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1
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.
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Hartz, Donna L., Jan White, Kathleen A. Lainchbury, Helen Gunn, Helen Jarman, Alec W. Welsh, Daniel Challis, and Sally K. Tracy. "Australian maternity reform through clinical redesign." Australian Health Review 36, no. 2 (2012): 169. http://dx.doi.org/10.1071/ah11012.
Повний текст джерелаАнотація:
The current Australian national maternity reform agenda focuses on improving access to maternity care for women and their families while preserving safety and quality. The caseload midwifery model of care offers the level of access to continuity of care proposed in the reforms however the introduction of these models in Australia continues to meet with strong resistance. In many places access to caseload midwifery care is offered as a token, usually restricted to well women, within limited metropolitan and regional facilities and where available, places for women are very small as a proportion of the total service provided. This case study outlines a major clinical redesign of midwifery care at a metropolitan tertiary referral maternity hospital in Sydney. Caseload midwifery care was introduced under randomised trial conditions to provide midwifery care to 1500 women of all risk resulting in half of the publicly insured women receiving midwifery group practice care. The paper describes the organisational quality and safety tools that were utilised to facilitate the process while discussing the factors that facilitated the process and the barriers that were encountered within the workforce, operational and political context. What is known about the topic? Caseload midwifery models of care have been established in a variety of community based and hospital settings throughout Australia with a reported reduction in clinical intervention rates while maintainning safety of mothers and babies. What does this paper add? This case study illustrates the strategies used to achieve a large sustainable clinical service redesign project based on the introduction of the caseload midwifery model of care. What are the implications for practitioners? Establishing midwifery group practice care within the mainstream maternity services has far reaching implications for the retention and recruitment of midwives and the improvement of clinical outcomes in childbirth.
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Jefford, Elaine, and Julie Jomeen. "“Midwifery Abdication”:A Finding From an Interpretive Study." International Journal of Childbirth 5, no. 3 (2015): 116–25. http://dx.doi.org/10.1891/2156-5287.5.3.116.
Повний текст джерелаАнотація:
BACKGROUND: Good clinical reasoning in midwifery is essential for the safety and quality of the care for women and babies. Midwives, as autonomous practitioners, are held legally and professionally accountable for their clinical reasoning, decisions, and the care they provide. Yet there is contested space between being accountable to the woman (and her birth experience) and being accountable to legal and professional frameworks and regulations. This places the midwife in a vulnerable position. This vulnerability is explored in this article.METHODOLOGY: The narratives of 6 midwives who were interviewed as part of a larger study were subjected to an inductive thematic analysis. Trustworthiness and rigor of the study was assured by careful monitoring of the research process and data checking.RESULTS: Although potentially unpalatable to the midwifery profession, we feel it is important to acknowledge that a concept called Midwifery Abdication does perhaps exist. Our assertion is underpinned by 3 key themes: “internalized perceptions of midwifery practice,” “knowing but failing to act,” and “prioritization of the woman’s needs.” Although this may be an unconscious act, it may be part of a conscious thought process which is influenced by internal and external factors. The result is loss of one’s professional voice. Midwifery Abdication introduces a level of risk, in changing clinical situations, which require a reconsideration and potential renegotiation of maternal choices and decisions.CONCLUSION: Some midwives appear to abdicate their professional decision-making role. Midwives must practice within their country’s legislative framework, which is complemented by their regulatory authority codes of professional conduct, standards, and ethics. Midwifery Abdication undermines the safety and efficacy of midwifery practice and thus destabilizes our right to claim professional autonomy.
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Lafrance, Josée. "Le concept de représentations professionnelles : l’exemple des préceptrices sages-femmes." McGill Journal of Education 57, no. 3 (January 30, 2024): 295–305. http://dx.doi.org/10.7202/1109008ar.
Повний текст джерелаАнотація:
<p>University level midwifery education programs include theoretical contents and practical experiences. In Quebec (Canada), a practising midwife, called preceptor, is responsible for supervising students in the clinical setting. The aim of this paper is to present the concept of professional representations to all professionals who contribute to the practical education of students. In order to do so, numerous texts support the explanations on preceptorship and the concept of professional representations. This concept is presented in relation to midwifery, but more specifically using the example of preceptorship in midwifery training. The concept of professional representations is presented according to its functions, its content, and its levels of analysis.</p>
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Tweedie, Kirsty, Jodie Yerrell, and Kenda Crozier. "Collaborative coaching and learning in midwifery clinical placements." British Journal of Midwifery 27, no. 5 (May 2, 2019): 324–29. http://dx.doi.org/10.12968/bjom.2019.27.5.324.
Повний текст джерелаАнотація:
The model of coaching and collaborative learning is based on the nursing model of collaborative learning in practice developed at University of East Anglia and supported by Health Education East of England. The model was adapted to fit the midwifery antenatal and postnatal ward, where it was trialled between September 2016 and August 2017. During the trial, students, coaches, mentors and other staff on the ward were supported by the clinical education midwife. Evaluation data were collected in the normal module evaluations and showed overall satisfaction with the model and the opportunities for sharing learning. The model is now being rolled out to other placement areas. Keys to success included good preparation of the clinical placement areas and supported from a practice educator.
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Zenith, Kathleen E., and Kathi Wilson. "Midwives and Medwives: An Analysis of Technology Use among Canadian Midwives." Canadian Journal of Midwifery Research and Practice 18, no. 1 (April 23, 2024): 35–39. http://dx.doi.org/10.22374/cjmrp.v18i1.55.
Повний текст джерелаАнотація:
The dichotomy of a midwife and 'medwife' underlies a deeper issue regarding the professional identity of midwifery in relation to legislation, integration, and the increasing expansion of clinical scope, in contrast to the “natural birth” movement.
