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Статті в журналах з теми "Clinical midwifery"
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Yanti, Yanti, Ova Emilia, and Mora Claramita. "Persepsi Mahasiswa, Dosen dan Bidan Pembimbing tentang Model Pembelajaran Klinik Kebidanan yang Ideal." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (March 28, 2014): 62. http://dx.doi.org/10.22146/jpki.25221.
Повний текст джерелаАнотація:
Background: A large number graduates of midwife even now accompanied with low competency isues in associated with quality of clinical learning. Now implementation of clinical learning with caseload model has problems. Clinical learning model in clinical practice that student, teacher and clinical midwife experienced provide greater insight to develop an effective clinical teaching strategy in midwifery education. The main objective of this study was to investigate student midwife, teacher and clinical midwife’ insight about an ideal clinical learning model in midwifery education.Method: A qualitative study by Focus Group Discussion (FGDs). By selected randomly, this study was conducted 32 from 76 final year midwifery students at Estu Utomo Boyolali Midwifery Academy, 14 lecturer and 13 clinical midwife who involve in Estu Utomo Boyolali Midwifery Academy clinical practice program at 2013-2014. There are 4 groups of student midwife, 2 groups of lecturer and 2 groups of clinical midwife. FGDs were arranged in 3 session differently between students, lecturer and clinical midwife. FGDs were facilitated by researcher and 3 research assistant. Data were analyzed using Atlas.Ti 6.1 software to support the coding process and identifying the main categories from verbatim transcripts.Results: Six themes emerged from the focus group data, “student caseload”, “duration of clinical practice”, “clinical placement”, “clinical mentorship”, “documentation”, and “clinical assessment”. From the sixth themes, demonstrated that an ideal clinical learning model in midwifery education to design preparation clinical learning should consider about that components. An ideal clinical learning model in midwifery education should give priority to quality than quantity especially to suggest decreasing student caseload.Conclusion: This study showed that midwife student, teacher and clinical midwife suggest that clinical learning model should give priority to quality than quantity to gain midwifery care competence. Clinical learning model therefore applied with student case loading that each student have different need. They are suggest that midwifery clinical learning should be consistent with the midwifery care philosophy “women center care” that provide midwifery continuity of care.
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Oktavian, Dyan. "Analysis of the Implementation of Midwife Performance Management in Improving Clinical Quality: Study at TPMB (Midwife Independent Practice) Purwakarta Regency, Indonesia." Archives of The Medicine and Case Reports 5, no. 1 (January 25, 2024): 592–96. http://dx.doi.org/10.37275/amcr.v5i1.477.
Повний текст джерелаАнотація:
Midwife performance management is a systematic and planned process for assessing the performance of midwives in providing midwifery services. Improving clinical quality is the main goal of midwife performance management. This study aims to analyze the implementation of midwife performance management in improving clinical quality at the TPMB (Midwife Independent Practice) Purwakarta Regency, Indonesia. This research uses a qualitative method with a case study approach. The research informants consisted of TPMB management midwives, implementing midwives, and pregnant/maternity women who had utilized TPMB services. Data collection was carried out through in-depth interviews, observation and document review. The research results show that the implementation of midwife performance management in TPMB Purwakarta Regency has been able to improve the clinical quality of midwifery services. This can be seen from the increase in knowledge, skills and attitudes of midwives in providing midwifery services. Midwives have been able to apply midwifery service standards consistently so that they can provide safe, effective, efficient, and quality midwifery services.
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Keedle, Dr Hazel, and Professor Hannah Dahlen. "At The Tipping Point: The Challenges and Opportunities for Midwifery Education in Australia." Practising Midwife Australia 2, no. 5 (June 1, 2024): 27–31. http://dx.doi.org/10.55975/jlgz4690.
Повний текст джерелаАнотація:
A midwife’s formal education is the foundation of their understanding, identity and initial clinical experience. Recognising the value, influence and importance of midwifery education is vital in providing our future midwifery workforce. This research study interviewed midwifery leaders and experts to explore the challenges and opportunities for midwifery education in Australia.
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Condell, Sarah L., and Cecily Begley. "Clinical research ethics in Irish healthcare." Nursing Ethics 19, no. 6 (June 12, 2012): 810–18. http://dx.doi.org/10.1177/0969733011431191.
Повний текст джерелаАнотація:
Gaining ethical clearance to conduct a study is an important aspect of all research involving humans but can be time-consuming and daunting for novice researchers. This article stems from a larger ethnographic study that examined research capacity building in Irish nursing and midwifery. Data were collected over a 28-month time frame from a purposive sample of 16 nurse or midwife research fellows who were funded to undertake full-time PhDs. Gaining ethical clearance for their studies was reported as an early ‘rite of passage’ in the category of ‘labouring the doctorate’. This article penetrates the complexities in Irish clinical research ethics by describing the practices these nurse and midwife researchers encountered and the experiences they had. The key issue of representation that occurred in the context of ‘medicalized’ research ethics is further explored including its meaning for nursing or midwifery research.
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Sakala, Betty Kambeja. "Factors Influencing Midwifery Clinical Decision-making." International Annals of Science 7, no. 1 (May 10, 2019): 28–32. http://dx.doi.org/10.21467/ias.7.1.28-32.
Повний текст джерелаАнотація:
Clinical decision-making is an important element in midwifery practice. Midwives are required to have a sound knowledge to manage complications during childbirth. Any misjudgement by a midwife may lead to adverse birth outcomes. The aim of this paper is to review factors that contribute to clinical decision-making of midwives. This was achieved by reviewing published research articles. Studies have shown that shortage of human and material resources, poor skill mix, absence of mentors and lack of autonomy are some of the contributing factors that may affect midwives’ decision-making.
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Ellis, Cathryn. "Assessment of the Midwifery Education Program at the University of British Columbia – A Survey of Graduates and Midwife Mentors." Canadian Journal of Midwifery Research and Practice 12, no. 1 (May 10, 2024): 8–18. http://dx.doi.org/10.22374/cjmrp.v12i1.95.
