://dx.doi.org/10.37899/journallaedusci.v1i3.159.
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This article aims to discuss the design of a web-based Bugis Midwife application as a learning medium for normal childbirth care for lecturers in terms of improving the skills of providing normal delivery care and filling out student partographs and SOAP before going to the field. The type of research used in this research is Research and Development (RnD). The test analysis uses the experimental design model One Group pretest - posttest Design to see whether the application of web-based Bugis Midwives can be better in improving the provision of normal delivery care for students, with a sample of 40 students divided into two groups, a small sample of 10 people and a sample 30 people then analyzed the data using the Wilcoxon Test on SPSS. The results of the posttest after using the application for 3 weeks showed that there were 28 students who scored above 75 with the pass category (93.33%) and there were 2 students who scored below 75 with the category of still needing guidance (6.66%). Furthermore, based on the Wilcoxon test, the results obtained were P value 0.00 <0.05, which means that there is a significant difference between the pretest and posttest scores with the pretest average value of 74 with a sufficiently increased category in the posttest score to 82 in the good category. Based on the analysis of the test results, there is an increase in student learning outcomes on the post-test scores, so the web-based learning media application of the Bugis Midwife is more effective in increasing the knowledge and skills of students.
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Goshomi, Unice, Carol Bedwell, Christina Mudokwenyu-Rawdon, Malcolm Campbell, and Dame Tina Lavender. "Facilitators and barriers to competence development among students and newly qualified nurses, midwives and medical doctors: a global perspective." African Journal of Midwifery and Women's Health 15, no. 2 (April 2, 2021): 1–21. http://dx.doi.org/10.12968/ajmw.2019.0029.
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Background The availability of a skilled health professional (nurse, midwife or doctor) who has been trained and is fit for practice to provide maternity care is fundamental in scaling down and ending preventable maternal and child deaths. Knowing the determinants of the development of ideal skills for effective practice ensures that women and their babies receive quality maternity care services from skilled birth attendants who are fit for practice. This study aimed to find and build on the existing evidence addressing aspects linked to competence and confidence development during training among students, newly qualified nurses, doctors and midwives from a global perspective. Methods A literature review was undertaken, using the ‘SPIDER’ search strategy to identify relevant papers from multiple databases. Studies were included if they were written in English and related to midwives, nurses and medical doctors when they were students, newly qualified professionals or after they had been working for 3-4 months. Opinion or non-empirical papers, editorials, conference papers and empirical articles with abstracts were excluded. Search words were used to identify papers that examined competence and confidence development while training these health professionals. A total of 2281 papers were identified, from countries in Europe, Australia, Asia, America and Africa. Overall, 62 papers were analysed. Results One core category, ‘learning environment’, emerged, with two overarching subcategories, ‘internal environment’ and ‘external environment’ when examining facilitators and barriers to competence and confidence development. Conclusions Facilitators and barriers to competence and confidence development are centred on the learning and practice environment. These are difficult to separate, as they are driven by either the student's or the newly qualified professional's experience with the learning and practice environment. This highlights the need for diversity and open mindedness among mentors and administrators in manipulating the environment to the benefit of either the student or the newly qualified professional so that mothers and their babies receive quality care.
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Arrish, Jamila, Heather Yeatman, and Moira Williamson. "Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study." Journal of Biomedical Education 2016 (December 27, 2016): 1–12. http://dx.doi.org/10.1155/2016/9680430.
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Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife’s role as important. All programmes included nutrition content; however, eleven had only 5 to <10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives’ effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.
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Keser Özcan, Neslihan, Nur Elçin Boyacıoğlu, Neriman Güdücü, Seda Göncü Serhatlıoğlu, Emine Yıldırım, Medine Koç, and Fadime Bingol. "Turkish Midwifery Students’ Fear of Delivery Process." Journal of Caring Sciences 8, no. 3 (September 1, 2019): 121–27. http://dx.doi.org/10.15171/jcs.2019.018.