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Morikawa, Yuki, Yukari Watanabe, Mayumi Yamauchi, Mayumi Yamamoto, Mamoru Morikawa, Kazumi Ishibiki, Mai Ohtomo, Michiko Miyazaki, and Keiko Nakamura. "Educational significance and challenges of conducting the objective structured clinical examination twice for midwifery students before and after clinical training: A longitudinal single university study during 2014–2019 in Japan." PLOS ONE 17, no. 12 (December 1, 2022): e0278638. http://dx.doi.org/10.1371/journal.pone.0278638.
Повний текст джерелаАнотація:
This study aimed to clarify the educational significance and issues associated with administering the objective structured clinical examination (OSCE) twice to midwifery students, i.e., before and after clinical training. In Sapporo City University in Japan, 37 assessment items of the OSCE were configured as “Overall,” with 17 items as midwifery’s normal delivery preparation (Part 1) and 20 items as midwifery’s normal delivery assistance (Part 2). All students had attended lectures with textbooks. The first and second OSCEs were conducted before and after the clinical training, respectively. The scores of 54 students were retrospectively analyzed over 6 years (2014–2019). The results of the first and second OSCEs were compared. Statistical analysis was performed using Mann–Whitney U test, Wilcoxon signed rank-sum test, Fisher’s exact test, and analysis of variance. The mean scores for “Overall” [0–37], “Part 1” [0–17], and “Part 2” [0–20] in the second OSCEs were significantly higher than those in the first OSCE (Overall: 22.7 vs 19.3, Part 1: 9.50 vs 7.71, Part 2: 13.2 vs 11.6, p<0.05, respectively). Regarding “Overall” and “Part 1,” a positive correlation was observed between the first and second OSCEs, wherein the full scores of “Part 1,” converted from 17 to 20 points to match the full scores of “Part 2,” were significantly lower than those of Part 2 (p<0.05, respectively). There was a positive correlation between the scores of the first and second OSCEs in “Part 1” and “Part 2” (p<0.05). The scores increased between the two OSCEs, and participants could objectively grasp the knowledge and skills. The OSCEs conducted twice were useful in skilling-up the normal delivery preparation and assistance skills of midwifery students. However, developing an advanced educational method might be necessary for the midwifery students’ preparation of normal delivery, because the scores in the OSCEs were lower.
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Hunt, Sheila C. "Clinical credibility in midwifery education." British Journal of Midwifery 6, no. 6 (June 4, 1998): 369. http://dx.doi.org/10.12968/bjom.1998.6.6.369.
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McIntyre, Meredith J., Alison M. Patrick, Linda K. Jones, Michelle Newton, Helen McLachlan, Jane Morrow, and Harriet Morton. "Managing projected midwifery workforce deficits through collaborative partnerships." Australian Health Review 36, no. 1 (2012): 75. http://dx.doi.org/10.1071/ah11020.
Повний текст джерелаАнотація:
To address workforce shortages, the Australian Government funded additional nursing and midwifery places in 2009 pre-registration courses. An existing deficit in midwifery clinical placements, combined with the need to secure additional clinical placements, contributed to a serious shortfall. In response, a unique collaboration between Midwifery Academics of Victoria (MIDAC), rural and metropolitan maternity managers (RMM and MMM) groups and Department of Health (DOH) Victoria was generated, in order to overcome difficulties experienced by maternity services in meeting the increased need. This group identified the large number of different clinical assessment tools required to be being completed by midwives supervising students as problematic. It was agreed that the development of a Common Assessment Tool (CAT) for use in clinical assessment across all pre-registration midwifery courses in Victoria had the potential to reduce workload associated with student assessments and, in doing so, release additional placements within each service. The CAT was developed in 2009 and implemented in 2010. The unique collaboration involved in the development of the CAT is a blueprint for future projects. The collaboration on this project provided a range of benefits and challenges, as well as unique opportunities for further collaborations involving industry, government, regulators and the tertiary sector. What is known about this topic? In response to current and predicted workforce shortages, the Australian Government funded additional midwifery places in pre-registration midwifery courses in 2009, creating the need for additional midwifery student clinical placements. Victorian midwifery service providers experienced difficulty in the supply of the additional placements requested, due to complex influences constraining clinical placement opportunities; one of these was the array of assessment tools being used by students on clinical placements. What does this paper add? A collaborative partnership between MIDAC, RMM and MMM groups, and the DOH identified a range of problems affecting the ability of midwifery services to increase clinical placements. The workload burden attached to the wide range of clinical assessment tools required to be completed by the supervising midwife for each placement was identified as the most urgent problem requiring resolution. The collaborative partnership approach facilitated the development of a CAT capable of meeting the needs of all key stakeholders. What are the implications for managers and policy makers? Using a collaborative partnership workshop approach, the development of a clear project focus where all participants understood the outcome required was achieved. This collaboration occurred at multiple levels with support from the DOH and was key to the success of the project. The approach strengthens problem solving in situations complicated by competing influences, a common occurrence in health service delivery, and where unilateral approaches have not or are unlikely to succeed.
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., Yanti. "MENINGKATKAN KOMPETENSI KLINIK MAHASISWA MELALUI MODEL PEMBELAJARAN KLINIK COC DALAM PENDIDIKAN KEBIDANAN." Jurnal Kebidanan 9, no. 02 (January 3, 2018): 181. http://dx.doi.org/10.35872/jurkeb.v9i02.320.
