Midwifery Course Research Articles

助産学生の月経に対する認識と重要視する初経教育の内容との関連性(一般講演A2,看護)

助産学生の月経に対する認識と重要視する初経教育の内容との関連性(一般講演A2,看護)

How to Survive Your Nursing or Midwifery Course

How to Survive Your Nursing or Midwifery Course

PRVO SREČANJE S PORODOM MED ŠTUDENTI BABIŠTVA: SAMOOCENA OBČUTIJ OB PRVI KLINIČNI PRAKSI V PORODNEM BLOKU

Introduction: Feelings experienced by students when undergoing their first clinical practice marks their ability to acquire knowledge and experience, and can therefore affect their further career. The purpose of this research was to explore common feelings of midwifery students as experienced at their first clinical practice in a maternity ward. Methods: Descriptive research method based on quantitative research approach was used. An online questionnaire was used as a research tool. A purpose sample (n = 52) was used and students of Years 2, 3 and the final year of midwifery study course at the Faculty of Health Sciences, University of Ljubljana were invited to participate as respondents in the study. Basic descriptive statistics were calculated. Results: The most frequent feelings that students experienced during their first clinical practice in the delivery room were being inexperienced, the gap between theoretical and practical knowledge, and stress. Previous secondary education was most statistically significant in terms of experiencing feelings. Among the students who previously attended non-health care secondary schools there were more statistically significantly students who felt unaccepted in the a clinical environment (92 % vs. 79 % of former students of health care secondary schools). These students also more commonly perceived the gap between theory and practice (79 % vs. 64 % of former students of health care secondary schools). On the contrary, students from health care secondary schools felt more unexperienced and consequently felt greater fear of harming patients (82 % vs. 62 % of former students of non-health care secondary schools). Discussion and conclusion: If students experience feelings such as stress, fear and uncertainty during their clinical practice, this hinders their abilities to learn and build their self-esteem. It would be necessary to improve the organization of clinical practice in order to promote students' realistic expectations before they engage in clinical practice, and to introduce supervision by an individual clinical mentor and enable students to self-evaluate their own feelings after they have completed clinical practice.

How to Survive Your Nursing or Midwifery Course Gribben Monica McLellan Stephen McGirr Debbie Chenery-Morris Sam How to Survive Your Nursing or Midwifery Course 296pp £12.99 Sage 9781473969230 1473969239

How to Survive Your Nursing or Midwifery Course Gribben Monica McLellan Stephen McGirr Debbie Chenery-Morris Sam How to Survive Your Nursing or Midwifery Course 296pp £12.99 Sage 9781473969230 1473969239

Surviving second year studies

Many students find their midwifery course as challenging as it is rewarding. Claire Axcell, winner of the BJM Student Midwife of the Year award 2017, reflects on her second year of study

Designing an oral health module for the Bachelor of Midwifery program at an Australian University.

Maternal oral health is important yet many pregnant women are unaware of its significance. Midwives are advised to promote oral health during pregnancy and are supported to do this in Australia through the Midwifery Initiated Oral Health training program. However, limited undergraduate education is being provided to midwifery students in this area. The objective of this paper is to describe how an innovative oral health education module for an undergraduate midwifery course in Australia was designed using a multidisciplinary approach. Midwives experienced in curriculum development and key investigators from the Midwifery Initiated Oral Health program designed the module using existing literature. Constructive alignment, blended learning and scaffolding were used in the design process. The draft module was then reviewed by midwifery academics and their feedback incorporated. The final module involves 4h of teaching and learning and contains three components incorporated into first year course units. Each component is aligned with existing learning outcomes and incorporates blended learning approaches and tutorials/class activities as well as online quizzes and personal reflection. The module details key information (current evidence; basic anatomy/physiology; common oral conditions; and guidelines during pregnancy) that could better prepare students to promote oral health in clinical practice. This is the first time such an innovative, multidisciplinary approach has been undertaken embedding oral health in an undergraduate midwifery program in Australia.

Welcome to class: A survival guide for commencing student midwives

October is a very busy month in the university calendar as, along with 104 other higher education institutions (HEIs) delivering approved midwifery courses ( Nursing and Midwifery Council, 2015a ), we welcome our new cohort of students as they begin their journey to becoming a midwife and having the privilege of being ‘with woman’. This article aims to provide commencing student midwives with some tips and information to help navigate the early stages of their course and ease the transition into a professional programme of study. Information is provided from the author's perspective as a senior lecturer with experience in teaching and supporting first-year students, combined with the reflections of three students who have recently completed the first year of their programme of study. The students share their thoughts on how they felt at the start of their programme and give suggestions for how to cope with its academic and clinical demands.

Readers panel - A subject hidden from view

Should undergraduate nursing and midwifery courses include education about domestic abuse?