Повний текст джерелаАнотація:
The Midwifery Program at the University of British Columbia is the only academic centre for midwifery education in British Columbia. The program consists of arts and science courses, midwifery theoretical and clinical courses, problem-based learning tutorials, laboratory simulations, clinical experiences in community midwifery, and a semester of interprofessional placements in a local or global setting. As university based midwifery education is new to British Columbia, critical evaluation of the curriculum is essential. Between 2005 and 2010, we examined the curriculum annually from the perspective of new graduates (n=34) and their mentors (n=21) to inform curriculum renewal and development. Overall graduates felt well prepared for clinical practice after graduating, and highly valued their clinical placements. Both graduates and midwife mentors reported competence with most clinical skills, and senior midwives noted the graduates’ fluency with both the hospital and home setting. Need for improvement was noted with respect to suturing and venipuncture. There were some discrepancies in the assessment of competencies. While all graduates felt well or adequately prepared to recognize and manage when a normal birth changes to abnormal, not all mentor midwives agreed. Conversely, midwife mentors felt that graduates were prepared in the area of client communication and counseling, yet graduates felt less confident in this area. Over the years, the Midwifery Education curriculum has evolved to address feedback received via the yearly curriculum evaluation. The academic calendar has been modified to allow students and faculty more time for preparation, integration and reflection during the introductory year, to facilitate the consolidation phase in the core clinical courses, and to facilitate senior research projects. Courses on counseling, pharmacology for midwives, lactation consultation, global maternity care, and anatomy labs have been added to the curriculum. The program continues its effort to enhance theoretical and clinical teaching by offering regular preceptor workshops.
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Nanda Pratama Putri, Rabia Wahdah, Nita Hestiyana, and Winda Maolinda. "Beyond Clinical Care: The Role of Midwives in Providing Holistic Support through Continuity of Care - A Case Study." Archives of The Medicine and Case Reports 6, no. 1 (November 11, 2024): 1099–112. http://dx.doi.org/10.37275/amcr.v6i1.657.
Повний текст джерелаАнотація:
Continuity of care (COC) in midwifery is a model that emphasizes a continuous and trusting relationship between a midwife and a woman throughout her pregnancy, childbirth, postpartum period, and beyond. This approach fosters holistic support, encompassing not only clinical care but also emotional, psychological, and social well-being. This case study explores the role of midwives in providing such comprehensive care within the COC framework. This study presents the case of Mrs. A, a 22-year-old primiparous woman who received COC midwifery care at TPMB Delima Winda Maolinda in Banjarmasin City, Indonesia. The care spanned her pregnancy, childbirth, postpartum period, newborn care, and family planning counseling. Data were collected through direct observation and interviews during midwifery care encounters. The study highlights the various dimensions of care provided, including antenatal check-ups, childbirth assistance, postpartum monitoring, newborn care education, and family planning guidance. It also explores the challenges and benefits of implementing COC in this particular context. In conclusion, this study demonstrates the positive impact of COC midwifery care on maternal and neonatal outcomes. The continuous support and personalized guidance provided by the midwife contributed to Mrs. A's emotional well-being, facilitated informed decision-making, and promoted healthy behaviors. This study underscores the importance of COC in midwifery practice and its potential to enhance the overall quality of care for women and their newborns.
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Ruby, Emma, Ginny Brunton, Joanne Rack, Sofia Al Balkhi, Laura Banfield, Lindsay N. Grenier, Shikha Ghandi, et al. "Exploring the landscape of Canadian midwifery research: strengths, gaps and priorities – results of a scoping review." BMJ Open 14, no. 12 (December 2024): e087698. https://doi.org/10.1136/bmjopen-2024-087698.
Повний текст джерелаАнотація:
ObjectivesThe 2014 Lancet Series on Midwifery developed the Quality of Maternal and Newborn Care (QMNC) framework outlining care needed for all childbearing people and newborns. Furthermore, this was a global call to action to invest in research capacity building. While evidence-informed care is a cornerstone of midwifery practice, there has been limited exploration of how Canadian midwifery research priorities within the Canadian context align with the global framework. In response to the call from the Lancet series, this scoping review aimed to investigate the current strengths and gaps of midwifery research in Canada. Secondarily, our goal was to map existing Canadian evidence to the QMNC framework to guide future priority setting and build research capacity.DesignA scoping review.Data sourcesWe searched nine electronic databases for articles up to 2022, inclusive: AMED (Allied and Complementary Medicine), CINAHL, EconLit, EMBASE, HealthSTAR, MEDLINE, PsycINFO, EmCare and Web of Science.Eligibility criteria for selecting studiesWe included research conducted by (a) Canadian midwives on Canadian and non-Canadian populations, (b) international midwives on Canadian midwifery populations or (c) non-midwife researchers on Canadian midwifery populations.Data extraction and synthesisWe analysed data using categories from the Lancet Series’ QMNC framework. At least two independent reviewers conducted screening and data extraction.ResultsWe identified 590 articles for inclusion. Most Canadian midwifery research is related to organisation of care and care providers, clinical practice categories including promoting normal physiological processes during pregnancy, research pertaining to prenatal and intrapartum periods, and policy. Research gaps included neonatal and postpartum outcomes, midwifery education, and midwifery values and philosophy. Lastly, there were gaps in the number of randomised trials and systematic reviews, which may impact guidance of clinical decision-making.ConclusionsThere has been an exponential increase in midwifery-led research in Canada. Assessment against the QMNC framework has highlighted gaps related to research conduct, clinical and non-clinical research focuses. Identifying midwifery research priorities is an important next step of consolidating Canadian research evidence. Future directions may include collaboration with midwifery stakeholders to prioritise research topics related to improving care for clients, strengthening the profession and building research capacity.
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Menage, Diane, Ceinwyn Hogarth, and Eleanor Batting. "Safety netting in midwifery." British Journal of Midwifery 30, no. 11 (November 2, 2022): 652–58. http://dx.doi.org/10.12968/bjom.2022.30.11.652.
