Student Midwives Research Articles

Providing Inclusive Midwifery Care for 2SLGBTQQIA+ People: Supporting Inclusion in Ontario's Midwifery Education Program.

Research on how midwives in North America are trained to provide inclusive care to Two Spirited, Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, or Asexual (2SLGBTQQIA+) clients is limited. The objective of this study was to define 2SLGBTQQIA+ inclusive midwifery care in the Canadian context and to explore the experiences of graduates of Ontario's Midwifery Education Program (MEP) to determine how midwives are trained to provide inclusive care. Ethics approval was obtained for this qualitative study to perform semistructured interviews with graduates from the MEP hosted by McMaster, Toronto Metropolitan, and Laurentian University. Eleven midwives were recruited and were required to be (1) graduates of Ontario's MEP, (2) registered midwives under the College of Midwives of Ontario or elsewhere, (3) currently practicing or on leave, and (4) self-identified advocates for 2SLGBTQQIA+ individuals. When defining 2SLGBTQQIA+ inclusive care, midwives described the following principles: using inclusive language, changing the clinical environment, amending documents and websites, and tailoring care for each client. Participants recognized recent efforts by Ontario's MEP to provide 2SLGBTQQIA+ inclusive education while highlighting the need to expand 2SLGBTQQIA+ content across all courses, practicing inclusive care during placement, and ensuring an inclusive environment in the program. Midwives in this study helped conceptualize inclusive midwifery care for 2SLGBTQQIA+ clients and underlined remaining gaps in Ontario's MEP toward providing student midwives with this competency by graduation. This study helped to fill a gap in the literature on how Canadian midwives are trained to provide 2SLGBTQQIA+ inclusive care and generated recommendations for Ontario's MEP to support prelicensure education that trains inclusive midwives. Having demonstrated gaps in how birth workers are trained to provide 2SLGBTQQIA+ inclusive care, this study points to the need for other prelicensure health professional programs to evaluate their training and to support 2SLGBTQQIA+ inclusive practice.

Providing care during a breech birth

A student midwife, Eowyn Robinson, provides a critical reflection of an experience providing care during a breech birth, exploring the situation using the holistic reflection model

O67 - Senior Midwives' experiences and perspectives regarding student midwives and perinatal loss care

O67 - Senior Midwives' experiences and perspectives regarding student midwives and perinatal loss care

Examining the views of student midwives and nurses on biochemistry education

Abstract Objectives The aim of this study is to determine the opinions of midwives and nurses about the efficiency and effectiveness of the biochemistry courses they took during their undergraduate education, in the education process and in their fields of study. Methods Two hundred eighty-four students studying in the department of midwifery and nursing (1–4 classes) participated in this research voluntarily. A questionnaire consisting of 10 multiple-choice questions compiled by the authors with the support of the sociodemographic data form, including age, gender, type of lycee school graduated, and the department they studied, and the literature on biochemistry education were applied to the students. Results The mean age of the students was 21.25 ± 0.12. 58.2 % of midwifery department students and 69.1 % of nursing department students reported that biochemistry education is necessary. 64.1 % of midwifery department students and 59.7 % of nursing department students stated that they thought that the biochemistry application course should be absolutely necessary. There was a significant difference between nursing and midwifery students in favor of nursing students in terms of finding the biochemistry course interesting and loving the biochemistry course. A significant difference was found between the two groups in favor of midwifery students in terms of their desire to pursue postgraduate education in biochemistry and to increase biochemistry course hours (p<0.05). Conclusions It is thought that the results of this study, which include students’ opinions, will contribute to the efficiency of biochemistry education and help the lecturer provide a new perspective.

Exploring student midwives’ experiences regarding completion of the midwifery register at a nursing college in Eastern Cape Province, South Africa

Background. The midwifery register forms part of basic nursing education. Notably, student midwives struggle with completion of the prescribed midwifery register.Objective. To explore and describe the experiences of student midwives regarding their completion of the midwifery register at a nursing college in Eastern Cape Province, South Africa.Methods. This qualitative study had an exploratory, descriptive, contextual design, and in-depth individual interviews were held. Tesch’s method was used to analyse data.Results. Three themes emerged, i.e. positive experiences related to completion of the midwifery register; negative experiences regarding completion of the midwifery register; and factors that contributed to the lack of completion of the midwifery register.Conclusion. The study findings recommend greater collaboration between different stakeholders to improve skills acquisition and completion of the midwifery register.

