Midwifery Course Research Articles

CRITICISM AND BIBLIOGRAPHY.
 I.P. LAZAREVICH. Obstetrics course. Second edition, completely revised and enlarged. 1892 g.

Brought up on foreign textbooks, we, Russian doctors, gladly welcome the appearance of any independent Russian textbook, and even more so one that, on the one hand, appears to be the fruit of tremendous theoretical erudition, on the other hand, an expression of experience acquired during "four decades" of practical activity. Midwifery course prof. Therefore, IP Lazarevich will inevitably and quite deservedly attract the attention of not only a specialist obstetrician, but also any Russian doctor who wishes to draw from him instructions and instructions for his difficult and responsible practical obstetric activity.

Graduating midwifery students’ preferred model of practice and first job decisions: A qualitative study

ObjectivesTo explore and describe the preferred model of practice and first job decisions of final stage midwifery students from three Western Australian universities. DesignQualitative descriptive. SettingThree Western Australian (WA) universities offering courses leading to registration as a midwife. ParticipantsTwenty-seven midwifery students from undergraduate and postgraduate (pre-registration) courses. MethodsData were collected from recorded interviews and focus groups. Thematic analysis of interview transcripts was used to identify commonalities. Data saturation guided when recruitment ceased and final sample size was achieved. FindingsParticipants’ preferred model of maternity care was influenced by learning about and witnessing both autonomous midwifery practice and collaborative care during their studies. The greatest influence was clinical experience, with most preferring a continuity of midwifery model (CoM) but first consolidating their practice in a public hospital. Most students reported that they would not choose a private hospital as their first option. Work/life balance was also considered, with some accepting that family commitments and a need to work close to home may prevent them from choosing a CoM model. Conclusion and implicationsAlthough many Australian midwifery students start their midwifery course with preconceived ideology of their eventual workplace, the influences of their educators, clinical placement environment, preceptors and continuity of care experience relationships with women helped determine their final direction. To provide students with the experiences to become woman-centred autonomous practitioners it is important for universities and all maternity care providers to carefully consider their responsibility in how they influence midwifery students in education and practice.

Findings from a context specific accreditation assessment at 38 public midwifery education institutions in Bangladesh

BackgroundIn order to promote sustainable midwifery education, it is important to understand what the structural shortcomings are. In this study of 38 public nursing institutions in Bangladesh, we aim to identify a number of structural shortcomings and to discuss strategies for limiting them. MethodsAn evaluated context-specific accreditation assessment tool consisting of 37 multi-choice closed-response questions encompassing 14 educational standards aligned with international standards for midwifery education programs and competences for midwifery educators was used to assess all public nursing institutions in Bangladesh (n=38), the results of which are presented in simple descriptive statistics; number (n), percentage (%), mean, SD and minimum-maximum value. ResultsProvision around clinical practice sites is the key structural shortcoming within the Bangladeshi midwifery educational system. Twenty-five percent of the institutions provided no opportunity for midwifery students to practice comprehensive sexual and reproductive health care. Twenty-nine per cent of the clinical sites were not aware of the content of midwifery courses and syllabi. Finally, one third of students achieving a midwifery qualification did not meet the learning outcomes to support women in birth. ConclusionsTo measure progress towards national and global milestones to ensure students are equipped with required competencies before graduating as registered midwives will be difficult to meet unless shortcomings within the educational system are addressed. We recommend (i) the inclusion of clinical placement sites in future assessments, (ii) the introduction of an integrated feedback-appeal-response system, and (iii) the development of a system for improved communication links between educational institutions and clinical placement sites.