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ABSTRAKPendahuluan : Hasil belajar tentang praktik klinik kebidanan selama pendidikan berhubungan secara bermakna dengan kinerja bidan dalam memberikan asuhan kebidanan. Salah satu upaya untuk meningkatkan kualifikasi bidan adalah dengan menerapkan model Continuity of Care (CoC) dalam pendidikan klinik. Metode Penelitian : Rancangan penelitian ini adalah eksperimen semu. Penelitian ini melibatkan seluruh mahasiswa kebidanan tingkat akhir dari 2 institusi pendidikan bidan di Indonesia pada tahun akademik 2013/2014. Ada 54 mahasiswa dari satu institusi yang mengikuti praktik klinik selama 6 bulan dengan menerapkan model pembelajaran CoC dan 52 mahasiswa dari institusi lain sebagai kelompok kontrol yang menerapkan model pembelajaran klinik konvensional yaitu model target kasus. Untuk menganalisis perbedaan kompetensi mahasiswa dalam asuhan kebidanan antara kedua kelompok menggunakan independent T-test dengan SPSS. Hasil dan pembahasan : Tidak terdapat perbedaan bermakna diantara kedua kelompok sebelum perlakuan. Terdapat perbedaan bermakna antara kedua kelompok setelah praktik klinik (p < 0.01). Skor rata-rata mahasiswa dengan model CoC (96.69) lebih tinggi dibanding mahasiswa kelompok kontrol (88.17). Model pembelajaran CoC terbukti sebagai sebuah kesempatan belajar yang unik bagi mahasiswa untuk mencapai kompetensi asuhan kebidanan. Dengan pendampingan perempuan dan membangun relasi yang efektif menawarkan kepada mahasiswa suatu cara yang unik untuk memperoleh lebih banyak pengalaman nyata tentang peran bidan. Tidak ada kematian ibu dalam penelitian ini. Simpulan : Siswa yang mengikuti pembelajaran klinik model CoC lebih kompeten dalam asuhan kebidanan baik pada masa kehamilan, persalinan maupun nifas. Model pembelajaran CoC juga dapat meningkatkan status kesehatan perempuan.Kata kunci : Pembelajaran klinik kebidanan, kompetensi asuhan kebidanan, filosofi asuhan kebidanan, Continuity of Care.IMPROVING STUDENTS CLINICAL COMPETENCIES THROUGH COC CLINICAL LEARNING MODEL IN MIDWIFERY EDUCATIONABSTRACTIntroduction : The learning outcomes of midwifery clinical practice during education are significantly associated with a midwives performance in providing midwifery care. One of the efforts to increase the midwives qualification is by implementing Continuity of Care (CoC) model in the clinical education. Research method : We used a quasi-experiment design. This study was conducted to all final year midwifery students at two schools of midwifery in Indonesia. There were 54 students from one school who attended 6 months clinical placement using the CoC learning model and 52 students from the other school as the control group who underwent the conventional clinical placement which was a more fragmented care learning model. The independent T-test using SPSS was used to analyse the differences of students competencies in midwifery care between the two groups. Result and discussion : There were no significant differences between the groups before intervention. There were significant differences between the two groups after clinical training (p < 0.01). The mean score of post-clinical of students with the CoC clinical learning model (96.69) was higher than that of the students in the control group (88.17). The CoC clinical learning model was proved as a unique learning opportunity for students to achieve midwifery care competencies. Being aligned with women and developing effective relationships with them offered the students a unique manner to gain more real experiences about the role of midwife. Zero maternal mortality rate was found in the experiment group. Conclusion : We strongly suggest that the clinical placement with a CoC learning model is more likely to increase students’ achieving of midwifery care competencies, increase the clinical care, and at the same time increase the health benefits for women.Keywords : Midwifery clinical learning, midwifery care competencies, midwifery care philosophy, Continuity of Care.
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Hunter, Lauren P., Elaine Diegmann, Jane M. Dyer, Gretchen G. Mettler, Suzan Ulrich, and Donna L. Agan. "Do it MY Way! Midwifery Students’ Perceptions of Negative Clinical Experiences and Negative Characteristics and Practices of Clinical Preceptors." Canadian Journal of Midwifery Research and Practice 6, no. 1 (May 28, 2024): 19–37. http://dx.doi.org/10.22374/cjmrp.v6i1.157.
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The purpose of this paper was to describe the perceptions of midwifery students' concerning negative clinical experiences and ineffective role modeling received from clinical preceptors. Students (N=145) from accredited midwifery schools in the United States and Puerto Rico voluntarily completed a qualitative descriptive survey from a URL website. Descriptive statistics identified demographics and clinical setting characteristics. Open- ended questions gathered qualitative data about preceptor behaviours that were detrimental to student learning in the clinical setting. Content analysis of the narrative responses provided major themes that identified negative clinical preceptor characteristics and behaviours and negative clinical experiences from the student perspective. Six areas contributed to negative experiences with preceptors from the students' perspective. These included the number of assigned preceptors; the teaching style of the preceptor; the life stress of the preceptor; lack of preceptor knowledge; and a harsh clinical environment. The most difficult aspect of negative preceptors was the insistence for the students to “do it MY way”. Without effective preceptors much of midwifery's accumulated knowledge will be lost. By identifying negative clinical preceptor practices, improvements can be made to assist the preceptor and student in the process of learning. The negative practices represent areas where more research and interventions are needed.
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Shahhosseini, Zohreh, Zeinab Hamzeh Gardeshi, Maryam Hajizadeh Valukolaee, and Fereshteh Yazdani Khermandichali. "166: CONTINUOUS MIDWIFERY LED CARE COMPARED TO OTHER MODELS: AN EVIDENCE-BASED JOURNAL CLUB." BMJ Open 7, Suppl 1 (February 2017): bmjopen—2016–015415.166. http://dx.doi.org/10.1136/bmjopen-2016-015415.166.