Immediate and longer-term impacts of fetal surveillance education on workforce knowledge and cognitive skills.

Background: Following the development of the Royal Australian College of Obstetricians and Gynaecologists Intrapartum Fetal Surveillance Guideline in 2003, an education program was developed to support guideline implementation and clinical practice. It was intended that improved clinician knowledge, particularly of cardiotocography, would reduce rates of intrapartum fetal morbidity and mortality. The program contains a multiple-choice assessment, designed to assess fetal surveillance knowledge and the application of that knowledge. We used the results of this assessment over time to evaluate the impact of the education program on clinicians' fetal surveillance knowledge and interpretive skills, in the immediate and longer-term. Methods: We undertook a retrospective analysis of the assessment results for all participants in the Fetal Surveillance Education Program, between 2004 and 2018. Classical Test Theory and Rasch Item Response Theory analysis were used to evaluate the statistical reliability and quality of the assessment, and the measurement invariance or stability of the assessments over time. Clinicians' assessment scores were then reviewed by craft group and previous exposure to the program. Results: The results from 64,430, broadly similar assessments, showed that participation in the education program was associated with an immediate improvement in clinician performance in the assessment. Performance improvement was sustained for up to 18 months following participation in the program and recurrent participation was associated with progressive improvements. These trends were observed for all craft groups (consultant obstetricians, doctors in training, general practitioners, midwives, student midwives). Conclusions: These findings suggest that the Fetal Surveillance Education Program has improved clinician knowledge and the associated cognitive skills over time. The stable difficulty of the assessment tool means any improvement in clinician's results, with ongoing exposure to the program, can be reliably assessed and demonstrated. Importantly this holds true for all craft groups involved in intrapartum care and the interpretation of cardiotocography.

Mentorship needs in an intrapartum setting – mentor-centred approach: A qualitative descriptive study

AimThe study aimed to explore and describe the needs of registered midwives in labour rooms in the North-West Province of South Africa with regard to clinical mentorship of student midwives to identify the strengths and gaps in the clinical mentorship programme and make recommendations to optimise clinical mentorship for student midwives in this setting. BackgroundThe South African healthcare system is overburdened by numerous problems, particularly in maternity services. It has been reported that nurses are not skilled enough to provide quality care to pregnant women. The onus is on nursing education institutions to produce competent midwives to improve the quality of care. Mentorship has been proven to improve competence among mentees and this strategy can be used to address this health problem in South Africa. DesignThe study employed a qualitative descriptive design and purposive sampling was used to select the participants from the level 2 hospitals in the North-West province in South Africa. MethodsData were collected using individual telephonic interviews and 14 participants from three level 2 hospitals in the North-West province participated in the data collection process. ResultsThree main themes emerged from interviews conducted with the participants. Their needs to successfully mentor student midwives in an intrapartum setting are a positive environment for learning, teaching and mentorship; a collaborative relationship between the nursing education institutions and the health facilities where they are employed as well as positive student conduct. The sub-themes under theme 1, a positive environment for teaching, learning and mentorship, are patience, teamwork, mutual respect and human and material resources. Theme 2, a collaborative relationship between the nursing education institutions and the health facilities, had three sub-themes, namely, presence, effective communication on students' objectives, activities and progress and opportunities for self-development and empowerment. Commitment to learning (presence, patience and pre-knowledge) is the sub-theme that emerged from the theme of positive student conduct. ConclusionsFor successful mentorship in the clinical setting, the focus should not just be on the mentees themselves and creating an environment where they can learn. There is a need to look into how the mentors, who provide learning opportunities and teach, guide and support mentees in order for them to be competent, can be assisted to enjoy mentorship.

Birth Trauma Debriefing: A Specialist Midwife’s Perspective

In the UK, 4 in 100 women and birthing people develop post-traumatic stress disorder (PTSD) postnatally.1 In addition, up to 30% of maternity service users experience childbirth as a traumatic event. Factors leading to birth trauma are numerous, and support for parents affected by birth trauma must be provided in a timely, sensitive and individualised manner.2,3 Midwife and writer Illiyin Morrison is blazing the trail for midwife-led support for birth trauma in the UK. Here she shares her insights with the authors on birth trauma, debriefing and the role of student midwives.