Implementing and evaluating the effectiveness of an oral health module for the bachelor of midwifery program at an Australian university

ObjectiveAlthough guidelines recommend antenatal care providers such as midwives promote oral health during pregnancy, oral health training is not routinely provided in undergraduate midwifery curricula. The aim of this study was to implement an oral health module into an Australian undergraduate midwifery program, and evaluate its effectiveness in improving the oral health knowledge and confidence of midwifery students. DesignPre-test post-test study (2015–2017). SettingAn undergraduate midwifery program within an Australian university. ParticipantsAll first-year undergraduate midwifery students enrolled in two core units at the above university (N = 56). MethodsOral health modules were implemented into each of the two core units within the first year of the Bachelor of Midwifery course. Changes in knowledge and confidence were measured using a standardised questionnaire, administered at baseline, immediately following module completion, and at 2 and 3 years following module completion. Results44 students participated in the baseline survey (79% response rate), of which 41 completed the first post-module questionnaire, 21 completed the second post-questionnaire, and 24 completed the third post-questionnaire. Knowledge scores significantly increased from baseline (mean 13.12) to follow-up (mean 17.78, p < 0.001), with increases being retained through to the 3-year mark (mean 18.29, p < 0.001). Confidence scores also showed a sustained increase following the module, particularly regarding introducing oral health in the first antenatal appointment (62.1% increase, p < 0.001) and referring pregnant women to a dentist (48.2% increase, p < 0.001). However, the 48.2% increase (p < 0.001) in confidence in conducting a visual mouth check on a pregnant woman following the module was not sustained at subsequent time points, reducing to a 31.5% increase (p = 0.118) by the third year post-module. ConclusionsThe module is effective in improving and sustaining the knowledge and confidence of midwifery students to promote maternal oral health. Ongoing updates may be required to keep confidence high regarding visual mouth checks.

Midwifery students’: Developing an understanding of being ‘with woman’––A qualitative study

ObjectivesTo explore and describe what student midwives, enrolled in one Western Australian (WA) university, had witnessed, learned and experienced regarding the concept of being ‘with woman’. DesignA qualitative descriptive design was chosen. SettingA university in Perth, Western Australia. ParticipantsNineteen student midwives from an undergraduate and a post graduate midwifery course. MethodsData were collected from audio-recorded interviews. Thematic analysis of interview transcripts was used to identify commonalities of perceptions and experiences of being ‘with woman’ for students. Data saturation guided when recruitment ceased and final sample size was achieved. FindingsStudent interviews revealed that when considering the concept of being ‘with woman’ students were able to give descriptors of what they interpreted the meaning of being ‘with woman’ to be. They also described factors that impacted their learning of how to be ‘with woman’. Included in their descriptors were that being ‘with woman’ enables informed choice, it creates a connection, it means the woman is at the centre of care and that it can occur in all contexts. The factors that impacted their learning of how to be ‘with woman’ were the importance of positive midwife role models, that providing continuity of care models accelerate learning, that the student role and workload can impact their perceived ability to be with woman and that they are aware it takes time to learn how to be ‘with woman’. Conclusion and implicationsThe art and skills of being ‘with woman’ are central to midwifery practice; students in this study were able to demonstrate understanding of the concept and also highlight factors that influence their learning of how to be ‘with woman’. Findings can inform how the phenomenon of being ‘with woman’ can be intentionally introduced into midwifery programs, with particular emphasis on positive midwifery role models, realistic student workload and recognition of the value of the Continuity of Care Experience.

Shared learning on an international clinical placement: Promoting symbiotic midwifery practice knowledge

AimThe aim of this study was to explore the experiences of shared learning between Australian and Balinese midwifery students during a two-week clinical placement in Bali Indonesia. BackgroundCultural safety in midwifery is a key concept that is underpinned by the provision of holistic quality midwifery care to all women. Therefore, culturally safe midwifery care identifies, protects and promotes women’s individual cultures and is a key concept that is fostered in midwifery education. To educate culturally safe midwives, international placements to resource limited countries have become more common within midwifery education programs. MethodsThis study used a qualitative research design with a convenience sampling design. The participants were enrolled in midwifery courses in a University in the Northern Territory of Australia (n=9), a Balinese private midwifery school (n=4) and a Balinese public midwifery school (n=4). Thematic analysis was used to analyse the data. FindingsThe findings were categorised into major themes under the headings of “Learning together despite differences”; “Cultural differences”, “Communication, Resources”, and “Recommendations for future placements”. ConclusionThis study provides a valuable insight into how shared learning increases students’ midwifery knowledge and is fundamental in understanding cultural differences that could be applied to students’ clinical midwifery practice.