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Background and aims:In many parts of the world, midwives are as the primary caregivers of reproductive aged women. The delivery service model by midwife is designed based on the fact that pregnancy and childbirth are natural life events. According to this model, needs assessment, planning for care, referral to more specialized centers if needed and preparations delivery services is done by midwife. The present study was designed according to evidence based journal clubs approach that its aim was to find the best effectiveness evidence in clinical practice and critical appraisal of studies regarding continuous midwifery led care program in comparison with other models of care.Methods:This evidence based journal club was designed and performed in the following steps: Set an structured clinical questions (PICO); quick search of the best scientific evidence with using search strategy, evaluating of the obtained articles with using Cochrane standard checklist in relation to critical appraisal of clinical trials studies, designing practical solutions and implementing in clinical area and evaluation. Also journal club was performed according to the specific curriculum on family planning counseling course of master's midwifery counseling major, choose an operator, determining goals, preparation of presenters, planning by organizers (including invitations, preparing of participants and session management), active participation of midwifery counseling students, senior educational professionals, reproductive health care providers, expert of mother and reproductive health departments and assessment of journal club in reproductive health and midwifery counseling groups. Evaluation of journal club was done with using evidence based evaluation form (consisting of 7 questions).Results:The best evidence in relation to clinical questions were raised. A standard Cochrane Systematic Review, in 2013 entitled “Midwife-led continuity models versus other models of care for childbearing women (Review) was obtained. This systematic study reviews assess following items: 33 full text were assessed, ultimately 13 articles with different designed were included. Methodological quality of studies were assessed with using the risk of bias assessment. In the process of risk of bias assessment, different types of bias such as sequence generation, allocation concealment, and blinding, incomplete outcome data, selective reporting and other forms of bias with low risk, high risk and unclear items were evaluated. Given the heterogeneity of these studies in designing a variety of studies, type of interventions, studies goals, study location and outcomes were assessed, the authors only paid to review the reports of these studies and their quality by Cochrane checklist. Cochrane review shows that in continuous midwifery led care than other methods, women are more likely experience spontaneous vaginal delivery and also less likely experience amniotomy, episiotomy, instrumental delivery, fetal death in the first trimester, hospitalization during pregnancy, use of analgesics during labor and delivery. This type of care has no or little effect on cesarean rate and fetal death during pregnancy.Conclusions:The results of the best evidence were searched and also findings of discussion in expert group showed that while the studies were reviewed in this journal club had performed in countries with no cultural similarities with Iran, but due to the high quality f this study, it can be a model for designing similar interventions in Iranian society. The findings of the study can help reproductive health policymakers in designing evidence based interventions regarding continuous midwifery led care programs. This study showed that continuous midwifery led care has the most benefits and the least side effects and if policy makers want to achieve the best results regarding mother care especially on labor issues (For example, physiological delivery, prevention of preterm delivery), they should pay more attention to midwifery led care and support this project financially.
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Folliard, Kelda J. "Future clinical academic midwife." British Journal of Midwifery 30, no. 6 (June 2, 2022): 346–51. http://dx.doi.org/10.12968/bjom.2022.30.6.346.
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Clinical academic career pathways for nurses, midwives and allied health professionals are a strategic priority for NHS England, and there has been significant investment in the National Institute of Health Research integrated clinical academic programme for non-medical healthcare professionals. Nurses, midwives and allied health professionals face numerous barriers to successfully building a clinical academic career. For those outside the integrated clinical academic programme, clinical academic career approaches are varied and often driven by individual practitioners rather than robust organisational processes or strategy. The vision of ‘future midwife’ is that midwives maximise opportunities in research and scholarship. However, there is little clarity about how these academic aspirations may be supported. This reflective lived experience discussion paper explores key issues around clinical academic midwifery careers, including how space for clinical academic midwives can be assured and the steps midwives can take to start to develop this rewarding and important career.
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Louda, Shae Strydom, and Zivalina Baron. "Do student midwives have elevated levels of anxiety, depression and stress?" IP Journal of Paediatrics and Nursing Science 7, no. 3 (August 15, 2024): 109–14. http://dx.doi.org/10.18231/j.ijpns.2024.021.
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The role of a registered midwife is recognised worldwide as being stressful due to the theoretical and practical components of the job (Kuipers & Mestdagh, 2023). Midwifery students have an academic burden in addition to the clinical placement burden that registered midwives experience on a daily basis. However, the well-being of student midwives, and the need to have mental health supports available, may often be overlooked due to lack of existing research regarding student midwife mental health compared to that of registered midwives. The aim of this study is to investigate the correlation between anxiety, depression and stress among clinical student midwives in Queensland and convey awareness of the current mental health struggles they may experience while on clinical placement. The Depression Anxiety Stress Scales-21 (DASS-21) was used to assess the frequency and severity of symptoms experienced by clinical student midwives in Queensland. The average score was determined from the participants’ answers. The study found high levels of stress and anxiety as well as moderate levels of depression among respondents. The findings revealed that midwifery students on clinical placements faced substantial mental health challenges. Respondents reported frequent or constant symptoms of stress, including difficulty winding down after a shift, overreacting to situations, and anxiety symptoms such as trembling, breathing difficulties and nervous energy. As a median 47.62% showed elevated levels of stress, 43.12% showed elevated levels of anxiety. Several respondents reported feelings of low mood, lack of enthusiasm, and low self-worth, although these are less prevalent than stress symptoms. As a median 19.13% showed elevated levels of depression. This indicated a relationship between clinical practice and depression-related symptoms that warrants further investigation.Based on the findings presented, it is evident that midwifery students experience a notable burden of stress, anxiety and depression during their training, with a considerable proportion reporting frequent or constant symptoms such as difficulty winding down, overreacting to situations, trembling, breathing difficulties and nervous energy. By addressing the mental health needs of midwifery students, we can ensure that they are adequately equipped to provide compassionate and effective care to expectant mothers and their families. Moreover, investing in the well-being of future midwives not only benefits the students themselves but also contributes to the overall resilience and sustainability of the midwifery profession.
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Zhou, Ying, Xiwei Zhang, Lijun Song, Yingying Xiao, and Hua Zhang. "Study on the Construction and Evaluation System of Clinical Midwifery Teaching Faculty under the New Nursing Model." Journal of Clinical and Nursing Research 8, no. 7 (July 29, 2024): 35–41. http://dx.doi.org/10.26689/jcnr.v8i7.7711.