Повний текст джерелаАнотація:
Providing clear, accurate and timely information to women and their families is central to the role of the midwife. It is key to empowering women to make informed decisions and promotes both safety and quality of care. The term ‘safety netting’ has been described as sharing information to help people identify the need to seek further help if their condition fails to improve, changes or if they have concerns about their health. While safety netting is a familiar term in some fields of medicine, it is rarely used in midwifery. This article discusses how safety netting could be a useful concept for midwifery and proposes a framework for providing safety net information. The article includes a clinical scenario that considers how the framework supports clear and comprehensive communication, and a student midwife perspective that reflects on different aspects of safety netting, its teaching and the practice experience. Clear teaching of safety netting has potential advantages for midwifery education and practice.
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Martin, Caroline J. Hollins, Elaine Beaumont, Gail Norris, and Gavin Cullen. "Teaching Compassionate Mind Training to help midwives cope with traumatic clinical incidents." British Journal of Midwifery 29, no. 1 (January 2, 2021): 26–35. http://dx.doi.org/10.12968/bjom.2021.29.1.26.
Повний текст джерелаАнотація:
Compassionate Mind Training (CMT) is taught to cultivate compassion and teach midwives how to care for themselves. The need to build midwives' resilience is recognised by the Nursing and Midwifery Council (NMC), who advocate that mental health coping strategies be embedded into the midwifery curriculum. In this respect, CMT can be used as a resilience-building method to help midwives respond to self-criticism and threat-based emotions with compassion. The underpinnings of CMT involve understanding that people can develop cognitive biases or unhelpful thinking patterns, co-driven by an interplay between genetics and the environment. Within this paper, the underpinning theory of CMT and how it can be used to balance psychological threat, drive, and soothing systems are outlined. To contextualise the application to midwifery practice, a traumatic incident has been discussed. Teaching CMT has the potential to improve professional quality of life, and reduce midwife absence rates and potential attrition from the profession.
Дисертації з теми "Clinical midwifery"
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Vuso, Virginia Zanyiwe. "Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13204.
Повний текст джерелаАнотація:
Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies of their students. Student clinical competency levels in South Africa are critical to midwifery practice, especially as most litigation against the Department of Health in South Africa concerns negligence in midwifery practice. In addition, the litigations mostly involve newly qualified midwives, thus suggesting a link with practice competency levels. Several challenges exist in the academic and practice environments regarding student learning, practice and clinical preparedness. Lack of support during clinical placement and a lack of facilities for use during clinical practice modules are among these challenges. Some students, due to the challenges they face with clinical learning and practice, fail to meet the practical competencies for examination entry requirements. Consequently, some of these students have to repeat the year or exit the programme. The current study sought to identify how to assist midwifery educators in their activities to prepare students for clinical placement readiness. The first objective of the study was to explore and describe the perceptions of midwifery educators regarding the need for additional measures to enhance the clinical preparedness of basic midwifery students before they are allocated to the clinical areas. The second objective sought to make recommendations that would further assist the midwifery educators to clinically prepare midwifery students before being allocated and placed in different clinical areas. A qualitative, explorative, descriptive and contextual research design was used for the study and the study was conducted at a nursing college in the Eastern Cape Province from August 2014 to January 2016. The research population consisted of midwifery educators at a nursing college and a purposive sampling technique was used guided by set criteria. Data were collected using focus group interviews. Four focus groups were used making a total of 17 participants. The principles applied for data analysis were those of Tesch’s method of data analysis, which were used to develop the themes and sub-themes. An independent coder assisted with the coding of the data for the purposes of trustworthiness. In addition, Lincoln and Guba’s model of trustworthiness consisting of the criteria of credibility, transferability, dependability and conformability was used to confirm the validity of the study while the ethical principles adopted were informed consent, justice, non-maleficence, privacy and confidentiality. The study found that the participants perceived numerous challenges that hindered the clinical preparedness of their students. These related to increased workload, lack of support from management and a lack of commitment on the part of students towards their studies. The participants also identified inconsistencies in clinical practice between the clinical midwives and the educators, and even among the educators themselves. This lack of consistency in turn causes confusion among the students and thus impacts negatively on their clinical practice preparedness. Based on these findings recommendations for clinical nursing practice, nursing education and research were made.
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Barnes, Margaret. "Becoming a midwife : a case study of a women-centred midwifery curriculum." Thesis, Griffith University, 1998. http://hdl.handle.net/10072/380712.
Повний текст джерелаАнотація:
Midwifery education is in transition in Australia. Courses are being implemented in the university sector at a time when there is increasing debate and concern over the provision of maternity services. The idea of women-centred midwifery practice is developing as a guiding philosophy for midwifery, in order to focus the activities of midwifery practice on the needs of the childbearing woman. In response to these issues in midwifery, the Graduate Diploma Of Midwifery (Griffith University) was developed and implemented with an underpinning philosophy of women-centred practice and a commitment to teaching and learning approaches which emphasised self-direction, reflection and the idea of praxis. This research project has sought to under students' experiences of learning midwifery. In doing so, particulars of the curriculum are evaluated. The research approach draws on a feminist theoretical underpinning and uses processes and approaches congruent with qualitative evaluation.
The findings of this research are expressed in terms of students' experience of learning midwifery in this program but reflect broader concerns of the profession. These broader concerns include the potential of the relationship between woman and midwife and the issues of power in the progression. These issues have an impact on students' impressions of midwifery and their ability to interact with the midwifery community in the process of learning. The findings in relation to what helps students learn midwifery point to a different perception of clinical learning and have significance for developments of relationships between university and clinical agencies.
The findings of the study will contribute to midwifery knowledge as new insights, particularly in relation to the midwifery relationship and professional issues, are drawn. In considering the students experiences, professional concerns and the identified needs of childbearing woman, a theoretical framework for midwifery education is proposed. This theoretical framework has significance for the profession as it is applicable at the level of curriculum development, course planning or development of learning activities, and importantly, it contributes to knowledge in area of midwifery as a beginning theory of midwifery education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Health and Behavioural Sc.