Assertiveness training for undergraduate midwifery students

Assertiveness can be defined as an interpersonal behaviour that promotes the fact all people in a relationship are equally important. All health professionals including midwives must work with and care for people. At times this will include facilitating interactions that require skilful negotiation and assertiveness. Yet embedding assertiveness education into undergraduate midwifery curricula has not been widely adopted.This paper explores one method of delivering assertiveness training in an undergraduate midwifery course and provides comment on the effectiveness of this strategy in developing assertiveness skills in a cohort of undergraduate midwifery students.We used an assertiveness survey which was administered immediately before and 3–4 months after an assertiveness training workshop.All students (n = 55) attending the training day were invited to participate. Of these 41 (77% response) chose to participate in the pre intervention survey and 32 participated (9 students lost to follow-up) in the follow up survey.There was an overall improvement in self-perceived assertiveness scores following the assertiveness training workshop.These findings provide encouraging evidence that educational institutions that offer specific and targeted assertiveness education will be rewarded with more assertive graduates.

Exploring midwifery students׳ views and experiences of caseload midwifery: A cross-sectional survey conducted in Victoria, Australia

Objectivesin 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. Designcross-sectional survey. SettingVictoria, Australia. Participants129 midwifery students representing all midwifery course pathways (Post Graduate Diploma, Bachelor of Midwifery, Bachelor of Nursing/Bachelor of Midwifery) in Victoria. Findingsmidwifery 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. Key conclusions and implications for practicemidwifery 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.

Interprofessional education: merging nursing, midwifery and CAM.

To ascertain the value of bringing together undergraduate students from nursing, midwifery, and complementary and alternative medicine (CAM) to determine what they could learn from each other. Interprofessional education (IPE) is a growing field promoting interaction between professional groups, collaborative working and quality of health. In conventional health, IPE has a role to play in undergraduate education. No studies have been undertaken to investigate the integration of CAM students and conventional undergraduate healthcare students. In a mixed-method study, in 2010, a sample of third-year students enrolled on adult nursing, midwifery, homeopathy and complementary therapies degree courses took part in two workshops and a focus-group discussion. Six themes were identified from qualitative data analysis: interaction; breaking down prejudices; knowledge of self; knowledge of others; common aims; and organisational limitations. The common aim of patient-centred care allowed students to recognise the benefits of a more integrated health system.

Community engagement within an undergraduate nursing and midwifery course

Malawi has a maternal mortality rate of 675/100 000 with 85% of the population living in rural areas. To reduced maternal mortality in Malawi, the government prioritised midwifery training. Therefore, a community midwifery module was developed by Kamuzu College of Nursing as part of their Bachelor of Science Nursing and Midwifery (BSCNM) programme. After clinical experience for this module, students presented reports on their experience and the problems facing eight peri-urban communities. This article describes aspects of this module, the activities the students engaged in, and problems the communities voiced. Their reports were subjected to basic content analysis and the following three themes were identified: ‘community use of reproductive health services’, ‘resources’ and ‘healthcare delivery systems’. This article focuses on the ‘community use of reproductive health services’ theme, and its three sub-themes (attitudes, knowledge and accessibility) in light of current research based in sub-Saharan Africa.

Does Complementary and Alternative Medicine Exist in Australian Nursing and Midwifery Courses?

Does Complementary and Alternative Medicine Exist in Australian Nursing and Midwifery Courses?

HEE’s planned funding cuts could lead to pre-reg courses closing

Some universities could be forced to scrap nursing and midwifery degree courses because of a proposed funding cut, academics have warned.

Newly-graduated midwives transcending barriers: Mechanisms for putting plans into actions

Objectivethe aim of this qualitative study was to develop theory regarding how newly-graduated midwives deal with applying a midwifery philosophy of care in their first six months of practice. Designthe research aim signifies the study of social processes. Hence Grounded Theory methodology was employed. Data were generated from semi-structured interviews and participant and interviewer journals. Settingthe study was conducted in Perth, Western Australia, with graduate midwives working in private and public, secondary and tertiary maternity hospital settings. Participants11 female midwives who were previously nurses and had recently graduated from a 12 month post graduate university-based midwifery course participated. Theory generatedthe substantive theory of transcending barriers was generated. It has three stages: ‘Addressing personal attributes’, ‘Understanding the ‘bigger picture’’, and ‘Evaluating, planning and acting’ to provide woman-centred care. An overview of the theory was presented in a previous paper. The mechanisms where ‘plans are moved into action’ which form the final sub-stage of the stage ‘Evaluating, planning and acting’ are presented in this paper. Key conclusionthe theory of transcending barriers provides a new perspective on how newly-graduated midwives ‘deal with’ applying the philosophy of midwifery in their first six months of practice. The final sub-stage of the theoretical model highlights four mechanisms that newly-graduated midwives implement in their endeavours to provide woman-centred care, increase autonomy and develop their personal philosophy of midwifery. Implication for practiceunderstanding the four mechanisms can assist health care providers to facilitate the transition of newly-graduated midwives into clinical practice.

