Journal articles on the topic 'Clinical midwifery'
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Yanti, Yanti, Ova Emilia, and Mora Claramita. "Persepsi Mahasiswa, Dosen dan Bidan Pembimbing tentang Model Pembelajaran Klinik Kebidanan yang Ideal." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 3, no. 1 (March 28, 2014): 62. http://dx.doi.org/10.22146/jpki.25221.
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Background: A large number graduates of midwife even now accompanied with low competency isues in associated with quality of clinical learning. Now implementation of clinical learning with caseload model has problems. Clinical learning model in clinical practice that student, teacher and clinical midwife experienced provide greater insight to develop an effective clinical teaching strategy in midwifery education. The main objective of this study was to investigate student midwife, teacher and clinical midwife’ insight about an ideal clinical learning model in midwifery education.Method: A qualitative study by Focus Group Discussion (FGDs). By selected randomly, this study was conducted 32 from 76 final year midwifery students at Estu Utomo Boyolali Midwifery Academy, 14 lecturer and 13 clinical midwife who involve in Estu Utomo Boyolali Midwifery Academy clinical practice program at 2013-2014. There are 4 groups of student midwife, 2 groups of lecturer and 2 groups of clinical midwife. FGDs were arranged in 3 session differently between students, lecturer and clinical midwife. FGDs were facilitated by researcher and 3 research assistant. Data were analyzed using Atlas.Ti 6.1 software to support the coding process and identifying the main categories from verbatim transcripts.Results: Six themes emerged from the focus group data, “student caseload”, “duration of clinical practice”, “clinical placement”, “clinical mentorship”, “documentation”, and “clinical assessment”. From the sixth themes, demonstrated that an ideal clinical learning model in midwifery education to design preparation clinical learning should consider about that components. An ideal clinical learning model in midwifery education should give priority to quality than quantity especially to suggest decreasing student caseload.Conclusion: This study showed that midwife student, teacher and clinical midwife suggest that clinical learning model should give priority to quality than quantity to gain midwifery care competence. Clinical learning model therefore applied with student case loading that each student have different need. They are suggest that midwifery clinical learning should be consistent with the midwifery care philosophy “women center care” that provide midwifery continuity of care.
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Condell, Sarah L., and Cecily Begley. "Clinical research ethics in Irish healthcare." Nursing Ethics 19, no. 6 (June 12, 2012): 810–18. http://dx.doi.org/10.1177/0969733011431191.
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Gaining ethical clearance to conduct a study is an important aspect of all research involving humans but can be time-consuming and daunting for novice researchers. This article stems from a larger ethnographic study that examined research capacity building in Irish nursing and midwifery. Data were collected over a 28-month time frame from a purposive sample of 16 nurse or midwife research fellows who were funded to undertake full-time PhDs. Gaining ethical clearance for their studies was reported as an early ‘rite of passage’ in the category of ‘labouring the doctorate’. This article penetrates the complexities in Irish clinical research ethics by describing the practices these nurse and midwife researchers encountered and the experiences they had. The key issue of representation that occurred in the context of ‘medicalized’ research ethics is further explored including its meaning for nursing or midwifery research.
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Sakala, Betty Kambeja. "Factors Influencing Midwifery Clinical Decision-making." International Annals of Science 7, no. 1 (May 10, 2019): 28–32. http://dx.doi.org/10.21467/ias.7.1.28-32.
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Clinical decision-making is an important element in midwifery practice. Midwives are required to have a sound knowledge to manage complications during childbirth. Any misjudgement by a midwife may lead to adverse birth outcomes. The aim of this paper is to review factors that contribute to clinical decision-making of midwives. This was achieved by reviewing published research articles. Studies have shown that shortage of human and material resources, poor skill mix, absence of mentors and lack of autonomy are some of the contributing factors that may affect midwives’ decision-making.
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Menage, Diane, Ceinwyn Hogarth, and Eleanor Batting. "Safety netting in midwifery." British Journal of Midwifery 30, no. 11 (November 2, 2022): 652–58. http://dx.doi.org/10.12968/bjom.2022.30.11.652.