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Introduction: Fear affects a person’s decision-making process and causes a midwife to make a wrong decision about normal vaginal delivery and cesarean delivery, so research was carried out in order to determine the fields related to delivering process in which students experience the most fear and feel sufficient. Methods: A descriptive/cross-sectional study was performed between September and October 2017. The sample consisted of 732 students selected with the convenience maximum variation sampling method from six universities studying in the third and fourth years of a midwifery program. The study measured data collected with a questionnaire entitled “Midwives’ Fear of Delivery Process”. The data were analyzed in with the SPSS for Windows using percentage and mean values and Spearman correlation test. Results: In general, students are more afraid of practices with which they say they have more experience such as vaginal palpation (3.30 (0.884), rs=0.131, P*lt;0.001), and they are less afraid of practices (interventional) with which they have less experience such as breech delivery (1.70 (0.915), rs=0.048, P=0.197) or no experience at all and of cases in which they can get hurt. The students feel most sufficient when performing prenatal and postnatal practices. Conclusion: The results of our study parallel the conclusion in the literature that students are afraid of the fields that they have practiced most. Before clinical practice, instructors can determine students’ fears and deficiencies in relation to procedures and areas of practice and can develop approaches for alleviating their fears and weaknesses.
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Oelhafen, Stephan, and Eva Cignacco. "Moral distress and moral competences in midwifery: A latent variable approach." Journal of Health Psychology 25, no. 13-14 (September 3, 2018): 2340–51. http://dx.doi.org/10.1177/1359105318794842.
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Like other health professionals, midwives need moral competences in order to cope effectively with ethical issues and to prevent moral distress and negative consequences such as fatigue or impaired quality of care. In this study, we developed and conducted a survey with 280 midwives or midwifery students assessing the burden associated with ethical issues, moral competences, and negative consequences of moral distress. Results show that ethical issues associated with asymmetries of power and authority most often lead to the experience of distress. The results are critically discussed in the context of the conceptualization and operationalization of moral distress.
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Mazurkiewicz, D. W. "Keynote Forum, Major Issues & Poster Presentations at the 3rd International Conference on Nursing & Midwifery, May 23-24, 2018 in New York, USA." Progress in Health Sciences 8, no. 1 (June 18, 2018): 234–43. http://dx.doi.org/10.5604/01.3001.0012.1337.
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The 3rd International Conference on Nursing & Midwifery, held on May 23-24, 2018 in New York, USA was characterized by a multitude of topics addressing professional issues of importance to midwives and nurses. Prevailing subjects focused on the following: * professional functioning of midwives facing the risk of terrorism and terrorist attack, * the role of CEFM on childbirth outcomes, * attitudes of nursing students towards individuals with mental illness, * healing the abuse of nurses, * substance-dependent women and motherhood, *nursing-crisis of maternal and infant mortality in the United States, * nurses and midwives attitudes toward overweight and obese during childbirth, * quality of life of patients undergoing cancer treatment, * effectiveness of spiritual group therapy among women with breast cancer, * prevalence of delayed umbilical cord clamping practices, *problems among women with late pregnancy loss, * current care for older people, * HIV in Sub Saharan Africa, * sexual problems in gynecological cancers and nursing approaches.
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Barnfield, Lauren, Jacqueline Bamfo, and Lynne Norman. "Should midwives learn to scan for presentation? Findings from a large survey of midwives in the UK." British Journal of Midwifery 27, no. 5 (May 2, 2019): 305–11. http://dx.doi.org/10.12968/bjom.2019.27.5.305.
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Background Undiagnosed breech presentation in labour is associated with fetal morbidity and mortality, and may cause significant maternal anxiety. With increasing availability of scan machines, ultrasound is now widely used in UK maternity settings. Bedside presentation scans are usually undertaken by junior doctors, often leading to delays and frustration among staff and patients. Aims To assess local practices and attitudes towards midwives scanning for presentation. Methods A nine-question anonymous online survey was first disseminated by email locally, and then via social media. It was open to all UK non-sonographer midwives and midwifery students. A total of 870 responses were received between January and April 2018. Findings The survey highlighted significant variation in practice across the UK. Of those who did not scan for presentation, 85.2% felt that being able to do so would improve their practice, with the majority of respondents highlighting improvements in patient safety and satisfaction as well as workflow. Conclusions This demonstrates that demand exists for a postgraduate or accredited short course to teach midwives how to safely and accurately scan to assess fetal presentation.