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Objective: To explore the impact of the construction of a clinical midwifery teaching faculty and the development of an evaluation system under the new nursing model on the current teaching quality. Methods: From July 2022 to March 2023, 10 clinical teaching teachers and 20 midwifery interns from Beijing Anzhen Hospital affiliated with Capital Medical University were selected as the subjects of this study. The clinical teaching teachers and midwifery interns were divided into an observation group and a control group, with each group including 5 clinical teaching teachers and 10 midwifery interns. The observation group received daily management and evaluation under the new nursing model, while the control group received management and evaluation under the traditional nursing model. The teaching quality evaluation of clinical midwifery teaching teachers by midwifery interns, the exit exam scores of midwifery interns, and the scores of clinical teaching teachers’ internship lectures and teaching rounds were compared between the two groups. Results: In the observation group, the scores for teaching attitude, teaching skills, and teaching management in the teaching quality evaluation of clinical midwifery teaching teachers were higher than those in the control group. The professional theory scores (91.28 ± 3.64) and overall nursing comprehensive scores (92.56 ± 4.38) of midwifery interns in the observation group were higher than those of midwifery interns in the control group (81.58 ± 2.27 and 80.29 ± 3.33, respectively). The scores for internship lectures (89.32 ± 4.15) and teaching rounds (90.64 ± 5.52) in the observation group were also significantly higher than those in the control group (80.46 ± 3.28 and 81.24 ± 4.38, respectively), and the differences were statistically significant (P < 0.05). Conclusion: The management of the clinical midwifery teaching faculty under the new nursing model effectively improved the quality of clinical teaching. It significantly enhanced the teaching effectiveness of clinical teaching teachers and the proficiency of midwifery interns in clinical operations, making it worthy of promotion and use.
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Sweet, Linda P., Pauline Glover, and Tracey McPhee. "The midwifery miniCEX – A valuable clinical assessment tool for midwifery education." Nurse Education in Practice 13, no. 2 (March 2013): 147–53. http://dx.doi.org/10.1016/j.nepr.2012.08.015.
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RAPAPORT, Zofia, and Stefan COJOCARU. "ADAPTATION AND VALIDATION OF THE LEARNING STYLES QUESTIONNAIRE – VARK TO MIDWIFERY EDUCATION – ME-VARK." Social Research Reports 11, no. 3 (November 15, 2019): 108–23. http://dx.doi.org/10.33788/srr11.3.8.
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The research objective is to adapt and validate the VARK questionnaire on learning styles (Fleming, 2001, 2008) to the discipline of midwifery education in nursing – ME-VARK. The four major learning styles are: Visual, Auditory Read/write and Kinesthetic. From a sociological point of view, the working relationship between preceptor (midwife) and preceptee (student) contributes to the student's professional learning (self-efficacy in midwifery) and to the social formation of the students' identity as a midwifery practitioner. Therefore, matched learning styles between them are important for successful training, particularly in clinical practice. In order to construct the ME-VARK, following an in-depth literature review, and a documental analysis, a focus group and a Delphi procedure with in-depth literature review interviews were used to expose the subjective meanings of preceptorship relations as a social construct. Three expert-midwives that also were experienced preceptors participated in the focus group, and ten expert judges participated in six Delphi rounds (a total of 15 judgements). They were requested to propose items/responses relevant to midwifery education and then to validate the new ME-VARK. The results indicate that the chosen items are suitable to measure knowledge, competencies and learning styles in midwifery education. The adapted ME-VARK is relevant to midwifery education and encompasses the main labor stages, the central types of learning via preceptorship, and the essential topics in midwifery profession (exclusiveness). All items are relevant only to midwifery education (inclusiveness). The adapted ME-VARK was found to have all psychometric attributes: Content and construct validity, as well as face validity.
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Porteous, Rena. "SHOULD MIDWIFERY EDUCATORS BE REQUIRED TO MAINTAIN CLINICAL PRACTICE?" Canadian Journal of Midwifery Research and Practice 3, no. 3 (May 30, 2024): 4–23. http://dx.doi.org/10.22374/cjmrp.v3i3.175.
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This paper presents the results of a literature search on the role of clinical practice for midwifery educators. University-based midwifery education in Canada has a short history, with Ontario first admitting students in 1993, Quebec in 1999 and British Columbia in 2002. Although the move to formal, accredited programs has increased the rigour and uniformity of education, it also poses challenges to learning. One such challenge is overcoming the theory- practice gap, a challenge shared by other health disciplines. Studies from the United States, Australia, New Zealand and the United Kingdom suggest that college and university-based midwifery and nurse educators are isolated from clinical practice and decision-making. Most lecturers surveyed in these studies viewed clinical teaching as fulfilling a requirement for clinical practice. Few were actually in clinical practice. This precipitated the perception by staff and clinical managers that midwifery and nursing educators were not clinically credible. Studies uniformly conclude that organizational structures must be created to support the practice role of health professions' educators within the educator's academic and practice positions. The concerns identified in the international literature inform issues currently faced by midwifery education programs in Canada.
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Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination." British Journal of Midwifery 28, no. 2 (February 2, 2020): 115–19. http://dx.doi.org/10.12968/bjom.2020.28.2.115.
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Background The newborn and infant physical examination (NIPE) is a screening programme now undertaken by specially trained midwives. It is increasingly a feature within pre-registration midwifery educational programmes. Objectives 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. Method This study was conducted using interpretative phenomenological analysis (IPA). Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the benefits of student midwife exposure to practical aspects of NIPE. Conclusions Findings indicate that standardisation is required with NIPE education and clinical practice. Preceptorship programmes must effectively prepare newly qualified midwives to undertake the NIPE role. Higher educational institutes must provide greater support to the midwives providing mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role following qualification as a midwife.
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Baran, Leyla, and Yeşim Yeşil. "Midwifery Students’ Views on NANDA-I Diagnoses and Care Plans Used in Clinical Practice." Healthcare 12, no. 12 (June 14, 2024): 1196. http://dx.doi.org/10.3390/healthcare12121196.