Griffith Health
Full Text
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Cornell, Peta Kathleen. "An exploration of midwifery students’ perceptions of clinical facilitators and experiences of clinical facilitation during midwifery clinical placements in Perth, Western Australia." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/89146.
Повний текст джерелаАнотація:
Clinical facilitation is a model of supervision for students during professional practice experiences, with little known about this important aspect of midwifery education. A qualitative descriptive exploratory approach with thematic analysis was used to develop knowledge and understanding of undergraduate midwifery students’ experiences with such supervision in Western Australia. Midwifery clinical facilitation was highly valued by midwifery students. Respondent insights and recommendations will be instrumental in further developing and enhancing midwifery models of clinical supervision.
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Bäck, Lena. "Confidence in Midwifery : Midwifery students and midwives’ perspectives." Licentiate thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-33560.
Повний текст джерелаАнотація:
A confident midwife has an impact on a pregnant woman’s clinical outcome and birth experience. Knowledge acquisition, competence, and confidence develops over a lifetime and is of great importance in developing and forming personal skills and allowing the personal traits to grow and mature. Previous international studies have shown that midwifery students do not feel confident in many areas in which they are supposed to practice independently. The aim of this thesis was to investigate confidence levels in basic midwifery skills in Swedish midwifery students in their final semester just before entering the midwifery profession. An additional aim was to describe clinical midwives’ reflections about learning and what factors that developes professional competence, and confidence. Study I was a cross-sectional survey with Swedish midwifery students (n=238). They assessed their own confidence in all competencies that a midwife should have and could practice independently. The results of study I confirmed that Swedish midwifery students feel confident in dealing with the most common procedures during normal pregnancy, childbirth, and postpartum and newborn care. However, they do not feel fully confident in cases in which there are deviations from the normal procedures and obstetric emergencies. When comparing groups of midwifery students, the younger group of midwifery students felt more confident in general compared to the older group. Students at a university with a medical faculty were also more confident than the students at a university without a medical faculty. In study II, focus group discussions were held with 14 midwives emphasizing the way in which midwives reflect on learning and the development of competence and confidence. Content analysis was used to analyze the focus group discussions. Four categories were identified as a result of study II: 1.) feelings of professional safety evolve over time; 2.) personal qualities affect professional development; 3.) methods for knowledge and competence expansion; and 4.) competence as developing and demanding. The conclusion of this thesis is that more practical and clinical training during education is desirable. Midwifery students need to have access and the opportunity to practice obstetrical emergencies within a team of obstetricians and pediatricians. Learning takes time, and one improvement is to extend midwifery education to include and increase in clinical training. This would strengthen the students theoretical, scientific, and clinical confidence. Clinical midwives claim that it takes time to feel confident and that there is a need to develop professionalism.En trygg barnmorska har en positiv inverkan för förlossningsutfall samt förlossningsupplevelse. Kunskap, kompetens och trygghet är ett livslångt lärande och har stor betydelse för att utveckla och forma personliga färdigheter, att låta de personliga egenskaperna växa och mogna. Tidigare internationella studier har påvisat att barnmorskestudenter känner sig otrygga inom områden där förväntas vara självständiga. Syftet med denna avhandling var att undersöka graden av trygghet hos svenska barnmorskstudenter strax innan de var färdigutbildade. Ett annat syfte var att utforska hur kliniskt verksamma barnmorskor reflekterar över lärande och vilka faktorer som bidrar till att utveckla yrkesmässig kompetens och trygghet. Studie I var en tvärsnittsundersökning med svenska barnmorskestudenter (n = 238). De bedömde egen trygghet inom alla kompetenser som en barnmorska förväntas kunna samt utföra självständigt. Resultaten av studie I bekräftade att svenska barnmorskestudenter känner sig trygga att hantera de vanligaste rutinerna vid normal graviditet, förlossning, eftervård samt nyföddhets vård. De känner sig emellertid inte fullt så trygga när något avviker från det normala samt vid obstetriska nödsituationer. Vid jämförelse mellan yngre och äldre barnmorskestudenter samt grad av trygghet, var det den yngre gruppen av barnmorskestudenter som kände sig tryggare i allmänhet jämfört med den äldre gruppen. Studenter vid ett universitet med en medicinsk fakultet var också mer trygga än studenterna vid ett universitet utan en medicinsk fakultet. I studie II hölls fokusgrupper med 14 barnmorskor, de diskuterade och reflekterade över hur barnmorskor utvecklar kompetens. Metod för att analysera var innehållsanalys, i resultatet framkom fyra kategorier 1.) känslor av professionell trygghet utvecklas över tid ; 2.) Personliga kvaliteter påverkar yrkesutveckling. 3.) metoder för kunskap och kompetensutveckling; och 4.) Kompetens som utveckling och krävande. Slutsatsen av denna avhandling är att mer klinisk träning under utbildning är önskvärt. Barnmorskestudenter behöver tillgång och möjlighet att öva obstetriska nödsituationer tillsammans i team bestående av förlossningspersonal och barnläkare. Det tar tid att lära samt att känna trygghet, en möjlighet att underlätta för studenter vore att utöka samt förlänga barnmorskeutbildningen, att inkludera mer klinisk träning. Detta skulle innebära att stärka studenters möjligheter till en utökad klinisk trygghet. Kliniska barnmorskor hävdar att det tar tid att känna sig trygg och att det ett finns behov av att utveckla professionalism.
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Deery, Ruth. "Engaging with clinical supervision in a community midwifery setting : an action research study." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/3544/.