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Fadilah, Lola Noviani, Farid Husin, Juntika Nurihsan, and Tria Giri Ramdani. "REFLECTIVE LEARNING IN CHILDBIRTH CARE TO IMPROVE SELF-CONFIDENCE OF MIDWIFERY STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (November 16, 2020): 269. http://dx.doi.org/10.22146/jpki.37925.
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Background: Childbirth care is the core competency of a midwife which is found in midwifery education. Midwifery students must be equipped with the competencies. Self-confidence is an internal factor affecting the professional knowledge and competence of midwives. Low self-confidence shows in the practice of childbirth care thus the condition can be an indicator of the performance of a less-competent midwife in the future. Practice learning methods that support increased confidence should direct students to self-study based on experience so that it can solve the problem. Knowing the advantage of this method, it is valuable if reflective learning is implemented to improve self-confidence. The study aimed to analyse the influence of reflective learning on childbirth care practice for the improvement of student confidence.Methods: This research employed a quasi-experimental control group design, involving all midwifery students of semester IV at midwifery department that divided into treatment and control groups. The treatment is the implementation of reflective learning in laboratory and clinical practice. The confidence score was obtained by using questionnaires before and after treatment. Analysis of the characteristic data and pre-test with normal distribution using an unpaired T test. While the post-test and percent increased score were not distributed normally, therefore Mann-Whitney U was tested.Results: It was revealed that there was no difference in the characteristics of respondents and pre-tests (p > 0.05). There were significant differences in post-test and percent increase (P < 0.05). Conclusion: Reflective learning can improve students’ confidence in childbirth care. Keywords: reflective learning, confidence, childbirth care.
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YATSU, Hiroko. "The learning of midwifery students from expert midwives in the delivery setting." Journal of Japan Academy of Midwifery 16, no. 2 (2002): 46–55. http://dx.doi.org/10.3418/jjam.16.2_46.
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Binfa, Lorena, Loreto Pantoja, Hilda Gonzalez, Anna-Berit Ransjö-Arvidson, and Eva Robertson. "Chilean midwives and midwifery students’ views of women’s midlife health-care needs." Midwifery 27, no. 4 (August 2011): 417–23. http://dx.doi.org/10.1016/j.midw.2010.02.009.
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Young, Nicki. "An exploration of clinical decision-making among students and newly qualified midwives." Midwifery 28, no. 6 (December 2012): 824–30. http://dx.doi.org/10.1016/j.midw.2011.09.012.
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Ljungblad, Linda Wike, Kirsti Skovdahl, Brendan McCormack, and Bente Dahl. "An exploration of midwives’ perceptions of newborn resuscitation programmes for midwifery students." Midwifery 100 (September 2021): 103021. http://dx.doi.org/10.1016/j.midw.2021.103021.
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Harerimana, Alexis, and Ntombifikile Gloria Mtshali. "Conceptualisation of e-learning in nursing education in the context of Rwanda." Journal of Nursing Education and Practice 10, no. 6 (March 5, 2020): 26. http://dx.doi.org/10.5430/jnep.v10n6p26.
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Technological innovations such as e-learning are rapidly transforming the ways that institutions of higher education teach and students learn. In nursing education, e-learning offers opportunities to reach a great number of students, irrespective of time and space. In the context of Rwanda, the implementation of e-learning in nursing education was motivated by the country’s need to upgrade the level of working nurses and midwives at a large scale and in a short period. This study aims at exploring the conceptualization of e-learning in nursing education, in the context of Rwanda. Grounded theory paradigm directed this study based on the Framework from Straus and Corbin (2008). The sample size was comprised of 40 participants: 18 nurse educators, 17 nursing students, two ICT managers, and three experts in the fields. The results indicated that e-learning was conceptualised as (a) a mechanism to advance a political agenda; (b) a tool to open access to education for working nurses and midwives; (c) a student-centred approach, (d) a blended learning.
