Midwifery Program Research Articles

Pengaruh Media Audio Visual Edukasi Smart (AVES) Terhadap Hasil Belajar Keterampilan Dasar Praktik Mahasiswa Kebidanan

Research on the Effect of Smart Educational Audio Visual Media (AVES) on Learning Outcomes of Basic Practice Skills for Midwifery Students, is a research on the development of teaching media designed to be the main supporting tool for learning basic midwifery practice in practicing clinical skills and improving student learning outcomes. Midwifery program education requires graduates to be skilled in carrying out their professional duties as skilled midwives and declared competent after they pass the national competency exam. The purpose of this study was to determine the effect of smart educational audio visual media (AVES) on learning outcomes of students' basic skills in midwifery practice. This research method uses an experimental method with the research design that will be used is a pre-experimental design type one group pretest-posttest design. The population in this study were all 87 students of midwifery class XIII and XIV. The sampling technique is non-probability sampling with a purposive sampling model, as many as 28 students. The results of this study are that the data obtained, that tcount = 2.310 > ttable = 2.0555 with a significance of 0.029 <0.05, then H0 is rejected and H1 is accepted. the researchers can conclude that there is a positive and significant influence between Smart Audio Visual Education Media on Learning Outcomes of Basic Skills Practice of Midwifery Students

The Identification of Mercury in The Urine of Night Cream Users in Midwifery Program Abdurrab University

White and bright skin is everyone's dream. Many women who do facial skin care in order to obtain healthy facial skin and attractive appearance. Facial skin care that is mostly done is the use of facial whitening creams. Face whitening cream is believed to be able to remove or lighten black spots on facial skin. Whitening cream that is often used is a night cream. Some of the night creams sold have not received permission from National Agency of Drug and Food Control of Indonesia. Usually these creams contain heavy metals, such as mercury. Mercury is toxic which when exposed and absorbed by the body can cause loss of enzyme ability in the body to cancer. The purpose of this study was to determine the presence or absence of mercury in the night cream and urine of night cream users at Abdurrab University Midwifery Study Program students. The method of this research is a qualitative examination on samples of night cream and urine used KI reagent. The results showed that the night cream sampled gave a positive test result and the urine of night cream users gave a negative test result. The conclusion of this study is that the night cream sampled contained mercury and the urine of night cream users did not contain mercury.

PENGARUH PEMBELAJARAN BERBASIS DARING TERHADAP PRESTASI MAHASISWA PRODI DIPLOMA III KEBIDANAN

Pandemic situation covid-19 that hit the world, made everyone forced to isolate themselves in the house, causing all activities to be done at home, including the teaching and learning process. Home learning activities are still carried out using online methods.The purpose of this study is to find out the influence of online-based learning on student learning achievement. The samples in this study were all students of Diploma Three Midwifery Program numbering 70 people.This research uses descriptive design with quantitative approach, data analysis used chi square. The results of the study have the effect of online-based learning on student achievement. Obtained a significance score of 0.025 smaller than 0.05 which means that online learning has an influence on student achievement (P<0.05). It is expected that parents can supervise during the implementation of learning, and it is expected that lecturers can use the right methods so that the material can be absorbed by students properly.

Midwives knowledge and education/training in complementary and alternative medicine (CAM): A national survey

Despite the proliferation of research exploring complementary and alternative medicine (CAM) use in maternity care and midwifery practice, there is a gap on midwives' level of CAM knowledge and education/training. This national survey investigated Australian midwives’ knowledge and education/training in CAM.A total of 571 midwives completed the survey (16%). Over half (54.3%) had some level of CAM education/training (self-learning to diploma) and with multiple CAM modalities. The top four modalities that midwives had received education/training were acupressure (66.5%), aromatherapy (60.3%), massage (45.5%), and reflexology (37.7%). There was a significant correlation between midwives attending a CAM workshop with competency-assessment (p < 0.000) and confidence to discuss CAM options with pregnant women compared with participants who have not.There are no other health-related therapies used by women consumers with such frequency where clinicians are not expected to have baseline knowledge and understanding. Midwifery education programs need to include evidence-based information on CAM modalities.