Flipped Classroom Learning Experiences of Graduate Nursing Students in Advanced Pathophysiology and Pharmacology in Midwifery Course

Background: Flipped classroom is designed as an educational innovation in order to enhance student’s critical thinking and problem-solving skill. It comprises in-class and out-of-class learning activities. Purpose: To describe students’ learning experiences of the flipped classroom activities, supporting learning environments and barriers to learning out comes. Methodology: Descriptive qualitative research was employed. Participants were seven first year graduate nursing students enrolled in the Advanced Pathophysiology and Pharmacology in Midwifery course. Three main active learning activities were: 1) participating in before class activities, 2) Practicing in class activities, and 3) checking understanding and extending after class learning outcomes. Results: Students who learned using a flipped classroom approach had positive experiences, achieved learning outcomes, and were satisfied with case analysis activities. Supporting learning environments were appropriate handouts, adequacy of learning materials, active involvement, interesting case study, and prior knowledge and experiences. Learning barriers were too much class work and activities in all courses and printed documents in English language. Conclusion: The flipped classroom was effective to enhance students’ competencies in application of theoretical knowledge, critical thinking, and problem solving skill. It should be utilized in nursing education with a well-designed and well-prepared scheme to flip the class in appropriate courses.

The effect of direct observation of procedural skills method on learning clinical skills of midwifery students of medical sciences.

INTRODUCTION:Clinical education is one of the most important parts of medical students' education, and it is a major part of the education of qualified and professional people. Therefore, this study was conducted to determine the effect of applying Direct Observation of Procedural Skills (DOPS) on midwifery students' clinical skills.MATERIALS AND METHODS:This is a quasi-experimental, two-group study conducted as a pre- and post-study on midwifery students in 2017–2018. Cluster and randomized sampling method was used. The processors involved in this study were three main skills of vaginal examination, pelvic examination, and vaginal delivery. The DOPS method was used to assess the practical skills in the interventional group during three times the process at day, 1 day, and at least 1 week later; the usual logbook method was used in the control group. Two groups were evaluated at the end of the midwifery course by Comprehensive Final Midwifery checklist. The tools were checked for validity and reliability, and data were analyzed using descriptive and analytical statistics.RESULTS:There was no statistically significant difference between the two groups in terms of important demographic variables such as age, grade, marital status, and initial assessment score (P > 0.05). The mean of final scores in the normal delivery, vaginal examination, and pelvimetry was statistically significantly higher in the interventional group (P < 0.001). On the other hand, the functional field of the students in the interventional group was statistically significantly improved in normal delivery and pelvimetry (P < 0.05), and this difference was not significant in the vaginal examination. In addition, the mean scores of students before and after the DOPS method were statistically significantly different in every skill in Comprehensive Final Midwifery checklist (P < 0/05).CONCLUSIONS:The DOPS assessment methodology is not only a useful tool of clinical evaluation, but also an effective tool for clinical learning of students. For this purpose, it is suggested that educational members of midwifery take enough time to design DOPS method in the same process.

Hubungan Kelebihan Berat Badan terhadap Tingkat Risiko Diabetes Mellitus Tipe II pada Mahasiswa Kelas Program Khusus Jurusan Keperawatan dan Kebidanan Poltekkes Kemenkes Palangka Raya

The world is now inhabited by 171 million people with Diabetes Mellitus (DM) and will double, an estimated 366 million by 2030. Obesity is a risk factor for type II DM. From the results of surveys and observations of researchers at the Palangka Raya Polytechnic, it was seen that some special program class students fall into the category of overweight and obese. This research aims to find out the relationship between overweight and the risk level of type II diabetes melitus in class students specialized in nursing and midwifery courses at Palangka Raya Polytechnic. A quantitative study with correlational studies and research design using a cross-sectional approach. There is a significant relationship between overweight to the risk level of type II DM based on the analysis of chi-square test data, obtained p-value = 0.077. There was a relationship between excess body weight based on body mass index on the risk level of type II DM