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Lisa, Ulfa Farrah, Yulizawati Yulizawati, and Miranie Safaringga. "Effect of Implementation of Blended Learning Method on Student Learning Outcomes At Block 5a. Professional Ethics and Health Law in Undergraduate Midwifery Program, Faculty of Medicine Andalas University." Journal of Midwifery 6, no. 1 (July 7, 2021): 66. http://dx.doi.org/10.25077/jom.6.1.66-73.2021.
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Midwives are one of the main health workers as the spearhead of health development in an effort to accelerate the reduction of MMR and IMR. For this reason, midwives who are skilled in conducting clinical procedures are needed with analytical, critical and precise skills in the management of care for women. This can be generated through quality midwife education providers, which are determined by the availability of human resources (lecturers), the quality of infrastructure, classroom learning curricula, laboratory and clinical practice and the condition of the practice area.The learning method is one of the supporting methods for the successful achievement of graduate competencies. This study aims to analyze the effect of the implementation of the blended learning method on the learning outcomes of block 5A midwifery students.Professional Ethics and Health Law in Midwifery Undergraduate Study Program, FK Unand. Design pThis research is a quasi experiment with a control group design research design. The research subjects were given treatment, namely the blended learning method. The analysis used to test the hypothesis is to seedifferences in the mean (average) of data for the treatment group (this year) and the control group (last year) fordetermine whether there is an effect of the implementation of the blended learning method on the learning outcomes of block 5A students. This study applies online learning methods in Block 5A. Respondents who were given treatment in this study were BP18 students, and control respondents were BP17 students who had implemented Block 5A learning in the previous year without using online methods. The results of the unpaired t test with the level of significance (α) are <0.05, which results in a probability value (p) of 0.000, which means that there is an effect of the implementation of the blended learning method on the learning outcomes of Block 5A students. In conclusion, blended learning has a positive impact on increasing the value and motivation of student learning in Block 5A
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Mudokwenyu-Rawdon, Christina, Unice Goshomi, and Pisirai Ndarukwa. "Student midwives' self-assessment of factors that improve or reduce confidence in clinical practice during a 1-year training period in Zimbabwe." African Journal of Midwifery and Women's Health 14, no. 2 (April 2, 2020): 1–9. http://dx.doi.org/10.12968/ajmw.2019.0023.
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Background/Aims Several studies demonstrate that midwifery students do not feel confident in their ability to practice independently post-qualification, both globally and in Zimbabwe. To build competence, it is critical that midwives are encouraged to assess factors that improve or reduce their confidence in clinical practice. This study aimed to explore factors enhancing or reducing midwifery students' confidence in clinical practice in Zimbabwe, following a 1-year training course. Methods A total of 300 midwifery students from 22 government midwifery training schools in Zimbabwe participated in a cross-sectional survey that assessed self-confidence at completion of a 1-year training course. Students responded to the question ‘What factors improved or reduced your confidence in clinical area during training?’ Thematic analysis was used to describe and interpret students' responses. Results The main theme taken from students' answers was that resource availability in the clinical learning environment is key. There were four sub-themes: (1) the midwifery education programme, (2) teaching-learning methodologies, (3) clinical instructor/supervisor professional behaviour, and (4) student fear and insecurity. Conclusions Confidence development is a process to be cultivated and nurtured in students during midwifery training. Student midwives are faced with multiple factors inherent to an unsupportive clinical learning environment, which negatively impacts their confidence. These include shortages of resources and the attitudes and teaching practices of supervisors or instructors. Focus should be given to creating a supporting clinical learning environment, to improve students' confidence and competence.