A guide to caesarean wound healing

A guide to caesarean wound healing

Planning reform to competency based curricula in undergraduate nursing and midwifery education: A qualitative study

BackgroundReform to Competency-based curricula, a standard for training health professionals of the 21st century, requires rigorous planning for successful implementation. However, although the reform defines the direction of the schools and quality of their products, it lacks in planning and prominence which could lead to the failure and waste of resources. ObjectiveTo explore the processes of planning reform to Competency-based curricula in undergraduate nursing and midwifery education in Rwanda. DesignThis study adopted a qualitative approach to give detailed descriptions and explanations of the phenomenon. Ethics approval and permissions were obtained before data collection. SettingsThe data was collected on two campuses of the University of Rwanda offering undergraduate nursing and midwifery programs. Participants17 staff participated in this study. MethodsThe data was collected through in-depth individual interviews of staff including four administrators and leaders, seven people occupying both academic management and teaching posts, and six educators. The data was analysed by the researchers following Corbin and Strauss' grounded theory through open coding, axial coding, and selective coding. ResultsEmerged categories were: (a) Establishment of a curriculum development team, (b) sourcing of curriculum development experts, (c) situational analysis, (d) curriculum development, and (e) preparation of stakeholders. ConclusionWell-planned reform to Competency-based curricula leads to successful implementation through the involvement of different stakeholders from the beginning.

Finding a Balance: Being a Registered Nurse on a Postgraduate Midwifery Programme

The 18-month pre-registration midwifery conversion course for registered nurses is a unique and intense transition. A foundation in nursing provides benefits such as confidence in basic clinical skills and familiarity with healthcare settings. However, the previously enjoyed independence and autonomy of being a registered healthcare professional is stripped away, despite the expectations of practice supervisors and lecturers often being high. In this article, Vairi Furtado and Sadé Dancille Oluwaleimu discuss their experiences of successfully completing the shortened midwifery programme and the challenges they faced when they became trainees once again.

'Hello, my name is …': an exploratory case study of inter-professional student experiences in practice.

The 'Hello my name is …' campaign emphasises the importance of compassionate care and focuses on health professionals introducing themselves to patients. Research has found that using names is key to providing individuals with a sense of belonging and can be vital in ensuring patient safety. To investigate the student experience of having 'Hello my name is …' printed on student uniforms and implement this campaign in practice. A case study was used to capture the experiences of 40 multiprofessional healthcare students in practice. Participants were asked to complete a reflective diary during their first week in practice and attend a focus group with 4-8 other students. A higher education institution in the north east of England with students from adult, child and learning disability nursing, occupational therapy, physiotherapy and midwifery programmes, in a variety of clinical placements throughout the region. The implementation of the campaign and logo branding on the uniforms of students resulted in an increase in the number of times students were addressed by their name in practice. Participants reported that the study helped them to quickly develop a sense of belonging when on placement, and aided them in delivering compassionate care. Occasions when patient safety was improved were also reported. The use of names is a key feature in human relationships and the delivery of compassionate care, and the authors advocate use of the 'Hello my name is …' campaign for all health professionals.

Effect of Implementation of Blended Learning Method on Student Learning Outcomes At Block 5a. Professional Ethics and Health Law in Undergraduate Midwifery Program, Faculty of Medicine Andalas University

Midwives are one of the main health workers as the spearhead of health development in an effort to accelerate the reduction of MMR and IMR. For this reason, midwives who are skilled in conducting clinical procedures are needed with analytical, critical and precise skills in the management of care for women. This can be generated through quality midwife education providers, which are determined by the availability of human resources (lecturers), the quality of infrastructure, classroom learning curricula, laboratory and clinical practice and the condition of the practice area.The learning method is one of the supporting methods for the successful achievement of graduate competencies. This study aims to analyze the effect of the implementation of the blended learning method on the learning outcomes of block 5A midwifery students.Professional Ethics and Health Law in Midwifery Undergraduate Study Program, FK Unand. Design pThis research is a quasi experiment with a control group design research design. The research subjects were given treatment, namely the blended learning method. The analysis used to test the hypothesis is to seedifferences in the mean (average) of data for the treatment group (this year) and the control group (last year) fordetermine whether there is an effect of the implementation of the blended learning method on the learning outcomes of block 5A students. This study applies online learning methods in Block 5A. Respondents who were given treatment in this study were BP18 students, and control respondents were BP17 students who had implemented Block 5A learning in the previous year without using online methods. The results of the unpaired t test with the level of significance (α) are &lt;0.05, which results in a probability value (p) of 0.000, which means that there is an effect of the implementation of the blended learning method on the learning outcomes of Block 5A students. In conclusion, blended learning has a positive impact on increasing the value and motivation of student learning in Block 5A