Повний текст джерелаАнотація:
The main aim of this research study was to explore midwives' views and experiences of their support needs in clinical practice and then to identify how they would wish to receive such support. There was much literature to support the existence of stress and burnout in midwifery but no research that addressed ways of alleviating this. Further aims were to redress that imbalance by planning and facilitating a model of clinical supervision devised by the participating midwives. The study took an action research approach that involved working with a group of eight National Health Service (NHS) community midwives in a collaborative, non-hierarchical and democratic way in order to achieve change. This accorded with a woman-centred approach to working with clients that was being encouraged within midwifery. The midwives were typical of many community-based midwives in the United Kingdom (UK) who were working in increasingly stressful, complex and changing environments. Wider organisational and cultural issues are considered that affect working relationships. The nature of the way the midwives worked when they were offered and received support, and how they reacted and coped when their work team and work situation was threatened, was also explored. Each midwife was interviewed twice; before and after the experience of clinical supervision. They also participated in two focus groups before clinical supervision. In- depth individual interviews lasted up to two hours, as did the focus groups. The interviews and the focus groups were taped, transcribed and then analysed using a relational voice-centred methodology. The main findings were that recent and ongoing change plus the organisational demands placed on the midwives by the NHS and their managers were detrimental to working relationships with their colleagues and clients. This also inhibited the process of change. A discourse of denigration became apparent within the interviews and the midwives behaviour and coping strategies revealed some well developed defence mechanisms, as well as an apparent lack of understanding on their part and that of their midwifery managers in relation to emotion work. Resistance to change was a key defence mechanism used by the midwives. Strong messages emerge about certain 'performances' being available to midwives and the use of defence mechanisms as a way of 'getting the work done'. There are also messages about the cultural legacy of midwifery and how this can inhibit autonomous behaviour by midwives. Developing and increasing self awareness is still not viewed as being intrinsic to the work of the midwife and midwives are being asked to undertake a level of work that they have not been adequately prepared for. Neither do there appear to be effective role models for midwives. The bureaucratic pressures of working in a large maternity unit are also addressed where the system is seen as more important than the midwives.
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Nallen, Kathleen. "Midwifery graduates' perceptions of the impact of enquiry based learning on their clinical practice." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709681.
Повний текст джерелаАнотація:
In recent years Enquiry Based Learning (EBL) has been embedded in a variety of healthcare related programmes and has become a fundamental component of curricula delivery. EBL research suggests that positive experiences outweigh limitations including enhancing links between theory and practice. Development of transferable skills such as decision making, problem solving and critical thinking is attributed to EBL in some studies. Overall however, very little high quality evidence exists to advocate EBL’s efficacy and subsequently justify widespread curriculum change. Limited research is available on the effectiveness of EBL in midwifery education, additionally there is a paucity of EBL related research with midwifery graduates, an anomaly this evaluation attempts to ameliorate. EBL was recently introduced into Higher Diploma in Midwifery education in the Republic of Ireland. As EBL is frequently credited with being positively influential on clinical practice, it was considered fitting to undertake an evaluation based on this premise. The aim of the study was to elicit perceptions of Higher Diploma in Midwifery graduates regarding the impact of Enquiry Based Learning on their clinical practice. Fourteen graduates took part in a qualitative study which used semi-structured interviews. Findings centred on three major themes: ‘Impact of EBL on the experience of learning’, ‘Impact of EBL on the quality of learning’ and the ‘Impact of EBL on clinical practice’. These three themes incorporated fourteen categories which were then used to provide the framework for discussing the research findings within the context of wider literature. Findings support the assertion that EBL helps relate theory to clinical practice as well as enhancing personal development and the quality of learning. Recommendations are made based on the findings and the implications for stakeholders in midwifery education, practice and management are discussed.
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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.
Повний текст джерелаАнотація:
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.
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Bluff, Rosalind. "Learning and teaching in the context of clinical practice : the midwife as role model." Thesis, Bournemouth University, 2001. http://eprints.bournemouth.ac.uk/339/.
Повний текст джерелаАнотація:
The purpose of this study was to develop a theory in order to explain the meaning and process of learning the role of the midwife from midwives in the clinical setting. To achieve the depth and detail required in the absence of literature on this topic, the grounded theory approach was adopted. The sample consisted of twenty student midwives and seventeen midwives. Data were collected by means of unstructured interviews which were tape-recorded. Each participant was interviewed on a minimum of two separate occasions. The constant comparative method was used to analyse the data. The findings of the research contribute to knowledge by making explicit how the role of the midwife is interpreted and enacted, the effect this has on what role students learn, how it is learned and hence how the role is transmitted from one generation of midwives to the next. The `emic' perspective facilitated the emergence of a number of theoretical ideas. Central to these are the rules of practice. When midwives rigidly follow written and unwritten rules they prescribe midwifery care which corresponds to the medical model. In doing so they act as obstetric nurses or handmaidens to the doctor. When everything is interpreted as rules to be followed prescriptive midwives appear to be uncaring and detached from the experience of childbirth. The individual needs of women are not met and the relationship between midwife and client is superficial. Midwives who rigidly follow the rules inhibit the growth and development of students providing them with few opportunities to achieve beyond the level of their role model. Midwives are flexible when they interpret the rules for the benefit of women and provide a woman-centred model of care. These midwives therefore act as autonomous practitioners. When rules are interpreted and adapted to meet the needs of women, flexible midwives demonstrate involvement in women's experiences and are empathic, supportive and caring. Midwives who use professional judgement to interpret the rules provide an environment in which senior students can become autonomous practitioners. When midwives demonstrate the role of autonomous practitioner, practise a woman-centred model of care and meet the learning needs of students, they are appropriate role models and teachers. There is conflict in the clinical setting when practitioners who hold opposing attitudes, values and beliefs practice together. Conflict can be avoided when flexible midwives adopt strategies that involve becoming prescriptive or practising by subterfuge. In accordance with Bandura's social learning theory students learn by observing and emulating the example of their role models. Learning is vicarious when students observe the consequences of their role models' actions. When learning the role from a role model is interpreted as a passive process, a behaviourist and pedagogical approach to learning and teaching ensures perpetuation of the obstetric nurse role that is no longer considered acceptable. Role modelling serves as a vehicle for transmitting new behaviour when learning is perceived to be an active process. In this case a humanistic, andragogical and cognitive approach to learning and teaching is adopted giving students the freedom to determine their own role. Practice from a number of role models is emulated. In this way each midwife acquires a unique identity which is derived from an abstract role model rather than a particular person. Students are prepared for the autonomous role of the midwife, and it is this role they wish to emulate.