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Background: Developing a care plan for patients is not specific to nursing or midwifery; it is the case in every situation where patients seek help from care providers. Midwifery students draw upon NANDA-I diagnoses while developing care plans (CPs) in clinical practices, and plan and apply their care accordingly. This study aims to identify the views of midwifery students on the NANDA-I diagnoses and CPs that they use in clinical practice. Methods: This descriptive and cross-sectional study was conducted with 222 students between September and December 2022. The research data were collected through face-to-face interviews using a questionnaire based on NANDA-I diagnoses and CPs. In line with the existing literature, the questionnaire was designed by two academicians who specialized in nursing fundamentals and midwifery. The questionnaire consisted of closed-ended (8 questions) and open-ended (7 questions) questions. Data analysis was performed with descriptive statistics and Pearson’s chi-square test. Results: Of 222 students, 57.7% stated that they did not know the definition of a CP. It was found that 46.8% of the students felt inadequate at developing CPs. Furthermore, the students stated that they found the CP training provided during their undergraduate study partially sufficient, with a rate of 52.7%, and 16.7% of midwifery students offered suggestions about CP teaching. The number of midwifery-related diagnoses of which the students were aware was 19. Conclusions: The study was beneficial in terms of identifying the deficiencies of the students related to NANDA-I diagnoses and developing CPs that might be overcome through education and observing the midwifery-related diagnoses that they used. It is of critical importance to educate midwifery students about midwifery-related NANDA-I diagnoses in order that they embrace midwifery diagnoses and CP learning.
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Zulfita, Zulfita, Eka Putri Primasari, and Putri Nelly Syofiah. "ANALISIS KELENGAKAPAN PENDOKUMENTASIAN PELAYANAN KEBIDANAN DI WILAYAH KERJA PUSKESMAS LUBUKBUAYA KOTA PADANG." Human Care Journal 5, no. 3 (June 30, 2020): 827. http://dx.doi.org/10.32883/hcj.v5i3.845.
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<p><em>Midwifery documentation has a large portion in the patient's clinical record that informs certain factors or situations during the midwifery care provided. In Puskesmas Lubuk Buaya, there are 94.12% of midwives who dont report the documentation of midwifery perfectly in according to requirements that must be reported. The research aims to analyze problems related to the completeness of midwife documentation of midwifery services in the work area of Puskesmas Lubuk Buaya. The method of this study is qualitative. This research was conducted in August - October 2019. The results of research was founded, Puskesmas Lubuk Buaya had followed according to government policy. Funding, human resources and infrastructure are quite adequate, just how to use and optimize it and how disciplined the officers are in using it. The planning of the Puskesmas Lubuk Buaya has been going well. However, for the completeness of documentation of midwives in providing midwifery services, SOAP documentation has not been applied to each patient. Midwives tend not to make SOAP because SOAP is not a mandatory report that must be reported every month to the Puskesmas. Evaluations are reviewed when submitting monthly report collections which are then recapitulated by the Puskesmas in the Puskesmas monthly report.</em></p>
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Latta, Summer, Mary Ann Faucher, Sarah Brown, and Martha Bradshaw. "International Clinical Experience for Midwifery Students." Journal of Midwifery & Women's Health 56, no. 4 (July 2011): 382–87. http://dx.doi.org/10.1111/j.1542-2011.2011.00035.x.
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Tagutanazvo, Oslinah Buru, and Patricia Thuli Mngadi. "Clinical teaching in midwifery: an overview." African Journal of Midwifery and Women's Health 3, no. 3 (July 17, 2009): 147–52. http://dx.doi.org/10.12968/ajmw.2009.3.3.147.
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Powls, Lucinda. "A short history of clinical midwifery." Midwifery 12, no. 2 (June 1996): 100. http://dx.doi.org/10.1016/s0266-6138(96)90014-5.
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Alsweiler, Jane M., Caroline A. Crowther, and Jane E. Harding. "Midwife or doctor leader to implement a national guideline in babies on postnatal wards (DesIGN): A cluster-randomised, controlled, trial." PLOS ONE 18, no. 9 (September 28, 2023): e0291784. http://dx.doi.org/10.1371/journal.pone.0291784.
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The aim of this trial was to determine if midwives or doctor leaders are more effective at implementing a clinical practice guideline for oral dextrose gel to treat neonatal hypoglycaemia. This was a cluster-randomised, controlled, trial. New Zealand maternity hospitals were randomised to guideline implementation by a midwife or doctor implementation leader. The primary outcome was the change in the proportion of hypoglycaemic babies (blood glucose concentration <2.6 mmol/L in the first 48 hours after birth), treated with dextrose gel from before, to three months after, implementation. Twenty-one maternity hospitals that cared for babies at risk of hypoglycaemia consented to participate, of which 15 treated babies with hypoglycaemia at both time points (7 randomised to midwifery led, 8 randomised to doctor led implementation). The primary outcome included 463 hypoglycaemic babies (292 midwifery led, 171 doctor led implementation). There was no difference in the primary outcome between hospitals randomised to midwifery or doctor led implementation (proportion treated with gel, mean(SD); midwifery led: before 71 (38)%, 3 months after 87 (12)%; doctor led: before 63 (43)%, 3 months after 86 (16)%; adjusted mean change in proportion (95%CI); 19.3% (-4.5–43.1), p = 0.11). There was an increase in the proportion of eligible babies treated with oral dextrose gel from before to 3 months after implementation of the guideline (122/153 (80%) v 144/163 (88%), OR (95%CI); 3.42 (1.67–6.98), p<0.001). Implementation of a clinical practice guideline improved uptake of oral dextrose gel. There was no evidence of a difference between midwife and doctor implementation leaders for implementing this guideline for treatment of hypoglycaemic babies. The trial was prospectively registered on the ISRCTN registry on the 20/05/2015 (ISRCTN61154098).
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Ekelin, Maria, Linda J. Kvist, and Eva K. Persson. "Midwifery competence: Content in midwifery students׳ daily written reflections on clinical practice." Midwifery 32 (January 2016): 7–13. http://dx.doi.org/10.1016/j.midw.2015.10.004.
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Sweet, Linda, Amanda Henderson, Joanne Gray, Margaret Barnes, Lois McKeller, and Maryam Bazargan. "Australian Midwifery Standards Assessment Tool: A valid midwifery clinical practice assessment tool." Women and Birth 30 (October 2017): 14. http://dx.doi.org/10.1016/j.wombi.2017.08.036.