Midwives’ knowledge, attitudes and confidence in discussing maternal and childhood immunisation with parents: A national study

IntroductionDespite the enormous benefits of childhood and maternal immunisation to individual and population health, the uptake of maternal vaccines during pregnancy remains suboptimal. Midwives are a trusted information source for parents and play an important role in the provision of immunisation information. Understanding midwives’ attitudes and vaccine knowledge, along with their confidence to discuss maternal and childhood immunisation with parents, is key to reducing parental decisional conflict and achieving immunisation goals. MethodsAn online study was conducted to investigate midwives’ knowledge and attitudes towards maternal and childhood vaccination along with their confidence to answer parents' vaccine-related questions. Midwives were recruited by email via the midwifery peek body, the Australian College of Midwives. ResultsA total of 359 midwives completed the online survey. The majority of midwives supported maternal (influenza 83%, pertussis 90.5%) and childhood immunisation (85.8%); however, 69.4% of respondents wanted further training about immunisation. Midwives who felt their midwifery education adequately covered immunisation were more confident advising parents about maternal (p = 0.007) and childhood immunisation (p < 0.001). Similarly, Midwives were significantly more likely to confidently advise parents about maternal (p < 0.001) and childhood immunisations (p < 0.001) if they had completed a specific immunisation training course outside of their midwifery course. ConclusionMost midwives working in Australia support vaccination. However, access to contemporary, culturally appropriate education that enables midwives to engage confidently with parents about immunisation is lacking. Education based on a women-centred approach within the pre-registration curriculum along with continuing professional development programs could enable midwives to reduce the evidence to practice gap by increasing vaccine uptake.

Outcomes of uninsured midwifery clients in Ontario, Canada: A retrospective cohort study

ObjectiveTo describe the characteristics, health service utilization, and clinical outcomes of Ontario residents who are not covered by the Ontario Health Insurance Plan and receive services from Ontario midwives. DesignRetrospective cohort study. SettingOntario, Canada. ParticipantsAll midwifery courses of care resulting in births between April 1, 2012 to March 31, 2015 and captured in the BORN perinatal registry. Within this cohort we compared midwifery clients without publicly funded health insurance to those covered by the Ontario Health Insurance Plan (OHIP). Measurements and findingsOf 55, 634 midwifery clients assessed in Ontario, 92.8% were insured by OHIP and 7.2% were not insured. Among uninsured clients, 66.3% attended a prenatal visit during the first trimester compared to 92.8% of insured women, with uninsured clients presenting with fewer pre-existing conditions. A higher proportion of uninsured clients (33.9%) planned to birth at home and 28.7% of clients’ actual place birth was in the home, compared to 19.6% and 16.6% of insured clients respectively. Rates of both spontaneous labour and spontaneous vaginal birth were higher among uninsured clients (82.1% and 81.1%, respectively), compared to insured clients (77.3% and 78.1%, respectively). Clinical outcomes were generally similar, with postpartum hemorrhage (3.4%), preterm birth (5%), and small-for-gestational age (2.1%) slightly more common among uninsured clients compared to insured clients (2.9%, 4.4%, and 1.7%, respectively). Rates of most complications were lower for uninsured clients. Key conclusionsOverall, uninsured clients used less services compared to insured clients and had good clinical outcomes under midwifery care in Ontario. Findings of this study support the policy decision in Ontario to fund midwifery care for uninsured clients and suggest that uninsured clients are well suited for midwifery care. Implications for practiceFunding midwives to serve uninsured clients is appropriate and may improve uninsured clients access to care.

