Midwifery Academics Research Articles

Midwifery Study Tour To Japan – A Reflection

For two weeks in early July 2024, seventeen Bachelor of Midwifery students and two midwifery academics from Western Sydney University travelled to Japan on a midwifery study tour. One week was spent with the University of Tokyo (UTokyo) and the second with Yamagata University. This article is an overview of the trip by Dr Hazel Keedle and includes two reflections from students who attended the study tour.

Transforming researchers into writers through a series of semi-structured writing retreats: a mixed methods study

AimTo evaluate the experience and effectiveness of six semi-structured writing retreats on research publication quantity and quality for nursing and midwifery academics and research students.BackgroundResearch publications are necessary to develop a track record to gain competitive funding and for promotion. Publications also improve the standing of universities because their performance is measured in-part by research outputs. However, there are challenges to writing for publication, especially for new nursing and midwifery academics and research students. Therefore, four of the authors initiated semi-structured writing retreats to support nursing and midwifery academics and research students to overcome these challenges.MethodsA mixed methods exploratory sequential design consisting of two distinct phases and data collection methods. In phase one, an online evaluation was administered to collect participant experiences which were then analysed using content analysis. In phase two, data about the quantity and quality of publications arising from each retreat was collected, and descriptive statistics performed.ResultsA total of 70 participants responded to the online evaluation. Qualitative analysis of their responses demonstrated that the writing retreats were highly valued as they offered a collaborative environment with dedicated time to focus on writing for publication. Quantitative analysis identified 81 publications were planned over the six writing retreats. Of these, 60 have been published, 5 are under review, 5 have not yet been submitted, and 11 were abandoned.ConclusionsFindings demonstrated that our six semi-structured writing retreats enabled and developed nursing and midwifery academics and research students writing for publication. Semi-structured writing retreats are a research investment that enabled preparation of high-quality publications by offering protected time to write, expert peer review and collaboration and networking opportunities.

The lived experience of midwives’ transitioning from a clinical role into teaching in higher education in one jurisdiction of Australia: A pilot study

AimThe aim of this pilot study was to explore clinician’s experience of transitioning from midwifery clinical practice into university in an academic teaching role within one jurisdiction in Australia. BackgroundThere is a dire shortage of midwifery academics globally. In Australia the shortage is symbiotic with the persistent deficit in the midwifery clinical workforce, which is the predominant recruitment pool for universities. The midwifery workforce cannot be replenished without sufficient academics to provide education. DesignPhenomenology was selected as the most appropriate research approach for the study seeking to illuminate the lived experiences of clinicians as they transition into their new role as academics. MethodsSeven participants were recruited purposively from one jurisdiction in Australia between November 2022 and March 2023. Qualitative conversational interviews were performed facilitating each participant to share their narrative. Participants were then able to direct the conversation to share their lived experience of the transition from a midwifery clinician in practice to a midwifery academic in a university. Demographic details were collected for context. ResultsThematic analysis was used following Giorgi’s four stage phenomenological process. Four themes were identified from commonalities between the participants, ‘Being a drifter”, ‘Keeping a foot in both camps to maintain clinical credibility’, ‘In at the deep end: Not prepared for the reality of academia’ and ‘Best of both worlds’. ConclusionsThe lived experiences of the participants in this study, as they transitioned from clinical midwifery practice to academia can be related to the Theory of Transition where participants navigate: Preparation, Encounter, Adjustment and Stabilisation. A new role in higher education requires adjustment to the reality of working in academia. Midwives who had experiences of being a casual staff member felt they had the best of both worlds, as they gained an insight into the role of an academic whilst remaining in clinical practice. However, many reported that mentorship would have been beneficial to facilitate stabilisation.

The gender debate: is midwifery education ‘women's work’?

This series of six articles is inspired by themes arising from the Royal College of Midwives State of Midwifery Education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that pertain to the higher education workforce. This second article highlights some of the inequalities experienced by the majority female midwifery education workforce and their impact, exploring how these inequalities are symptomatic of many of the inequalities women experience more generally within patriarchal structures. The article examines if midwifery education is ‘women's work’, and how this can work to impede progression in leadership, research and scholarship for midwifery academics. How midwifery curricula can influence the future academic workforce in dismantling inequality is also considered.