NMC Series 1. Support from the NMC

The Nursing and Midwifery Council (NMC) regulates midwives – but are also there for student midwives during their midwifery programmes. This new series of four articles will explore the role of the NMC in supporting students and their practice.

HAZARDOUS TERRAIN – PART 1: THE EMOTIONAL LANDSCAPE OF MIDWIFERY

The first research study of trauma exposure and its impact on midwives was published as recently as 2013.1 The last decade has seen plenty written in academic literature about the occupational hazards of midwifery. Very little of it has reached the everyday midwife in NHS practice or the student midwife in educational settings. This article seeks to bridge the gap – bringing current research into plain sight so that midwives can begin to feel the relief of ‘It’s not just me…’ and stop self-blaming with ‘I’m not cut out for this’. The pandemic and current staffing crisis has made it even more obvious that there is a need for clarity and action around our psychological realities.

Sustaining Ourselves – Beyond the Obvious

The psychological and administrative fallout from the current staffing crisis, hot on the heels of a three-year pandemic, is clearly taking its toll on midwives and midwifery leaders. A younger (and larger) intake of student midwives raises the risk of also failing to meet their psychological and wellbeing needs, particularly in clinical practice, either as students or as newly-qualified midwives. As we lose midwives more quickly that we can replace them, this article asks what a radical approach to wellbeing could look like and explores tools and mindsets for staying well in the day-to-day and on the road ahead.

Case-based Learning Video and Learning Motivation among Midwifery Students

Case-based learning is commonly used in various settings, including the medical field. This study aims to determine the effect of case-based learning video on learning motivation among midwifery students. This was a quasi-experimental study with pre-test and post-test approach. This study was conducted at the Bachelor of midwifery study program, Faculty of Medicine, Andalas University from August to October 2021. Forty-nine student midwives were selected through total sampling technique. Demographic information and motivation data were collected using the Motivated Strategies for Learning Questionnaire (MSLQ). Descriptive statistics, ANOVA/Kruskal-Wallis test, and Paired T-Test/Wilcoxon Rank-sum test were applied to analyze the data. A p-value of less than 0.05 was considered statistically significant. This study reported no significant differences between age and the MSLQ value components. Nonetheless, significant differences were found between parents' income with intrinsic motivation (p equals 0.012), task value (p equals 0.044), and self-efficacy (p equals 0.02). Furthermore, there was a significant difference between intrinsic motivation and residence (p equals 0.012) among the other value components. The mean scores for all value components of motivation increased after the case-based learning video intervention. Two value components (task value and efficacy) showed a significant difference (p-value 0.026 and 0.000). In conclusion, case-based learning video effectively improved motivation among students. Such finding is essential to developing suitable learning method for students.

Student midwives' perspectives of women's sexual and reproductive health literacy in Turkey

ObjectiveThis study focused on the issues surrounding health literacy in the context of women’s sexual and reproductive health (SRH), the significance and availability of information for midwives and women; and the socio-cultural influences and barriers related to women’s level of health literacy. MethodsA cross sectional on-line survey was distributed to 280 student midwives in their 2nd 3rd and 4th year of a midwifery programme. This paper focuses on the responses from 138 students which were analysed using descriptive and non-parametric tests. ResultsStudent midwives indicated their level of agreement regarding women’s ability to access, understand, and appraise information they received verbally and in written form about the six main SRH topics (namely contraception, STIs, abortion, Pap tests and cervical cancer, and fertility and pregnancy), from their midwife but agreement was much lower regarding women’s access to SRH information from peers and their families. False beliefs were ranked as the most common barrier to accessing information and services. Students ranked being a refugee, being from a rural area, being educated to a primary school level or not formally educated, as having the greatest negative impact on women’s health literacy. ConclusionsFindings from this study indicate the role that the sociocultural background of Islamic culture plays in the disparities in sexual and reproductive health literacy (SRHL) for women from the perspective of student midwives. Our findings indicate the need for future research to focus on women as participants to gain their first-hand experiences of SRHL.