Field Trip for Case Study: Action Research to Improve Teaching and Learning in Midwifery Course

Field Trip for Case Study: Action Research to Improve Teaching and Learning in Midwifery Course

Application of the R2D2 model for active learning strategy in graduate midwifery course

Application of the R2D2 model for active learning strategy in graduate midwifery course

Aspirations Part 1

Accessibility Tools Increase Text Decrease Text Grayscale High Contrast Negative Contrast Light Background Links Underline Readable Font Reset Search here... Aspirations Part 1 Leah Kirk (Midwifery Lecturer and Admissions Tutor at the University of Central Lancashire) 29th January 2019 by all4maternity . Posted in " Aspirations, Aspiring Students, For You, The Student Midwife, TSM Articles " . Tags " aspiring midwives, aspiring student " . Edit Aspirations Part 1 Leah Kirk – Midwifery Lecturer and Admissions Tutor at the University of Central Lancashire Published in The Student Midwife Journal Volume 2 Issue 1 January 2019 Hello and welcome. I am a midwifery lecturer and also the admissions tutor for the midwifery programme at the University of Central Lancashire. In this series we will explore the admissions process and provide you with some guidance to aid you through your journey in applying for a midwifery degree programme. In this first article of the series, we discuss the importance of research before completing your application, and of open days. The second article will examine the personal statement and preparation for interview. The final article will then aid you in preparing to start your midwifery course. Congratulations on choosing the profession which I – like so many other midwives – consider to be the best in the world. To have the opportunity to provide care for women and families during this amazing, but equally vulnerable, time is truly an honour and privilege, and something that must never be taken for granted. The admissions process can sometimes feel a little overwhelming when looking to apply for university, particularly when you are working so hard studying to ensure you meet the entry requirements for this competitive course.

Water immersion: reacquainting with the art of midwifery to promote normal birth

To generate new knowledge that describes and explains the views and understanding, regarding midwifery and normal birth, that newly enrolled midwifery students hold at the commencement of their midwifery education.A qualitative descriptive approach was used in conjunction with an anonymous questionnaire.A tertiary University in Western AustraliaEighteen postgraduate midwifery students (PG), and twenty undergraduate midwifery students (UG), completed the questionnaire.Postgraduate midwifery students with a nursing background had a pronounced medical terminology and philosophy, as opposed to undergraduate midwifery students.Midwifery educators will need to ensure the teaching of midwifery philosophy and normal birth at the commencement of midwifery courses, before historical perspectives and anatomy and physiology. Students need to be aware that birth is not reliant on risk management or student's personal values, otherwise it will be difficult for new midwifery students to understand birth as a normal, physiological process.

Stories from women birthing off country

in Australia, models of maternity care that offer women continuity of care with a known midwife have been promoted. Little is known about the intentions of the future midwifery workforce to work in such models. This study aimed to explore midwifery students׳ views and experiences of caseload midwifery and their work intentions in relation to the caseload model following graduation.cross-sectional survey.Victoria, Australia.129 midwifery students representing all midwifery course pathways (Post Graduate Diploma, Bachelor of Midwifery, Bachelor of Nursing/Bachelor of Midwifery) in Victoria.midwifery students from all course pathways considered that continuity of care is important to women and indicated that exposure to continuity models during their course was very positive. Two-thirds of the students (67%) considered that the continuity experiences made them want to work in a caseload model; only 5% reported that their experiences had discouraged them from continuity of care work in the future. Most wanted a period of consolidation to gain experience as a midwife prior to commencing in the caseload model. Perceived barriers to caseload work were being on-call, and challenges in regard to work/life balance and family commitments.midwifery students in this study were very positive about caseload midwifery and most would consider working in caseload after a period of consolidation. Continuity of care experiences during students׳ midwifery education programmes appeared to provide students with insight and understanding of continuity of care for both women and midwives. Further research should explore what factors influence students׳ future midwifery work, whether or not their plans are fulfilled, and whether or not the caseload midwifery workforce can be sustained.