Midwifery students' expectations of and experiences with ethics education: A qualitative study

BackgroundInstruction in ethics is an essential component of midwifery education. However, the evidence for how midwifery students experience ethics instruction in the classroom and via clinical experience is limited. ObjectiveThis study explores midwifery students' perceptions of ethics education and their opinions about essential components of ethics education. DesignThis was a qualitative descriptive thematic study, exploring student midwives' experiences of ethics education in their midwifery programs. We conducted focus group interviews with students from three midwifery programs in the United States (U.S.). SettingGraduate midwifery educational programs in the United States. ParticipantsThirty-nine students from three graduate midwifery programs participated in four focus group discussions. ResultsThematic analysis identified three primary themes and associated subthemes: 1) current experience and identified needs, 2) the preceptor dilemma, with subthemes the critical role of modeling ethics and powerlessness within interprofessional conflicts, and 3) complicated relationships: advocacy, autonomy and choice. Students relied primarily upon clinical preceptors rather than classroom discussion as a significant source of learning ethics content and ethical behavior. Students called for explicit identification of ethics learning when it occurs, particularly midwifery-specific content, as well as increased opportunities for reflection and integration of their experiences. ConclusionThis study shows the need for intentional inclusion of midwifery-specific ethics content into the overall midwifery education program content, in both classroom and clinical experiences. Midwifery programs should integrate ethics content in their curricula in a way that complements other midwifery content. This study also demonstrates the key role of clinical preceptors in student ethics learning.

Continuity of care experiences: A national cross-sectional survey exploring the views and experiences of Australian students and academics

BackgroundContinuity of Care Experiences (CoCEs) are a component of all entry-to-practice midwifery programs in Australia and facilitate an understanding of the central midwifery philosophy of woman-centred care and continuity of the therapeutic relationship. The aim of this research was to explore how CoCEs are viewed and experienced by students and academics across Australia. MethodsStudents enrolled in Australian midwifery programs and academics who teach into these programs were invited to participate in a cross sectional, web-based survey. Data were analysed using descriptive statistics and free text responses were analysed using content analysis. FindingsFour hundred and five students and 61 academics responded to the survey. The CoCE was viewed as a positive and unique learning experience, preparing students to work in midwifery-led continuity models and developing confidence in their midwifery role. Challenges in recruitment, participation in care, and balancing the workload with other course requirements were evident in reports from students, but less understood by academics. Significant personal impact on finances, health and wellbeing of students were also reported. DiscussionThe value of CoCEs as an experiential learning opportunity is clear, however, many students report being challenged by elements of the CoCE within current models as they try to maintain study-work-life balance. ConclusionInnovative course structure that considers and embeds the CoCE requirements within the curricula, in addition to a collective commitment from regulatory bodies, the maternity care sector and Universities to facilitate CoCEs for students may address some of the significant student impacts that are reported by this research.

Midwifery continuity of care and vaginal birth after caesarean section: A randomised controlled trial