Penerapan Upaya Peningkatan Kepercayaan Diri dan Kompetensi Mahasiswa Kebidanan dalam Keterampilan Klinis

The midwife profession requires knowledge, competence, skills, and confidence so that they can provide professional services. The midwife profession requires knowledge, competence, skills, and confidence so that they can provide professional services. Competent and confident midwives can improve the quality of maternal and child health services. Mastery of competence and confidence possessed by prospective midwives in clinical practice is an important learning goal of the professional quality of graduates from health colleges, especially midwifery. The purpose of this activity is as an effort to increase the confidence of student midwives and midwives in carrying out their competencies. The method used is to hold a webinar and evaluate knowledge about the competence of midwives. This activity was held in 2 days with 740 registrants and the results showed that the average knowledge score of 317 participants increased by 0.74 from 4.82 to 5.56 with Pvalue=0.000. Midwifery Education Institutions and midwives can make the inosco instrument a measuring tool to determine the extent of the level of self-confidence possessed by prospective midwives and midwives to carry out their competence.

Simulation and midwifery education 2011–2021: a systematic review

Background/Aims In the last decade, simulation has become a key pedagogical tool in midwifery education. The purpose of this study was to undertake a scoping review of the literature to explore the integration and application of simulation in midwifery education. Methods A search was carried out using the online database PUBMED, for articles published between 2011 and 2021. After screening and quality assessment, n=44 articles were included in the review. Results The number of articles published on this topic increased from three published in 2011–2012 to seven published in 2020–2021. A total of 44 articles were included, and assessed based on their main aims and objectives. These were development and evaluation of a simulation, description and/or comparison of fidelity, description of a simulation via screens/remotely, exploring student midwives' experiences, the impact on student midwives, and assessing student midwives' satisfaction in a simulation. Conclusions This review explored the existing literature on simulation and midwifery education. It allows an assessment of the current state of midwifery education and opens up avenues for further development.

HIV Counseling and Testing Uptake, Knowledge and Attitude and Influencing Factors among Student Nurses and Midwives in The Gambia: An Institutional-based Cross-sectional Study

HIV counseling and testing (HCT) has become paramount in the prevention and control of HIV/AIDS worldwide. However, the uptake of HCT has been very slow globally, especially in sub-Saharan Africa. Student nurses formed the largest group undergoing health care training in the country compared to doctors and other health cadres. According to WHO, they are part of the most vulnerable group to HIV infection, judging by the fact that they interact more with patients/clients than other healthcare professionals. This study aimed to determine the prevalence of HCT uptake, knowledge, and attitude and evaluate influencing factors among student nurses and midwives in public nursing schools. An institutional-based cross-sectional study design was employed to collect data from 305 randomly selected nursing students and midwives using a validated and reliable self-administered questionnaire. Descriptive statistics (percentages, mean and standard deviation) and inferential statistics (chi square, logistics regression, one-way ANOVA and independent samples t-test) were used for data analysis using SPSS version 25.0. A p-value < 0.05 was considered for statistical significance. Out of the 305 students recruited for the study, 60.98% were females, with a mean age of 25.5 years old. About 58.4% of the participants had tested for HIV in the past. About 95.7% acknowledged the importance of HCT in the prevention and control of HIV/AIDS. HCT uptake among student nurses and midwives was influenced by factors ranging from an individual that are interpersonal challenges (such as concerns of friends), perceived susceptibility to the disease, lack of confidentiality, stigma and discrimination from health service providers. Therefore, these barriers can be addressed through an organized targeted health education intervention and advocacy programs across health training institutions in the Gambia and beyond.

Simulation and objective structured clinical examination in learning to manage eclampsia in Morocco

Background/Aims Eclampsia is a major cause of maternal mortality worldwide. Simulation is an innovative pedagogical method to teach eclampsia management, while objective structured clinical examinations are effective in assessing midwifery students’ clinical skills. This study’s aim was to determine the impact of simulation and objective structured clinical examinations in teaching eclampsia management, and explore students’ satisfaction and self‑confidence. Methods This repeated measures study involved 31 second year midwifery students who participated in an objective structured clinical examination before and after a simulation on eclampsia management, and evaluated their experience using the National League for Nursing student satisfaction and self‑confidence learning scale. Results The mean post‑simulation score was significantly higher than pre‑simulation (P<0.001). The students showed significantly high levels of satisfaction. Conclusions Joining simulation and objective structured clinical examinations is effective in teaching and assessing student midwives on the management of eclampsia.

Life-limiting fetal conditions: Are Australian student midwives prepared? A mixed-methods survey.