Development of a Midwifery Student Peer Debriefing Tool: An interpretive descriptive study

BackgroundPsychosocial traumatisation associated with giving birth, can occur in those present with the woman giving birth, a phenomenon known as vicarious trauma. It has been identified that there are currently no interventions available for midwifery students who have experienced vicarious trauma following difficult birth experiences. ObjectiveTo explore whether the counselling intervention developed by Gamble et al. (2005), can be adapted for midwifery students to be appropriately and feasibly used as a counselling intervention with peers who have experienced midwifery practice-related vicarious trauma. DesignInterpretive descriptive methodology. SettingThis study was set at two Australian universities from which pre-registration midwifery courses are delivered. ParticipantsThe work of reviewing the original tool and adapting it for use by and with midwifery students associated with this project was conducted by a key stakeholder group of seven representative midwifery students and five midwifery academics. MethodsEthics were approved. Data were collected via one face to face and two online conversations using the Microsoft Teams™ platform. Reflexive Thematic analysis were applied to revise the tool following each round of data collection and to finalise the adaptation of the intervention for its new intended purpose. ResultsThe Midwifery Student Peer Debriefing Tool is presented as a six-step intervention that guides the midwifery student through a process of debriefing with their peer. The feasibility of the tool resulted in an overarching theme labelled “I want this to mean something” and captures the therapeutic power of peer debriefing toward a meaningful outcome that fostered growth, and a deeper understanding of the profession. ConclusionVicarious trauma is widely recognised as a core reason for midwives and midwifery students leaving the workforce. The peer debriefing tool helps midwifery students move through the process of recovering from adversity but also fostered learnings about midwifery practice and the profession.

Balancing nursing and midwifery student equity and public safety: An Australian case study

BackgroundNursing and midwifery academics have multiple responsibilities, including developing curricula that promote public safety and ethical practice. Effective governance processes are required to help academics manage students who pose a risk to public safety. However, the pressure to increase graduate numbers and prioritise student-centred approaches can pose challenges. AimTo discuss the challenges facing Australian nursing and midwifery academics who endeavour to optimise the number of successful graduates whilst fulfilling their legislative duty to identify and manage students who may pose a risk to public safety. MethodsA case study approach is used to gain insight into implementing governance processes that maintain quality, safety, and public safety in nursing and midwifery education and training programs. Discussion and conclusionsAcademics must understand their responsibilities, including the need for transparency in accessibility and equity policies. Awareness of the definition of impairment and the provision of reasonable adjustments as defined by the Australian Health Practitioner Regulation Agency are vital to support students in making informed career choices.

Exploring midwives' emotional wellbeing: evaluation of a survey using cognitive interviews

Background/Aims Surveys are a popular method of collecting data to explore factors associated with midwives' emotional wellbeing. However, existing survey instruments lack consideration of how working practices may influence outcomes. This study aimed to test the face and content validity of a new instrument by assessing midwives' comprehension of bespoke survey items. Methods A total of 24 cognitive interviews were conducted with midwives working across the UK. A framework matrix method facilitated descriptive and explanatory analysis of the interpretation of survey items. Interviews were followed by a discussion group with midwifery academics to help identify optimal wording of one problematic survey question. Results A range of potential comprehension and response problems were identified, resulting in modifications and the addition of new survey items. Conclusions Cognitive interviews can be an effective method to confirm the relevance and usability of bespoke survey items and offer opportunities to improve wording to reduce potential sources of error, thus enhancing the face and content validity of surveys.

Midwifery on Both Sides of the Globe, and Across the Continuum

With a midwifery career spanning twenty-five years, both in her homeland of Scotland and the last ten years in Australia, Endorsed Midwife Gail Colquhoun reflects upon her midwifery journey on both sides of the globe – the life-changing experiences she has had, the couples and families she has cared for, the colleagues, other health professionals, midwifery academics and students Gail has worked alongside. Each have played a pivotal role in focusing Gail’s thoughts on her pathway forward, leading to her midwifery endorsement and the creation of her private midwifery practice, The Nesting Hub.

Klinik ortamlarda akademik ebelik ölçeği (KOAEÖ) Türkçe uyarlaması: Geçerlilik ve güvenilirlik çalışması