Developing a case based learning curriculum with a salutogenic perspective

At the University of Central Lancashire, in the North West of England, United Kingdom (UK) the midwifery team introduced a new and innovative case-based learning (CBL) curriculum for the undergraduate midwifery course. CBL is a student-centred approach to teaching and learning and encourages students to learn from each other, develop essential skills when caring for women and families including collaborative working and effective communication. In this article we share our approach and experiences of developing and delivering a CBL curriculum informed by salutogenesis, including how it enabled us to support effective learning and skill development for women and families.

Barriers and Enablers for UK Home Grown South Asian Prospective Students Choosing Nursing and Midwifery Courses and Careers

Background: UK ‘home grown’ (people of South Asian ethnicity, born or socialised in Britain) South Asian (Pakistanis, Bangladeshis and Indians) are underrepresented in the NHS nursing and the allied health workforce. One of the key goals of Health Education England’s (HEE) national framework- Widening Participation-It matters! is to increase understanding and evidence on the specific needs of underrepresented groups as they apply, commence and progress on healthcare courses and careers. There is a dearth of evidence on the views of UK ‘home grown’ South Asian prospective students. This study aimed to explore UK ‘home grown’ South Asian students views on the barriers and enablers to choosing nursing and midwifery courses and progressing into healthcare employment. Methods: A total of nine focus groups were conducted. Four focus groups in two schools/colleges in the town of High Wycombe (n=28) and five focus group discussions in two schools/colleges in Luton (n=27). Results: The main themes emerging for barriers to choosing nursing and midwifery courses and careers were: limited personal, parental and community knowledge influencing perceptions of nursing and midwifery, the role of religion and culture, gender roles-‘not man’s work’, the end of NHS bursaries and racial and religious discrimination. The main themes for enablers were presented as: good information available on applying for nursing or midwifery courses and suggestions on how to widen participation for South Asian groups. Conclusion: To increase numbers of UK ‘home grown’ South Asians on nursing and midwifery courses and in healthcare employment, targeted interventions that raise the profile and status of nursing in the South Asian community should be designed and delivered.

Midwifery students’ understanding and knowledge of normal birth before ‘delivery’ of curriculum

ObjectiveTo generate new knowledge that describes and explains the views and understanding, regarding midwifery and normal birth, that newly enrolled midwifery students hold at the commencement of their midwifery education. DesignA qualitative descriptive approach was used in conjunction with an anonymous questionnaire. SettingA tertiary University in Western Australia FindingsEighteen postgraduate midwifery students (PG), and twenty undergraduate midwifery students (UG), completed the questionnaire.Postgraduate midwifery students with a nursing background had a pronounced medical terminology and philosophy, as opposed to undergraduate midwifery students. Implications for practiceMidwifery educators will need to ensure the teaching of midwifery philosophy and normal birth at the commencement of midwifery courses, before historical perspectives and anatomy and physiology. Students need to be aware that birth is not reliant on risk management or student's personal values, otherwise it will be difficult for new midwifery students to understand birth as a normal, physiological process.

Workplace culture and the practice experience of midwifery students: A meta-synthesis

To describe midwifery students' practice experience and to explore facilitators and barriers to positive clinical learning experiences. Practice experience is a vital component of every midwifery course. Course dissatisfaction and attrition of midwifery students has been attributed to sub-optimal practice experiences. Events or actions experienced by midwifery students that trigger dissatisfaction and attrition need to be identified. A meta-synthesis was based on that developed by Noblit and Hare. Students perceive workplaces as poorly prepared for their arrival and subsequent support. Students' experience in the practice setting is influenced by the existing workplace culture. Workplace culture influences institutional functioning and individuals within the culture. Enculturation of students into the midwifery culture and subsequent learning is affected by the support received. The practice experience of midwifery students was profoundly influenced by workplace culture. Students tended to have polarized accounts of their experience that were predominantly negative. To provide an optimal environment for midwifery students; midwifery managers and individual midwives need to be aware of the facilitators and barriers to midwifery student development in the practice setting.