Problem and backgroundCaesarean section (CS) rates in Australia and many countries worldwide are high and increasing, with elective repeat caesarean section a significant contributor. AimTo determine whether midwifery continuity of care for women with a previous CS increases the proportion of women who plan to attempt a vaginal birth in their current pregnancy. MethodsA randomised controlled design was undertaken. Women who met the inclusion criteria were randomised to one of two groups; the Community Midwifery Program (CMP) (continuity across the full spectrum — antenatal, intrapartum and postpartum) (n=110) and the Midwifery Antenatal Care (MAC) Program (antenatal continuity of care) (n=111) using a remote randomisation service. Analysis was undertaken on an intention to treat basis. The primary outcome measure was the rate of attempted vaginal birth after caesarean section and secondary outcomes included composite measures of maternal and neonatal wellbeing. FindingsThe model of care did not significantly impact planned vaginal birth at 36 weeks (CMP 66.7% vs MAC 57.3%) or success rate (CMP 27.8% vs MAC 32.7%). The rate of maternal and neonatal complications was similar between the groups. ConclusionModel of care did not significantly impact the proportion of women attempting VBAC in this study. The similarity in the number of midwives seen antenatally and during labour and birth suggests that these models of care had more similarities than differences and that the model of continuity could be described as informational continuity. Future research should focus on the impact of relationship based continuity of care.

An Environmental Scan of Indigenous Cultural Safety in Canadian Baccalaureate Nursing and Midwifery Programs.

The Truth and Reconciliation Commission (TRC) TRC has called to increase the number of Indigenous practitioners and include cultural competency education in their curricula. However, it remains unknown how nursing and midwifery programs are progressing towards these goals. To examine the extent to which baccalaureate nursing and midwifery programs are creating culturally safe spaces for Indigenous students, responding to TRC-recommended curricular changes, and including Indigenous content. A digital environmental scan of accredited baccalaureate nursing and midwifery programs in Canada was conducted. Analysis was conducted using descriptive statistics. Of the 107 programs, less than one-fifth (n = 19, 17.8%) met all three cultural safety criteria. More than half (n = 59, 55.1%) included culturally safe spaces for Indigenous students, 20 (18.7%) satisfied TRC call #24 to require Indigenous-relevant coursework, and one-third (n = 36, 33.6%) were seen as infusing their curricula with Indigenous-related content. This represents the first attempt to systematically catalog nursing and midwifery programs' response to the TRC Calls to Action. Most schools have not made substantial progress towards cultural safety. Nursing and midwifery programs should commit to expanding their cultural safety programming to incorporate multiple ways of knowing and being in their curricula.

Clinical outcomes for women who had continuity of care experiences with midwifery students

BackgroundPre-registration midwifery students in Australia are required to engage in a minimum of ten continuity of care experiences (CoCE). Students recruit and gain consent of each woman to provide CoCE under direct supervision of a registered health professional, usually a midwife. Clinical outcomes for women who had CoCE with a midwifery student placed in a continuity of midwifery care (CMC) or fragmented models are rarely reported. Aims1. analyse clinical outcomes for women experiencing CMC with CoCE by students; 2. analyse clinical outcomes for women in a fragmented care model with CoCE by students; and 3. compare clinical outcomes according to women’s primary model of care. MethodsStudents undertaking a Bachelor of Midwifery program at one Australian university recorded clinical outcomes for women experiencing CoCE during pregnancy [n=5972] and labour and birth [n=3933] in an e-portfolio. A retrospective, cohort design compared student recorded maternal data with National Core Maternity Indicators and Queensland Perinatal Data. ResultsMidwifery students providing CoCE reported better or equal clinical outcomes for women compared to population data. Women receiving CoCE had reduced likelihood of tobacco smoking after 20 weeks of pregnancy, episiotomy, and third and fourth degree tears. ConclusionsClinical outcomes for women in fragmented models of care and receiving CoCE by undergraduate, pre-registration midwifery students are equal to or better than State data across 12 variables. CoCE should be offered to all women early in their pregnancy to ensure optimal benefits. Acknowledging midwifery students’ potential to make positive impacts on women’s clinical outcomes may prompt more health services to reconceptualise and foster CoCE.