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Rasetshwane, Itumeleng. "Evaluating The Psychometric Properties of the Clinical Assessment Tool Used in The Midwifery Programme In Botswana." Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/78119.
Повний текст джерелаАнотація:
Background: Clinical assesssment tools play an essential role in clinical practice and assessment. Clinical assessment tools have to be evaluated for pyschometric properties to enhance objectivity and fairness when evaluating students. Reliability and validity are considered the main psychometric properties of clinical assessment tools. However, determining the psychometric properties of clinical assessment tools still remains a major problem. Hence, some tools are designed and used without adequate assessment of their reliability and validity. There is no evidence of the psychometric properties, mainly internal consistency, reliability and content validity of the clinical assessment tool used in Midwifery Programme in Botswana.
Aim/Purpose: The aim of the study was to evaluate the internal consistency reliability and content validity psychometric properties of the clinical assessment tool used in the Midwifery Programme in Botswana.
Design: A methodological design was used to evaluate the internal consistency reliability and content validity psychometric properties of the clinical assessment tool used in the Midwifery Programme in Botswana.
Research process: Data was collected from the completed clinical assessment tools which were used to assess midwifery students registered for intrapartum care (MID 421) in semester 2 and intrapartum care practicum (MID 543) in semester 4 in 2019, from the midwifery training schools, n=114. Data collected from these clinical assessment tools was captured and analyzed using the downloaded IBM® Statistical Package for the Social Sciences (SPSS) software, version 25. Inter-item analysis and the corrected item–total correlation were calculated to determine the internal consistency reliability of the clinical assessment tool used in midifery programme. Cronbach’s alpha was used to determine the reliability of the entire clinical assessment tool. The Subject Matter Expects in midwifery working in the academic field and those working in the Nursing and Midwifery Council in Botswana, were used to evaluate the content validity regarding the relevance and clarity of the competencies in the clinical assessment tool. The Content Validity Index (CVI), Item Content Validity Index (I-CVI), Content Validity Ratio (CVR), the overall scale (S-CVI/Ave) and Scale Content Validity Index using Universal Agreement (S-CVI-UA) were calculated to determine the content validity of the clinical assessment tool used in the Midwifery Programme in Botswana.
Results: The results of this study with regard to internal consistency reliability, revealed an overall Cronbach’s alpha of the clinical assessment tool of 0.837. The results of this study, with regard to content validity, revealed an overall CVR of 0.95 and an overall CVI of 0.97. The I-CVI value of the competencies for content validity ranged from 0.8 to 1. The S-CVI/Ave and the S-CVI/UA values of the competencies for content validity were 0.97 and 0.75 respectively.
Conclusion: The clinical assessment tool used in the Midwifery Programme in Botswana is reliable and valid. However, there is a need to review some of the competencies to improve its internal consistency reliability and content validity.
Keywords: Clinical Assessment, Clinical Assessment Tool, Midwifery Training Institutions, Midwifery Students, Midwifery Programme, Botswana, Reliability, Validity, Psychometric Properties.Dissertation (MNSc)--University of Pretoria, 2021.
Nursing Science
MNSc
Unrestricted
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Ross-Davie, Mary C. "Measuring the quantity and quality of midwifery support of women during labour and childbirth : the development and testing of the 'Supportive Midwifery in Labour Instrument'." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9796.
Повний текст джерелаАнотація:
The thesis describes the development and testing of a new computer based systematic observation instrument designed to facilitate the recording and measurement of the quantity and quality of midwifery intrapartum support. The content of the systematic observation instrument, the ‘SMILI’ (Supportive Midwifery in Labour Instrument), was based on a comprehensive review of the literature. The instrument was found to be valid and reliable in a series of studies. The feasibility and usability of the SMILI was extensively tested in the clinical setting in four maternity units in Scotland, UK. One hundred and five hours of direct observation of forty nine labour episodes were undertaken by four trained midwife observers. The clinical study demonstrated that the study and the instrument were feasible, usable and successful in measuring the quantity and quality of midwifery intrapartum support. The data collected has provided significant new information about the support given by midwives in the National Health Service of Scotland, UK. Continuous one to one support was the norm, with 92% of the observed midwives in the room for more than 80% of the observation period. Emotional support, including rapport building, encouragement and praise, was the most frequently recorded category of support.
Книги з теми "Clinical midwifery"
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Dutton, Lauren A. A pocket guide to clinical midwifery: The efficient midwife. Sudbury, MA: Jones and Bartlett, 2010.
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L, Farley Cindy, ed. Clinical practice guidelines for midwifery & women's health. 3rd ed. Sudbury, Mass: Jones and Bartlett Publishers, 2008.
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L, Farley Cindy, and Jordan Robin G. 1954-, eds. Clinical practice guidelines for midwifery and women's health. 4th ed. Burlington, MA: Jones & Bartlett Learning, 2013.
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Stephen, Tilley, and Watson Roger 1955-, eds. Accountability in nursing and midwifery. 2nd ed. Oxford: Blackwell Science, 2004.
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Alhusaini, Malak Alashal F. Clinical Nursing and Midwifery Research in the Eastern Mediterranean Region. [New York, N.Y.?]: [publisher not identified], 2018.
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Sun, Carolyn J. Clinical Nursing and Midwifery Research in Southern and Eastern African Countries. [New York, N.Y.?]: [publisher not identified], 2015.
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H, Wilson Jo, and Symon Andrew RGN 1961-, eds. Clinical risk management in midwifery: The right to a perfect baby? Oxford: Books for Midwives, 2002.
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Royal College of Midwives (Great Britain), ed. A short history of clinical midwifery: The development of ideas in the professional management of childbirth. Hale, Cheshire: Books for Midwives Press, 1995.
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West Midlands Regional Health Authority., ed. Strategy for nursing and midwifery education: Post basic clinical courses : consultation document. [S.l.]: West Midlands Regional Health Authority, 1988.
