Individual birth planning as a teaching-learning strategy for good practices in obstetric care.

Nádia Zanon Narchi,Fernanda Marçal Ferreira,Juliana Romano Vieira,Kelly Cristina Máxima Pereira Venâncio

doi:10.1590/s1980-220x2018009103518

Nádia Zanon Narchi, Fernanda Marçal Ferreira + Show 2 more

Open Access

https://doi.org/10.1590/s1980-220x2018009103518

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Abstract

To verify students' knowledge about individual birth planning and learn their opinion about the use of this teaching-learning strategy for good obstetric practices. This is a descriptive study conducted with midwifery students who made primary health care internships. Data collection was performed digitally from 01/2017 to 05/2017 through the Google Forms®Platform. The analysis was performed by descriptive categorization statistics of statements. The study followed the required ethical standards. The form was sent to 97 students and answered by 40% of them. All respondents reported knowing the birth planning, and 87% applied it during prenatal care. The most frequent (45%) points about the birth plan were those that promoted women's empowerment and autonomy. The most cited methodological suggestions for its application were to focus on content (76%) and increase the number of meetings (50%). Individual birth planning was recognized by 79% of the participants as an important teaching strategy. In addition to knowing birth planning and applying it, the students consider it very relevant for teaching and learning good obstetrical practices.

Highlights

IntroductionThe theoretical-practical teaching-learning process of the Midwifery Program of the Arts, Sciences and Humanities School of the University of São Paulo (EACH-USP – Escola de Artes, Ciências e Humanidades da Universidade de São Paulo) is developed in several practice internships scenarios, with the basic health units of the East Zone of the city of São Paulo among them, at which time students develop essential competencies to promote health in the primary care context and to provide care to women and families experiencing the pregnancy-puerperal cycle
One of the strategies used by teachers and students to enable greater empowerment and autonomy of women during the childbirth process is Individual Birth Planning (IBP) during prenatal care, an experience which has been put into practice since the year 2014
The results of the present investigation allow to conclude that the majority of the participants know, apply and consider the pedagogical experience of using IBP as fundamental for learning the good practices of obstetric care

Summary

Introduction

The theoretical-practical teaching-learning process of the Midwifery Program of the Arts, Sciences and Humanities School of the University of São Paulo (EACH-USP – Escola de Artes, Ciências e Humanidades da Universidade de São Paulo) is developed in several practice internships scenarios, with the basic health units of the East Zone of the city of São Paulo among them, at which time students develop essential competencies to promote health in the primary care context and to provide care to women and families experiencing the pregnancy-puerperal cycle In this care context, one of the strategies used by teachers and students to enable greater empowerment and autonomy of women during the childbirth process is Individual Birth Planning (IBP) during prenatal care, an experience which has been put into practice since the year 2014. Few Brazilian health services have managed to implement the delivery plan, and many professionals do not even know the meaning of this terminology

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