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Anderson, Gail, and Lorna Lawther. "Solihull Approach training in undergraduate midwifery education: a pilot study." British Journal of Midwifery 32, no. 11 (November 2, 2024): 592–99. http://dx.doi.org/10.12968/bjom.2024.0057.
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Background/Aims To date, Solihull training for midwives in Northern Ireland has been facilitated as continuing professional development; however, incorporating Solihull Approach Antenatal Foundation Training in undergraduate midwifery education has been recommended. The aim of this pilot study was to evaluate the provision of this training for undergraduate midwifery students. Methods This mixed-method evaluation study used pre- and post-test questionnaires with a purposive sample of 24 final year midwifery students. The data were analysed using descriptive statistics with thematic analysis of free text comments. Results Four themes emerged: perceived benefits in clinical practice; increased knowledge and confidence; increased recognition of the public health role of the midwife; and integration and timing of the training. Conclusions The innovative initiative was positively evaluated and considered an enhancement to current education provision. However, the initiative would have been welcomed earlier in the education programme. Implications for practice Solihull Approach training will be provided at undergraduate level and introduced earlier in the programme, with the subsequent potential to incrementally build on this foundation and include further tiers of training. The impact of students' application of the Solihull Approach in clinical practice warrants further investigation.
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Selvia, Anisya, Wiwik Kusumawati, Herlin Fitriani, and Mufdlillah Mufdlillah. "The evaluation of objective structure clinical examination (OSCE) implementation within midwifery school." Journal of Health Technology Assessment in Midwifery 2, no. 1 (May 23, 2019): 40–49. http://dx.doi.org/10.31101/jhtam.914.
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Assessment during pre registration in midwifery school is one of the necessary process which need to be concerned as it would strengthen the quality of the graduation. It also could become a tool to evaluate ability and competency of the pre registration midwifery student. There is an evaluation which applied in Indonesian midwifery school as national standard i.e. OSCE in which is considered could fulfil the validity, reliability and feasibility within Indonesian context. This study aimed to evaluate the implementation of OSCE among midwifery school in Yogyakarta. This research was a mixed methods study used sequential explanatory design method i.e. quantitative phase and qualitative phase. Analytic descriptive study was applied in quantitative phase, whilst a case study was applied in qualitative phase. Quantitative data collection was conducted by using a checklist sheet and analyzed by using descriptive analysis, whilst qualitative data by using in-depth interviews and analyzed by using content analysis. The quantitative result show that the implementation of OSCE among midwifery schools in Yogyakarta has score 68 out of 92. The qualitative analysis showed that OSCE was challenging to be implemented due to technical problems such as broken media of assessment, different phantom model in delivery stages, assessor has been late, assessment rooms were not conducive and there were limited model who skilled as OSCE model. Conclusion: Standardized OSCE implementation has not been carried out properly in midwifery school. Therefore there is a need of national evaluation of the OSCE itself in order to understand the real condition across Indonesian midwifery school.
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Roberts, Evette Sebastien. "How do risk management principles fit in with the reality of clinical midwifery?" British Journal of Midwifery 27, no. 11 (November 2, 2019): 703–10. http://dx.doi.org/10.12968/bjom.2019.27.11.703.
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Background Risk assessment and management has become a key focus in midwifery practice, in light of failings in maternity care. Whilst studies have explored risk management within healthcare, it has not looked at its impact on normal midwifery practice. Aim To review the literature exploring how risk management principles fit with clinical midwifery. Methods A literature search was undertaken electronically as well as a search by hand. Nine papers were identified as suitable for the literature review. Data was extracted and used to inform the themes. Findings Three themes were identified: midwives being with women; midwives and normality, and increased sensitivity to risk; and organisational risk technologies and blame. Conclusion There is a mismatch between clinical midwifery culture and risk management. Risk categorisation and increasing risk surveillance clearly have an impact on midwifery practice. However, more research is needed to explore how midwives navigate around these systems.
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Fullerton, Judith T., Atf Ghérissi, Peter G. Johnson, and Joyce B. Thompson. "Competence and Competency: Core Concepts for International Midwifery Practice." International Journal of Childbirth 1, no. 1 (2011): 4–12. http://dx.doi.org/10.1891/2156-5287.1.1.4.
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The global health community has implemented several initiatives over the past in the interest of accelerating country-by-country progress toward the Millennium Development Goal of improving maternal health. Skilled attendance at every birth has been recognized as an essential component of approaches for reducing maternal and perinatal morbidity and mortality.Midwives have been acknowledged as a preferred cadre of skilled birth attendant. The International Confederation of Midwives (ICM) speaks for the global community of fully qualified (professional) midwives. The ICM document entitledEssential Competencies for Basic Midwifery Practiceis a core policy statement that defines the domains and scope of practice for those individuals who meet the international definition of midwife. This article explores the meaning of competence and competency as core concepts for the midwifery profession. An understanding of the meaning of these terms can help midwives speaking individually at the clinical practice level and midwifery associations speaking at the policy level to articulate more clearly the distinction of fully qualified midwives within the skilled birth attendant and sexual and reproductive health workforce. Competence and competency are fundamental to the domains of midwifery education, legislation, and regulation, and to the deployment and retention of professional midwives.
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Nuraenah, Een, Jujun Dwi Astuti, and Syarifah. "DIFFERENCES IN RESULTS OF LEARNING EVALUATION OF DELIVERY CARE USING OSCE AND NON-OSCE." SEAJOM: The Southeast Asia Journal of Midwifery 9, no. 1 (April 28, 2023): 1–6. http://dx.doi.org/10.36749/seajom.v9i1.196.