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McDaid, Catriona Maria. Clinical effectiveness and evidence-based nursing midwifery and health visiting: Barriers, resources and practical implications. [Belfast]: The National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 2000.
Знайти повний текст джерелаЧастини книг з теми "Clinical midwifery"
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Curtis, Penny. "Supervision in clinical midwifery practice." In Clinical Supervision and Mentorship in Nursing, 94–108. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-7228-6_7.
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Maslin, Anna. "Nursing and Midwifery Contribution to Clinical Governance." In Advancing Clinical Governance, 57–67. London: CRC Press, 2023. http://dx.doi.org/10.1201/9781003420095-5.
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Marchant, Sally, and Jo Garcia. "Routine clinical care in the immediate postnatal period." In Aspects of Midwifery Practice, 177–91. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13543-1_9.
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McKenna, Lisa, Jenny Davis, and Eloise Williams. "Nursing and Midwifery Education: Historical Perspectives." In Clinical Education for the Health Professions, 1–18. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_19-1.
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McKenna, Lisa, Jenny Davis, and Eloise Williams. "Nursing and Midwifery Education: Historical Perspectives." In Clinical Education for the Health Professions, 285–302. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-15-3344-0_19.
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Pascoal, Patrícia M., and Catarina F. Raposo. "How Sexual Problems are Managed (by Other Professionals)." In Midwifery and Sexuality, 345–54. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18432-1_29.
Повний текст джерелаАнотація:
AbstractThis chapter will address how sexology or sexual medicine professionals deal with sexual problems. There are some essential characteristics of sex therapy that are still commonly used in most clinical interventions aimed at solving sexual problems, and some new elements have been incorporated into traditional sex therapy in the last decades. This chapter will describe these elements to clarify what is going on in the sexologist’s consultation room so that the midwife can explain what the woman or the people she is closely involved with can expect when referred there. Based on a very brief case history, the chapter will introduce the essential steps of a possible sex therapy treatment program.This chapter is part of ‘Midwifery and Sexuality’, a Springer Nature open-access textbook for midwives and related healthcare professionals.
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Feeley, Claire. "Moving from a Rule-Based Practice to Expert Clinical Midwifery Practice." In Skilled Heartfelt Midwifery Practice, 61–84. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-43643-7_4.
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Damayanti, Fitriani Nur, and Puji Nor Fatimah. "Literature Review: Legal Protection for Midwifery Students in Midwifery Clinical Practice in Hospital." In Advances in Health Sciences Research, 128–35. Dordrecht: Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-461-7_13.
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Kumar, Arunaz, and Linda Sweet. "Obstetric and Midwifery Education: Context and Trends." In Clinical Education for the Health Professions, 1–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6106-7_11-1.
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Kumar, Arunaz, and Linda Sweet. "Obstetric and Midwifery Education: Context and Trends." In Clinical Education for the Health Professions, 121–34. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-15-3344-0_11.
Повний текст джерелаТези доповідей конференцій з теми "Clinical midwifery"
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Bustami, Lusiana, Laila Rahmi, Fitrayeni Fitrayeni, and Feni Andriani. "Development of Learning Methods Midwifery Emergency Clinical Skills." In Proceedings of the 2nd International Conference on Educational Development and Quality Assurance, ICED-QA 2019, 11 September 2019, Padang, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.11-9-2019.2298644.
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"The Use of Simulation in Midwifery Clinical Education." In 2nd International Conference on Contemporary Academic Research ICCAR 2023. All Sciences Academy, 2023. http://dx.doi.org/10.59287/as-proceedings.183.
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Azizah, Noor, Ummi Kulsum, Yulisetyaningrum, and Sri Karyati. "The Effectiveness of Clinical Instructor Behavior on Competence Achievement of Midwifery Clinical Practices." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Health Science and Nursing (IcoSIHSN 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihsn-19.2019.24.
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Aliza, Ana Dyah, and Farida Kartini. "Student Perception of the Preceptorship Model in Midwifery Care: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.43.
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ABSTRACT Background: Preceptorship is a time-limited, education-focused model for teaching and learning within a clinical environment that uses a clinical staff as role models. Its primary goal is to assist new staff and students in adapting to their roles, develop clinical skills and socialize the novice to a department or institution. This difference has caused various opinions from related parties. This study aimed to determine the implementation of a tutorial system from different levels of student education to the entire midwifery health care system. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The search included PubMed, Wiley, Google Scholar, dan Sciendirect. The inclusion criteria were English-language and full-text articles published between 2000 and 2019. The data were selected by the PRISMA flow chart. Results: Ten articles from total of 803 articles found. It was divided into two categories: Elements in the preceptorship model and application of preceptorship. Preceptorship can help preceptors to improve teaching effectiveness and create an effective learning environment so that preceptors can perform clinical skills to improve the quality of education. The problem that arises in preceptorship in many student reports is the difficulty students experience in finding their clinical practice area. Professional organizations provide several solutions to the issues that occur in a preceptorship, one of which is paying attention to student attendance and facilitating students to give input and ideas. Conclusion: The application of the principles in the practice of midwifery clinics varies because the guideline instruments are not standardized. Keywords: Perspectives, Preceporship, Students, Midwifery Correspondence: Ana Dyah Aliza, Universitas ‘Aisyiyah Yogyakarta. Jalan Ringroad Barat No.63, Mlangi, Nogotirto, Gamping Sleman, Yogyakarta, Email: anadyahaliza@gmail.com Mobile: 085600072744. DOI: https://doi.org/10.26911/the7thicph.03.43
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Huda, Nurul, Dewi Rokhanawati, and Nidatul Khofiyah. "Experience of Midwifery Students on Objective Structured Clinical Examination: A Systematic Review." In The 6th International Conference on Public Health 2019. Masters Program in Public Health, Graduate School, Universitas Sebelas Maret, 2019. http://dx.doi.org/10.26911/the6thicph.05.10.
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Rahayu, Esty Puji, and Lailatul Khusnul Rizki. "Effect of Affirmation Flashcards on Level of Anxiety in Second Stage of Labor at Midwifery Clinic, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.49.