Amaç: Klinik Ortamlarda Akademik Ebelik Ölçeği’nin Türkçe geçerlilik ve güvenilirlik çalışmasını yapmak ve ölçeğin Türkçe formunu kullanıma sunmaktır. Gereç ve yöntem: Metodolojik tipte bir araştırmadır. Araştırmada 163 ebelik öğrencisine ulaşılmış, veri toplama araçları olarak “Birey Tanıtım Formu” ve “Klinik Ortamlarda Akademik Ebelik Ölçeği” kullanılmıştır. Bulgular: Doğrulayıcı Faktör Analizi sonucuna göre ölçeğin yapısal denklem modelinin p=0.000 düzeyinde anlamlı ve ölçeği oluşturan 10 maddenin iki faktörlü ölçek yapısıyla ilişkili olduğu saptanmıştır. Ölçeğin Kuder Richardson-20 katsayısı 0,886 bulunmuştur ve güvenilir olduğu belirlenmiştir. En düşük faktör yük değeri 0,363, en yüksek değeri 0,732 olarak saptanmıştır. Sonuç: Ölçek ebelik öğrencilerinin, ebelerin akademik rolünün klinik öğrenme ve mesleki bilgi, beceri ve klinik yeterlilik gelişimine ilişkin algılarını ölçmede yüksek güvenilirlik ve geçerliliğe sahiptir.

The views and experiences of midwifery academics regarding LGBTQ+ health education in pre-registration programmes in the United Kingdom and Ireland: Qualitative findings from a mixed-methods study

AimThe purpose of this study was to identify the current LGBTQ+ health content within midwifery pre-registration programmes and identity education best practice and innovation. BackgroundThere have been significant developments in some countries in protecting the rights of LGBTQ+ people. LGBTQ+ people are and do become parents and require access to maternity services. Yet some report heteronormative assumptions, negative and discriminatory attitudes from midwives that results in barriers to service access and feelings of exclusion. DesignThis mixed-methods study involved a quantitative and qualitative design. The qualitative findings are reported here. MethodsAll 135 Schools of Nursing and Midwifery across the United Kingdom and Ireland were invited to participate in an online survey and qualitative interview. Thematic analysis of the qualitative data from 29 survey responses and seven midwifery follow-up interviews were conducted. ResultsThree themes identified following data analysis: (i) preparing midwifery students for practice; (ii) the diverse family unit; and (iii) safety, privacy and respect. ConclusionsThe findings provide insights into the challenges of meeting the education needs of midwifery students, with an opportunity to develop and implement a curriculum that is reflective of the needs and concerns of LGBTQ+ people within pre-registration midwifery programmes.

An analysis of legislation and policies that guide maternity leave decision making in Australian midwifery students.

Objective There are no guidelines to assist midwifery academics or students in determining the optimal time to return to their educational programs following pregnancy. Rather, students need to navigate balancing new motherhood with the pressures of returning to their clinical midwifery placement and completing their statutory requirements to meet the Australian Midwife Accreditation Standards before the end of their program. The aim of this study was to seek best practice information that provides guidance to academics supporting midwifery students returning to study after maternity leave. Methods An analysis of contemporary Australian legislation, workforce guidelines, professional association statements, and university policies was undertaken to determine what guidance is available to assist midwifery academics in providing advice to midwifery students about the optimal time to return to their studies following birth. This document analysis was performed during 2021-2022 and followed Altheide and Schneider's 12 step process divided into five stages to clarify best practice advice for midwifery academics to provide guidance to students returning to study after maternity leave. Results Policy documents that refer to pregnancy confirm women have legal rights, and there is clear guidance on maternity leave; however, advice for midwifery students on the optimum time to return to study and clinical placements after birth is missing from the result of this document analysis search. Conclusion Transition to motherhood during the postnatal period is an important time. Clear national guidelines are needed to provide support and recommendations regarding a safe and optimal time to return to study and placement.

Harnessing the nursing and midwifery workforce to boost Australia's clinical research impact.

Harnessing the nursing and midwifery workforce to boost Australia's clinical research impact.

Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences

BackgroundThe content of midwifery courses is very similar across universities. The teaching approach is not, with universities adopting a variety of pedagogical methods. AimTo explore views of midwifery students, midwifery academics and senior academic managers comparing a continuity approach where one main academic provides the majority of midwifery content plus pastoral care compared with a team-teaching approach of midwifery education where lecturers change throughout the course. MethodsSemi-structured interviews and focus groups were used to discover thoughts, benefits and disadvantages of two teaching approaches. Data were analysed using thematic analysis. FindingsMidwifery students and academics valued relationship building, consistency of advice and assessment expectations of the continuity approach but also appreciated a variety of teaching styles and content found in the team-teaching approach. Senior academic managers favoured a team-teaching approach due to workload concerns. DiscussionContinuity and team-teaching pedagogical approaches offer different advantages. Continuity in midwifery education may provide students with a meaningful trusting relationship with their teacher and consistency of information, which could aid learning. A team-teaching approach provides students with diversity of teaching styles and midwifery ‘stories’. A combination of both pedagogies offering both a mix of teachers and a named ‘go-to’ mentor might help meet student requirements for both continuity and variety. ConclusionRelationship building, consistency and trust, were all evident in the continuity approach whereas the team-teaching approach was considered to be a more sustainable workload model.