OSCE assessment for emergency scenarios in midwifery education: A reflection and evaluation

The Objective Structured Clinical Examination (OSCE) in Swansea University's midwifery course began life as a clinical skills/obstetric emergencies assessment with a pass/fail outcome, and segued into a graded, summative assessment as part of the redevelopment and revalidation of the undergraduate curriculum. An evaluation of the first iteration of the OSCE identified key learning points around preparation, learning, resources, lecturer input and skills practice, which were then used to improve the second iteration of the module/assessment. The need to provide ample opportunities for practice, the value of simulation as a ‘safe’ place to learn critical clinical skills and the stress associated with this kind of examination were identified as issues. The provision of immediate peer and lecturer feedback during practice sessions was highly valued. Future work on the OSCE needs to consider the need to tailor learning experiences to the context and to the learner.

Training Need Analysis: A Study of Nurses in Private Hospitals

This survey based descriptive research work was undertaken to analyse training needs of the nurses by understanding their perception towards various factors (function and behaviour). The training needs were analysed under two dimensions, namely behaviour and function-related factors. The study sampled 60 nurses having less than two years of work experience with qualification of Bachelor of Science in Nursing and Diploma in General Nursing and Midwifery courses from private multispecialty hospitals in Tirunelveli city, Tamil Nadu, using both convenient and judgement sampling techniques. Structured questionnaire prepared by the researcher using Likert's five-point scale was used to collect primary data. Weighted average technique was used to understand perception of nurses towards training needs. Mean, standard deviation and coefficient of variation were administered to compare dimensions of training needs analysis. The results of the study proved that majority of the respondents were in need of training in terms of both behaviour and function-related areas.

Midwifery students' experiences of achieving competency for beginning practice

Three-year undergraduate Bachelor of Midwifery programmes were introduced into Australian universities in 2002 in response to the midwifery profession's changing political, economic and workforce needs and expectations of the midwife's role ( Glover, 1999 ; Cutts et al, 2002; Leap, 2002 ). There was an identified need to broaden the entry pathways and structure of midwifery courses to make them accessible to those who did not hold a nursing qualification or experience. Expectations of the midwife's role and scope of midwifery practice in Australia were shifting ‘from the biomedical, hospital-centric focus of pregnancy to one emphasising a “new midwifery” based on a midwife-woman partnership and evidence-based practice’ ( Seibold, 2005: 10 ) and this was reflected in the new midwifery curriculum. This paper presents findings from a grounded theory study exploring the experiences of early Australian Bachelor of Midwifery students, graduating in 2005–2008, from a university in Victoria, Australia. The study was timely, as the first graduates from these courses had entered the profession in 2004 and these students' experiences had not been explored. The findings demonstrate how these students underwent a process of ‘assimilation’ to achieve competency for beginning practice. Assimilation involved three sub-processes: ‘realisation’, ‘adaptation’ and ‘consolidation’.

OSCE assessment for emergency scenarios in midwifery education: A reflection and evaluation

The Objective Structured Clinical Examination (OSCE) in Swansea University's midwifery course began life as a clinical skills/obstetric emergencies assessment with a pass/fail outcome, and segued into a graded, summative assessment as part of the redevelopment and revalidation of the undergraduate curriculum. An evaluation of the first iteration of the OSCE identified key learning points around preparation, learning, resources, lecturer input and skills practice, which were then used to improve the second iteration of the module/assessment. The need to provide ample opportunities for practice, the value of simulation as a ‘safe’ place to learn critical clinical skills and the stress associated with this kind of examination were identified as issues. The provision of immediate peer and lecturer feedback during practice sessions was highly valued. Future work on the OSCE needs to consider the need to tailor learning experiences to the context and to the learner.

Midwifery students’ evaluation of team-based academic assignments involving peer-marking

Midwives should be skilled team workers in maternity units and in group practices. Poor teamwork skills are a significant cause of adverse maternity care outcomes. Despite Australian and International regulatory requirements that all midwifery graduates are competent in teamwork, the systematic teaching and assessment of teamwork skills is lacking in higher education. How do midwifery students evaluate participation in team-based academic assignments, which include giving and receiving peer feedback? First and third year Bachelor of Midwifery students who volunteered (24 of 56 students). Participatory Action Research with data collection via anonymous online surveys. There was general agreement that team based assignments; (i) should have peer-marking, (ii) help clarify what is meant by teamwork, (iii) develop communication skills, (iv) promote student-to-student learning. Third year students strongly agreed that teams: (i) are valuable preparation for teamwork in practice, (ii) help meet Australian midwifery competency 8, and (iii) were enjoyable. The majority of third year students agreed with statements that their teams were effectively coordinated and team members shared responsibility for work equally; first year students strongly disagreed with these statements. Students' qualitative comments substantiated and expanded on these findings. The majority of students valued teacher feedback on well-developed drafts of the team's assignment prior to marking. Based on these findings we changed practice and created more clearly structured team-based assignments with specific marking criteria. We are developing supporting lessons to teach specific teamwork skills: together these resources are called "TeamUP". TeamUP should be implemented in all pre-registration Midwifery courses to foster students' teamwork skills and readiness for practice.