Attending the birth: competition for obstetrical training by medical students and midwives in nineteenth-century France

AbstractThough male doctors gained prominence at the bedsides of pregnant mothers in nineteenth-century Europe, the clinical training they received in medical academies remained cursory. In France, to supplement the medical faculties, the government set up schools for both health officers and midwives which were meant to teach practical obstetrics. This paper focusses on the city of Arras, where these two groups of students competed for the limited numbers of pregnant patients on which to practice their future professions. Like many in their field, two prominent instructors in Arras at each end of the century promoted male obstetrical education over female, arguing that practical education for health officers would lead to safer births for mothers and infants. By the 1870s, the obstetrics instructor adopted germ theory, tying improved hygiene and thus mortality rates to male students’ access to hospitalised patients. Despite their arguments, in Arras, the male students never gained priority in clinical obstetrical training, which midwifery students kept. To keep male students out of maternity wards, local administrators used fears that gender mixing would lead to immoral acts or thoughts. In doing so, they protected the traditional system of midwifery rather than invest in more costly male medical education. Championing midwifery students’ rights to the spaces and bodies needed for their education, however, delayed adoption of hygiene and antiseptic practices that led to lower maternal mortality. Unable to adapt to changing requirements by the state, the medical school closed in 1883, while the midwifery programme thrived until the 1960s.

Exploring the value and acceptability of an antenatal and postnatal midwifery continuity of care model to women and midwives, using the Quality Maternal Newborn Care Framework

BackgroundHaving a known midwife throughout pregnancy, birth and the early parenting period improves outcomes for mothers and babies. In Australia, midwifery continuity of care has been recommended in all states, territories and nationally although uptake has been slow. Several barriers exist to implementing midwifery continuity of care models and some maternity services have responded by introducing modified models of continuity of care. An antenatal and postnatal continuity of care model without intrapartum care is one example of a modified model of care that has been introduced by health services. ObjectivesThe aim of this study was to explore the value and acceptability of an antenatal and postnatal midwifery program to women, midwives and obstetricians prior to implementation of the model at one hospital in Metropolitan Sydney, Australia. MethodsA qualitative descriptive methodology was undertaken to discover the value and acceptability to the implementation of the model. Data was collected via focus groups and one to one interviews from the service users (pregnant women and two partners) and service providers (midwives and obstetricians). We also collected demographic data to demonstrate the diversity of the setting. The Quality Maternal Newborn Care (QMNC) Framework was used to guide the focus groups and analyse the data. FindingsFour themes emerged from the data that were named feeling safe and connected, having more quality time and being confident, having a sense of community and respecting cultural diversity. The findings were analysed through the lens of the quality components of the QMNC framework. The final findings demonstrate the value and acceptability of implementing this model of care from women’s, midwives and obstetrician’s perspective. Conclusions/implicationsProviding midwifery continuity of care through the antenatal and postnatal period without intrapartum care, is being implemented in Australia without any research. Using the QMNC framework is a useful way to explore the qualities of a new emerging service and the values and acceptability of this model of care for service providers and service users.

Midwifery students experience of continuity of care: A mixed methods study

Continuity of Care Experiences are a mandated component of Australian midwifery programs leading to registration. Despite research evidence of the benefits of Continuity of Care Experiences for student learning and for women, there is limited evidence on the personal impact of this experience to students. Additionally, there is limited guidance on how to best support students to successfully complete this valuable component of their program. To identify the emotional, psychological, social and financial costs of undertaking the Continuity of Care Experience component of a midwifery program and to provide information which may lead to educational strategies within CoCE aimed to improve student support and alleviate challenges. Using surveys and diary entries, a convergent parallel mixed methods approach was used to collect qualitative and quantitative data concurrently. Descriptive statistics were used to analyse financial cost, and clinical, travel and wait times. A constant comparative analysis was used for qualitative data about student's Continuity of Care Experiences. Integrative analysis was used to reconstruct the two forms of data. Two Australian universities offering Bachelor of Midwifery programs. Seventy students completed the demographic survey and 12 students submitted 74 diaries describing 518 episodes of care. There was a response rate of 18% recorded. Analysis identified four themes: perception of Continuity of Care Experiences; personal safety; impact on self and family; and professional relationships. The mean time spent per completed experience was 22.20 hours and the mean cost was $367.19. Although students found Continuity of Care Experiences to be a valuable learning experience, they identified numerous factors including time, money, and personal circumstances that impacted on their ability to successfully meet the requirements. Continuity of Care Experiences are a highly valuable, but often challenging component of midwifery education in Australia. Using a model of social interdependence, students, educators and maternity care providers may engage better with the process and philosophies of CoCE.