The history of the Trans-Tasman Midwifery Education Consortium

This article provides an overview of the origin and history of the Trans-Tasman Midwifery Education Consortium (TTMEC) that consists of midwifery academics across Australia and Aotearoa New Zealand. The article will cover the consortium’s aim, vision, work, current research projects, future directions and conferences past and planned. The TTMEC includes representatives from 27 member organisations who meet every month to address and discuss key issues and aspects of midwifery education. I am writing this article as the former chair of this consortium, a role I held from March 2021 to March 2022. My co-chair was Andrea Gilkison from Aotearoa New Zealand.

Working from home during the COVID-19 pandemic for midwifery and nursing academics

Background/Aims The COVID-19 pandemic significantly affected teaching for nursing and midwifery academics, as it shifted from face-to-face to online teaching from home. However, their experiences and how this impacted their ability to fulfil their academic roles has not been reported. This study investigated midwifery and nursing academics' working from home experiences during the COVID-19 pandemic and how this has impacted their ability to fulfil their academic roles. Methods A qualitative approach was used for this study, analysing demographics and the answers to open-ended questions from 91 midwifery and nursing academics. Results Six themes were derived: isolation, loneliness, work rituals, productivity, blurred boundaries and health and wellbeing. Generally, participants reported that they were more organised, focused and efficient, which gave them more time to spend with their families and pets. Most thought that they were more productive at home. However, the working environments for some participants were not ideal, as they were working in their kitchen or dining area, or in ‘make-do’ offices. Conclusions The COVID-19 pandemic posed new working challenges for academics, many of whom had worked from home for a few days, but then needed to work from home for extended periods because of lockdowns. Academics reported an overall positive outlook for working from home, as it enabled more family time and more productivity.

P23 - Who do you think we are? Community perceptions of a midwife

Midwifery identifies as an independent health profession that partners with women and their families throughout the continuum of the childbearing journey. Midwives are highly educated and skilled health professionals who counsel, support, educate and empower women, families, and communities to have agency in decisions related to reproductive health and the transition to parenthood. As midwives, we know this but what does the broader society think a Midwife is? The aim of this project was to capture the overall impression of the midwifery profession within the community. We sought to identify knowledge deficits that may have the potential to impact local maternity service provision, as well as to raise the profile and visibility of the midwifery profession within these areas. A team of midwifery academics took to the streets of Ballarat, Gippsland and Berwick to capture a snapshot of Victoria’s perception of midwives and midwifery. Members of the community were engaged in conversation with a midwifery academic or representative, who recorded, photographed and/or filmed the interaction with written consent. Questions to prompt conversation included: What is a midwife? What do you think midwives do? Have you had any experiences with midwives? and/or have midwives impacted your own life in any way? These short audio-visual clips were edited into a collation of moving imagery to convey the results of our sociological study.

O29 - Accountability, Advocacy and Autonomy: the top intentions for midwifery student learning in the Continuity of Care Experience

Continuity of Care Experience (CoCE) is a practice-based learning experience for midwifery students in Australia. This mandated component of education leading to the registration as a midwife provides students the experience of providing continuity of care regardless of the setting the clinical practice takes place. Since implementation, no standardised learning intention or measure of learning outcome is evident. The aim of this research is to identify the common understanding of the purpose and learning objectives of the CoCE in midwifery programs from the perspective of midwifery professionals. This presentation discusses the themes identified from Australian midwifery professionals who hold expert opinion pertaining to how the CoCE is imbedded in curriculum. Two focus groups were conducted with a total of 17 midwifery professionals across Australia via virtual platform. Participants were midwifery academics, published authors on CoCE, researchers, policy makers and accreditation experts. The focus group discussions were facilitated using open-ended ‘prompt’ questions derived from themes identified from the integrative literature review. The discussion was recorded and transcribed verbatim. A thematic analysis of the qualitative data was undertaken. The analysis of the data identifying the common understanding and purpose of the CoCE exposed three themes. Three themes identified the learning objectives: accountability, autonomy, and advocacy. The CoCE afforded the midwifery student the opportunity to engage in learning underpinned by accountability of professional responsibility, advocacy for women, and autonomy in practice. The learning objectives accountability, autonomy, and advocacy are distinctive qualities the CoCE. As opposed to traditional clinical practice based model, the CoCE affords the midwifery student an engagement experience and exposure to develop a midwifery professional identity that enables woman centred care. This research identifies the intention of the CoCE learning and is an important step toward standardisation and strengthening this mandated component of curriculum.