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ABSTRACT Background: The Indonesia Demographic and Health Survey (IDHS) 2017 reported a high maternal mortality rate (MMR) in Indonesia. Safe and effective management of the second stage of labor presents a clinical challenge for laboring women and practitioners of obstetric care. This study aimed to examine effect of affirmation flashcards on level of anxiety in second stage of labor at midwifery clinic, East Java. Subjects and Method: This was a quasi-experiment with pre and post-test design was conducted at Mei Kurniawati, Amd.Keb midwifery clinic, Surabaya from July to September 2020. A sample of 30 pregnant women who planned to give birth normally at Mei Kurniawati, Amd.Keb midwifery clinic was selected by simple random sampling. The dependent variable was anxiety in second stage of labor. The independent was flashcard affirmation treatment. The data were analyzed by Paired T test. Results: Effect of Flashcard Affirmation treatment on anxiety, control variable (Mean=-3.70; SD= 1.48; p< 0.001) was higher than treatment variable (Mean= -2.15; SD= 1.44; p< 0.001). Effect of flashcard affirmation on the duration of second stage of labor, control variable was higher (Mean= -8.88; SD= 3.81; p< 0.001) than treatment variable (Mean=-1.02; SD= 1.17; p< 0.001). Conclusion: Maintaining the mother’s psychological condition can be done by giving positive affirmations to the mother, besides that the support of husband and family is also an important point, for that research that may be carried out to develop this research is the role of husband support in the smooth delivery of labor. Keywords: flashcard affirmation, second stage of labor, anxiety Correspondence: Esty Puji Rahayu. Universitas Nahdlatul Ulama Surabaya. Jl. SMEA no.57, Surabaya. Email: esty@unusa.ac.id Mobile: 085755196600. DOI: https://doi.org/10.26911/the7thicph.03.49
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Mwalabu, Gertrude, Annie Msosa, Ingrid Tjoflåt, Patrick Mapulanga, and Masauko Msiska. "SIMULATION-BASED EDUCATION: A SOLUTION TO CHALLENGES ENCOUNTERED WITH CLINICAL TEACHING IN NURSING AND MIDWIFERY EDUCATION IN MALAWI." In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0910.
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Blumberga, Madara, Nora Jansone-Ratinika, Evita Grigoroviča, Raimonds Strods, Andreta Slavinska, and Māris Brants. "Simulated Hospital for Medical Students as an Essential Step Towards Guality in Clinical Work and Patient Safety." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.38.
Повний текст джерелаАнотація:
Simulation-based education provides a transition from theory-based learning to the application of knowledge, skills, and attitudes in complex situations in conditions close to real healthcare facilities. In healthcare, a simulation-based learning approach provides the opportunity to learn skills in a safe environment and gain confidence in the students’ abilities before working in a real clinical setting. In the academic year 2022/2023, for 2 weeks, the Rīga Stradiņš University (RSU) Medical Education Technology Centre (METC) in cooperation with the Department of Nursing and Midwifery implemented the concept of a simulated hospital to provide 114 international 3rd year students of the study programme “Medicine” with pre-clinical practice in a simulated environment in the fields of internal diseases and surgery. A simulated hospital is a concept in which the hospital environment is reproduced in the premises of the METC, encompassing 2 hospital wards, 6 patient rooms, 2 nursing stations, 2 medication rooms, a laboratory, and examination locations, as well as using 8 patient manikin and 38 simulated patients. Students provided a self-assessment of 64 skills (technical and non-technical) before and after pre-clinical practice using a scale from 1–5. Data were collected electronically and analyzed using IBM SPSS and compared statistically before and after the teaching intervention. Students demonstrated improvement in self-assessment of performance of all 64 skills. Students indicate that they not only learned new knowledge and skills, but also strengthened existing knowledge and skills. Students answer that they feel better prepared to work in a real clinical environment. One of the conclusions is that pre-clinical practice should be an integral part of the study process before working in a real clinical environment. that pre-clinical practice should be an integral part of the study process before working in a real clinical environment.
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Yulianti, Ika, Rahmi Padlilah, and Agus Purnamasari. "Impact of Covid-19 Pandemic on Fetus and Newborn: A Systematic Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.68.
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ABSTRACT Background: The COVID-19 pandemic has reported the potential infection to children, including newborns. The data for the intrauterine transmission of Covid-19 during pregnancy and its impact is still limited. This study aimed to investigate the impact of Covid-19 pandemic on fetus and newborns. Subjects and Method: A systematic review was conducted by searching from PubMed, Google Scholar, JAMA, and ScienceDirect conducted in April 2020. The keywords were “child health” AND “COVID-19” OR “newborn” AND “novel coronavirus” AND “infection” OR “intrauterine transmission AND COVID- 19 AND Review”. The data were reported systematically. Results: The reviewed articles were cohort retrospective, case report, review, and systematic review. Intrauterine transmission of Covid-19 in pregnancy remained uncertain. Some studies reported the confirmation of infected Covid-19 in newborns within <2 hours to 2 days birth. Supportive therapy was given according to the clinical conditions of newborns. Conclusion: There is a lack of evidence in the intrauterine transmission of Covid-19 in pregnancy. The infected newborns with Covid-19 are confirmed within <2 hours to 2 days. Supportive therapy is conducted according to the clinical conditions of newborns. Keywords: newborns, Covid-19, infection Correspondence: Ika Yulianti. Midwifery Program, Faculty of Health Sciences, Universitas Borneo Tarakan. Jl. Amal Lama No. 1 East Tarakan, North Kalimantan. Email: ikatamaevan@gmail.com. Mobile : +628115440036. DOI: https://doi.org/10.26911/the7thicph.03.68
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Feeley, Claire. "12 What evidence informs midwifery clinical practice when women make birthing decisions that are outside of guidelines? – an empirical study of UK midwives working in the NHS." In Evidence Live Abstracts, June 2018, Oxford, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/bmjebm-2018-111024.12.
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