Designing ESP materials from social semiotic perspective: A design-based approach

This research aims at developing Supplementary English Material to fulfil the students needs toward the material at midwifery academy using Project-based Learning (PBL). This research uses Design Based Research (DBR). It is conducted in four steps, i.e. analysis of the practical problem, product development, try out of the product development and reflection. The findings show that the existing English materials contain general English material and it is less specific to be used for the students of midwifery study program. The supplementary project book contains theoretical theories of ESP and PBL. The prototype is validated and reviewed by two experts in English Language Teaching (ELT) and expert of Midwifery. To get the feasible product, the prototype was tried to be implemented three times in the classroom. Through observation, questionnaire, and focus group discussion that involved the researcher, the instructor, and students, the draft is finalized. Therefore, after going through the stages, it could be said that the draft is feasible to be applied as supplementary material to teach students of midwifery study program. It is expected that the module can give some contribution and improvement for English teaching and learning.

Effectiveness Of Dismenorhoe Senam In Reducing Dismenorhoe Events In Students In Midwife Study Program In Ubudiyah University Of Indonesia Banda Aceh

Background: Dysmenorrhea is a physical disorder in women who experience menstrual disorders/stomach cramps. Exercise can increase endorphin production (can increase the body's natural pain), can increase serotonin levels. Gymnastics is one of the relaxation techniques that can be used to reduce pain. In Research Purpose Introduced to Identify Problems of the Dismenorhoe Program in Reducing Dismenorhoe in the Study Program at the Midwifery University, Yogyakarta University, Indonesia. This type of research is a quasi-experimental design with one group pretest-posttest design. The sampling technique is probability sampling, with a sample of 20 respondents, a data collection tool using a Lismore gymnastic observation sheet and a healing scale sheet. Statistical analysis was performed with a Test (T) test. Research results obtained from the analysis of sig. (2-tailed) obtained 0,000 which is significantly very significant or very positive which is higher than α = 0.05. If it is acceptable, it must be accepted, done before and after dysmenorrhoea exercises. It was concluded as the effectiveness of gymnastic dysmenorrhea on the reduction of menstrual pain in a female midwifery study program at the Ubudiyah University of Indonesia. Freed so that the help of gymnastic therapy is used as an alternative intervention to reduce menstrual pain.

Essential components of midwifery ethics education: results of a Delphi study

ObjectiveEthical dilemmas are an inevitable part of a midwife's experience in clinical care. Midwifery educational programs have an obligation to provide students the opportunities to acquire the skills and knowledge to recognize and negotiate ethical dilemmas. Implementation of strategies for imparting ethical competencies and clinical ethics decision-making skills in formal midwifery curricula have been challenging and inconsistent. The purpose of this study was to gather information and opinions from midwifery educators and clinical preceptors about the essential components of ethics education for midwifery students in the United States (U.S.), aiming for consensus on key content, competencies, learning outcomes, and teaching strategies. DesignThis is an online Delphi study conducted in three rounds. Round 1 consisted of open-ended questions to explore and identify key content, competencies, learning outcomes, and teaching strategies for midwifery ethics education. In Rounds 2 and 3, experts rated statements on a 1 to 7 Likert scale, with positive consensus defined as 70% or more of the experts scoring ≥6. ParticipantsThe panel included midwifery educators (midwifery program directors, faculty, and clinical preceptors) from the United States. FindingsOf the 12 statements on key content of ethics education, midwives emphasized that content promoting an understanding of shared decision-making is essential for inclusion. Of the statements regarding competencies, learning outcomes, and teaching strategies, 20 of 21 statements met consensus, including those related to shared decision-making and ethical decision-making, as well as attributes such as compassion and courage. Midwives did not agree that an essential teaching strategy includes a validated assessment tool for evaluating students on any component of ethics learning (knowledge, skills, behaviour). Key ConclusionsThis Delphi study reveals what midwifery educators consider essential components of ethics education for midwifery students, with a particular focus on the professional attributes of shared decision-making. Implications for PracticeInitial insights about optimal ways to incorporate the essential ethics education components into midwifery program curricula are provided, and more research is needed.