O102 - The MIDAC CoCE Portal: connecting pregnant women with midwifery students in Victoria, Australia

In Australia all pre-registration midwifery students are required to engage and partner with a minimum of ten women in midwifery continuity of care experiences (CoCE) throughout their course of study. Around 77,000 women give birth in Victoria each year, however two out of three students report difficulties recruiting pregnant women as CoCE partners (Newton et al., 2021). On the basis of this evidence as well as the temporary additional CoCE difficulties caused by the COVID-19 pandemic, the Midwifery Academics of Victoria (MIDAC) group developed a web portal to support students to attain CoCE requirements wherein women can learn about CoCE and register to be partnered with a midwifery student from a university that works with the maternity service providing their care. The aim of this project was to facilitate midwifery students engaging in CoCE partnerships with childbearing women in the state of Victoria, Australia. A project team was convened comprising one lead and five other midwifery academics representing all universities offering pre-registration midwifery education in Victoria, Australia, as well as Information Technology staff members and students from one of those universities. The team worked together to develop the web portal's content, design and functionality over a period of 12 months. The MIDAC CoCE web portal was launched in early 2022 with an accessible, responsive design suitable for desktop and mobile devices. QR code-enabled flyers are displayed in maternity health services enabling pregnant women to easily access the website and register their interest via a simple web form. The data is securely sent to that university's Professional Practice contact, who then pairs the woman with a suitable student. Evaluation is underway.

P48 - Perinatal mental health: using interactive videos and simulation to develop skills in midwifery practice

The aim of this project was to support midwifery students to develop woman centred skills and confidence in communicating with women and birthing people in the context of their perinatal mental health. Simulated activities supported by audio visual resources and assessments which simulate real-world clinical encounters aimed to strengthen teaching and learning objectives. A new Objective Structured Clinical Examination (OSCE) was piloted in 2021 in undergraduate and postgraduate pre-registration midwifery subjects ‘Perinatal mental health’ (PMH). The OSCE was designed and instituted to facilitate an authentic PMH consultation in the antenatal clinic setting. 3 rd year students volunteered to act as pregnant women, in a range of simulated clinical scenarios. Midwifery academics assessed the interaction and after the OSCE, students documented their findings in written progress notes that were also assessed. After the OSCEs, feedback was sought from assessors (midwifery staff), actors (3rd year B Mid students) and students who underwent the OSCE. The feedback was synthesised to inform the production of three interactive videos, aiming to help students prepare for their PMH OSCE and for clinical practice. Current and former students and teaching staff were involved in co-design endeavours to ensure the videos met their needs. One of the videos will be showcased as part of this presentation. Although assessment, support, and referral of women suffering from mental ill health is a core midwifery skill, there is limited opportunity for students to gain clinical placement experiences that are specific to PMH. Prior to this project there were no accessible audio-visual materials available that demonstrate how midwives in Australia work with women in relation to their mental health. Implications for practice include improving the standard of PMH screening, support and care provided by students and graduating midwives to women and birthing people in Australia.

O96 - How is cultural safety translated into midwifery practice? A review of the literature

Providing culturally safe maternity care for Aboriginal and/or Torres Strait Islander Australians is a key element of midwifery practice and in recent years this has been recognised in the professional codes and standards. The Australian Nursing and Midwifery Accreditation Council (ANMAC) Midwifery Education Standards (ANMAC, 2021), the International Confederation of Midwives (ICM) Code of Ethics (ICM, 2014) and the Nursing and Midwifery Board of Australia (NMBA) Code of Conduct for Midwives (NMBA 2018a) and the Midwife Standards for Practice (NMBA, 2018b) each identify that the provision of culturally safe care is integral to the midwifes role. Whilst research to date has explored midwifery academics awareness of cultural safety (Fleming et al., 2017), and how cultural safety is taught within midwifery education programs (Biles et al., 2021), it is important to understand how this knowledge, once registered, is understood, and translated into midwifery practice. To identify and map the literature that has explored midwives understanding of cultural safety and how this translates into practice. A scoping review of the literature was undertaken. Pre-determined electronic databases were searched, and the data extracted from the included articles was thematically analysed. The findings have identified that there is limited research about how midwives translate cultural safety into the care of Aboriginal and/or Torres Strait Islander women and their families.