Повний текст джерелаАнотація:
The midwifery Diploma 3 education curriculum includes theoretical learning as wellas clinical skills that must be possessed to carry out proper midwifery practice.Learning evaluation should cover all areas including clinical skills. Delivery care isone of the main competencies that must be ensured by midwifery students. PoltekkesJakarta 3 Midwifery Department D3 Midwifery Study Program conducts evaluationsusing various methods. Clinical skills evaluation methods can be through OSCE ornon-OSCE.The purpose of this study was to find out the differences in the results of theevaluation of clinical skills in delivery care by comparing the OSCE and non-OSCEmethods.This research method uses descriptive analytic. The population in this study wereLevel II students of the D3 Midwifery study program, totaling 80 students. The resultsof this study indicate that the clinical skill passing rate of students using the OSCEmethod is 97.5% higher than that of the non-OSCE method, which is 95%. The groupof students who used the OSCE evaluation method with a mean of 3.40 and the classwith the non-OSCE evaluation method was 3.13. Based on the results of theIndependent T Test Samples statistical test, the results obtained a significance of0.001 (P value <0.005). These results indicate a significant difference between theevaluation results of the OSCE method and the non-OSCE method on the clinicalskills of midwifery students in Midwifery Care for Maternity. The results of this studyare in accordance with several other research results which recommend the OSCEmethod to be one of the evaluation methods in midwifery Diploma 3 education.
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Clements, Vanessa, Deborah Davis, and Jennifer Fenwick. "Continuity of Care: Supporting New Graduates to Grow Into Confident Practitioners." International Journal of Childbirth 3, no. 1 (2013): 3–12. http://dx.doi.org/10.1891/2156-5287.3.1.3.
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AIM:This article describes how newly qualified midwives experienced their rotation into birth suite and a continuity of midwifery care model. The findings are part of a larger study that aimed to describe graduate midwives’ expectations and experiences of their transition to practice.BACKGROUND:Knowledge and understanding of how midwives make the transition from student to registered midwife remain limited. However, the literature suggests that this time is a critical period for a new graduate. Although transition support programs for midwives exist in New South Wales, Australia, there appears to be an ad hoc approach to their design, implementation, and effectiveness.METHOD:A descriptive qualitative approach to elicit the experiences of 38 newly qualified Australian midwives. Telephone interviews and focus groups were used to collect the data. Content analysis was used to analyze the data set.FINDINGS:The birthing environment was identified as the clinical area, which elicited the greatest level of apprehension for the midwives, whereas those with the opportunity to rotate into a midwifery continuity of care model rated the experience positively.CONCLUSION:The findings of the study suggest that the newly graduated midwives felt a sense of social and professional belonging to the midwifery continuity of care models in which they worked.KEYWORDS:newly graduated midwife; transition support programs; birth suite; models of care; continuity of care; hierarchy
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Ebert, Lyn, Olivia Tierney, and Donovan Jones. "Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships." Nurse Education in Practice 16, no. 1 (January 2016): 294–97. http://dx.doi.org/10.1016/j.nepr.2015.08.003.
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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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Simane-Netshisaulu, Khathutshelo G., and Maria S. Maputle. "Clinical Practice of Midwifery Graduates During Community Service Placement, Limpopo Province South Africa." Global Journal of Health Science 11, no. 10 (August 16, 2019): 97. http://dx.doi.org/10.5539/gjhs.v11n10p97.
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Midwifery graduates are placed in health facilities for community service during their first year of practice. The purpose of the study was to explore how midwifery graduates experienced their clinical practice during community service placement in Limpopo province. A qualitative study which is explorative and descriptive in nature was conducted in five selected hospitals. Population comprised of all midwifery graduates who have undergone a comprehensive nursing programme regulated by R425 of 19 February 1985, as amended; working in selected hospitals. Non-probability, purposive sampling method was used to select five graduates working in maternity unit of each selected hospital. Sample comprised of twenty-five participants. In-depth face to face interviews were used to collect data. Findings revealed that graduates experienced differences between theory and practice at different levels. Loss of students’ status, high level of responsibility and inadequate clinical learning opportunities made their transition difficult. In conclusion, graduates felt exposed to two different worlds of midwifery practice resulting in frustration and reality shock. Study recommends that midwifery training programme include opportunities to discuss realities of transition period, to enable graduates to deal with midwifery issues in a real and practical situation. Mentors should help graduates to bridge the gap between theory and practice. Structured support programmes should be offered to alley feelings of fear and insecurity resulting from increased levels of responsibility and accountability graduates are faced with.
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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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Rastas, Leonie. "Exploring Caesarean Birth 2: The Midwife’s Responsibility In Antenatal And Postnatal Education." Practising midwife Australia 1, no. 4 (March 1, 2023): 17–23. http://dx.doi.org/10.55975/ptxt2727.
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Childbirth education (CBE) and health promotion is an integral part of the midwife’s role. With today’s shorter hospital stays for women, the increasing workload and diminished midwifery workforce, women are at risk of receiving inadequate postnatal care and education. The National Centre for Clinical Excellence says “Postnatal care has long been regarded as a ‘Cinderella service’ where in comparison with some other European countries, provision is scanty and inadequate”.1
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McEwan, Tom. "The value of clinical mnemonics." British Journal of Midwifery 28, no. 7 (July 2, 2020): 398–99. http://dx.doi.org/10.12968/bjom.2020.28.7.398.
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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.
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Selvia, Anisya, and Siti Husaidah. "Evaluation of complementary objective structure clinical examination of pregnancy in bachelor program midwifery education of mitra bunda health institute." Healthy-Mu Journal 6, no. 2 (December 23, 2022): 84–89. http://dx.doi.org/10.35747/hmj.v6i2.485.
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Bachelor of Midwifery Education is education directed at expertise in performing midwifery skills. The form of skill improvement can be done by applying OSCE which is a method of assessing students' abilities in managing midwifery cases. This study aims to evaluate the implementation of Complementary OSCE in the Bachelor of Midwifery Study Program, Mitra Bunda Health Institute. Sequential explanatory design. The results of quantitative research obtained a total score of 75 out of 92 maximum scores that must be met. The results of the qualitative analysis show that OSCE has not been implemented according to standards. The implementation of standardized OSCE has not been carried out well in undergraduate Midwifery study programs because of the need for preparation and large funds for procuring standard patient trainers and standard patients and standardized equipment.