To document current teaching methods, curriculum, and perceived educational preparation related to the teaching of life-limiting fetal conditions, termination, and perinatal palliative care to Australian student midwives. Australian women receiving a diagnosis of a life-limiting fetal condition are generally offered a choice between termination of pregnancy and perinatal palliative care. Midwives are often involved with caring for these women. What Australian student midwives are being taught about life-limiting fetal conditions, termination of pregnancy, and perinatal palliative care during their entry-to-practice program is unknown. This study utilised a mixed-methods descriptive approach for data collection and analysis. Academic Leads of all Australian entry-to-practice midwifery programs received a questionnaire exploring topics taught, teaching time, teacher role, and perceived effectiveness of student preparation. Data was analysed statistically and thematically. Twelve of 24 Academic Leads responded (50%); only five stated their programs taught all three areas. More respondents taught about termination of pregnancy (10/12) than perinatal palliative care (7/12). On average 5.8 (±2.8) total hours was spent teaching about life-limiting fetal conditions, termination of pregnancy, and perinatal palliative care during the entire midwifery program, with a range of 1 - 10h. The free-text data identified three central themes: lack of value within the curriculum; disconnect between the university and the placement hospital; and preparation for practice. Most (10/12) Academic Leads did not believe student midwives are prepared to care for affected families. Entry-to-practice midwifery programs vary considerably in their education surrounding life-limiting fetal conditions, however teaching hours overall were low and most Academic leads did not feel (or know if) their students were adequately prepared. Further research is required to determine if early career midwives find their university education in life-limiting fetal conditions adequate preparation for practice, and to then remediate identified deficiencies.

Effectiveness Of Planned Teaching Intervention on Knowledge Of Breast Self-Examination Among Nursing And Midwife Students In First- And Second-Year At Jamhuriya University


 
 
 Breast cancer is the most common cancer in women worldwide after skin cancer. When a breast change is detected in its early stages, chances of surviving the disease are greatly improved. Regularly examining her own breasts allows a woman to become familiar with how her breasts normally look and can help her more readily detect any changes that may occur.Objectives 
 The aim of the study was to assess the effectiveness of planned teaching intervention on knowledge of breast self-examination among nursing and midwife students first and second years at Jamhuriya University of Science and Technology.MethodologyPre-experimental one-group pre-test post-test design was conducted among first year and second year nurses and midwife students at Jamhuriya University Science and Technology (JUST) from December 2020 to August 2021. A sample of 70 students participated in studthe and students were selected using probability sampling techniques. Data collection tools of this study were structured knowledge questionnaire andanalyzedg by using SPSS version (20.0) and presented in frequency tables & figures. Paired “test was used to comparthe e pretespost-teststtest knowledge score. 
 ResultThe results that we found were a that the mean post-test knowledge scores (6.13), median (6.00), mode (6), range 3) and St. Deviation (0.797) of breast self-examination among first- and second-year studentsares significantly higher than that of the mean of pretest (2.97), media (3.00), mode (3), range (1) and std deviation (0.168). There was a significant difference between the mean posttest and pretest knowledge scores (t= -21.528, df=69, P-value 0.000).ConclusionNursing and midwifes are two health personnel’s working in the community should be equipped with adequate knowledge and skill to educate the women on breast self-examination. The study suggests further study about practice toward breast self- examination.
 
 

Women’s experiences of continuity of care from student midwives – A qualitative study from Norway

ObjectiveThe study aimed to gain a deeper understanding of women's experience of continuity of care by student midwives during the childbearing process. MethodA qualitative approach was the design used in this study. In-depth interviews were conducted with nine women who had received continuity of care during their childbearing process by student midwives. The interviews were analysed with the help of systematic text condensation. The study was approved by the Norwegian Centre for Research Data (ref. 905085) and the Regional Research Ethics Committee (ref. 2019/608). FindingsContinuity of care enabled a deep relationship between the woman and the student midwife and made the care provided more individualised, giving the woman emotional support and preparing her for birth. The presence of a student midwife during labour and birth who knew the woman’s story made the woman able to focus on the birth process. Even when unexpected events occurred, the woman had a positive birth experience due to the relationship between her and the student midwife. Continuity of care made the women feel safe and taken care of and was the preferred model of care. ConclusionContinuity of care contributes to individualised and personalised care, enabling all aspects of the woman's needs to be considered throughout the childbearing process. Due to the positive impact on the women in the present study, it is appropriate to implement a continuity of care model in midwifery education programmes. Further research should be conducted to examine how doing so would influence both student midwives and women.