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Providing clear, accurate and timely information to women and their families is central to the role of the midwife. It is key to empowering women to make informed decisions and promotes both safety and quality of care. The term ‘safety netting’ has been described as sharing information to help people identify the need to seek further help if their condition fails to improve, changes or if they have concerns about their health. While safety netting is a familiar term in some fields of medicine, it is rarely used in midwifery. This article discusses how safety netting could be a useful concept for midwifery and proposes a framework for providing safety net information. The article includes a clinical scenario that considers how the framework supports clear and comprehensive communication, and a student midwife perspective that reflects on different aspects of safety netting, its teaching and the practice experience. Clear teaching of safety netting has potential advantages for midwifery education and practice.
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Martin, Caroline J. Hollins, Elaine Beaumont, Gail Norris, and Gavin Cullen. "Teaching Compassionate Mind Training to help midwives cope with traumatic clinical incidents." British Journal of Midwifery 29, no. 1 (January 2, 2021): 26–35. http://dx.doi.org/10.12968/bjom.2021.29.1.26.
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Compassionate Mind Training (CMT) is taught to cultivate compassion and teach midwives how to care for themselves. The need to build midwives' resilience is recognised by the Nursing and Midwifery Council (NMC), who advocate that mental health coping strategies be embedded into the midwifery curriculum. In this respect, CMT can be used as a resilience-building method to help midwives respond to self-criticism and threat-based emotions with compassion. The underpinnings of CMT involve understanding that people can develop cognitive biases or unhelpful thinking patterns, co-driven by an interplay between genetics and the environment. Within this paper, the underpinning theory of CMT and how it can be used to balance psychological threat, drive, and soothing systems are outlined. To contextualise the application to midwifery practice, a traumatic incident has been discussed. Teaching CMT has the potential to improve professional quality of life, and reduce midwife absence rates and potential attrition from the profession.
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Hartz, Donna L., Jan White, Kathleen A. Lainchbury, Helen Gunn, Helen Jarman, Alec W. Welsh, Daniel Challis, and Sally K. Tracy. "Australian maternity reform through clinical redesign." Australian Health Review 36, no. 2 (2012): 169. http://dx.doi.org/10.1071/ah11012.
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The current Australian national maternity reform agenda focuses on improving access to maternity care for women and their families while preserving safety and quality. The caseload midwifery model of care offers the level of access to continuity of care proposed in the reforms however the introduction of these models in Australia continues to meet with strong resistance. In many places access to caseload midwifery care is offered as a token, usually restricted to well women, within limited metropolitan and regional facilities and where available, places for women are very small as a proportion of the total service provided. This case study outlines a major clinical redesign of midwifery care at a metropolitan tertiary referral maternity hospital in Sydney. Caseload midwifery care was introduced under randomised trial conditions to provide midwifery care to 1500 women of all risk resulting in half of the publicly insured women receiving midwifery group practice care. The paper describes the organisational quality and safety tools that were utilised to facilitate the process while discussing the factors that facilitated the process and the barriers that were encountered within the workforce, operational and political context. What is known about the topic? Caseload midwifery models of care have been established in a variety of community based and hospital settings throughout Australia with a reported reduction in clinical intervention rates while maintainning safety of mothers and babies. What does this paper add? This case study illustrates the strategies used to achieve a large sustainable clinical service redesign project based on the introduction of the caseload midwifery model of care. What are the implications for practitioners? Establishing midwifery group practice care within the mainstream maternity services has far reaching implications for the retention and recruitment of midwives and the improvement of clinical outcomes in childbirth.
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Tweedie, Kirsty, Jodie Yerrell, and Kenda Crozier. "Collaborative coaching and learning in midwifery clinical placements." British Journal of Midwifery 27, no. 5 (May 2, 2019): 324–29. http://dx.doi.org/10.12968/bjom.2019.27.5.324.
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The model of coaching and collaborative learning is based on the nursing model of collaborative learning in practice developed at University of East Anglia and supported by Health Education East of England. The model was adapted to fit the midwifery antenatal and postnatal ward, where it was trialled between September 2016 and August 2017. During the trial, students, coaches, mentors and other staff on the ward were supported by the clinical education midwife. Evaluation data were collected in the normal module evaluations and showed overall satisfaction with the model and the opportunities for sharing learning. The model is now being rolled out to other placement areas. Keys to success included good preparation of the clinical placement areas and supported from a practice educator.
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Jefford, Elaine, and Julie Jomeen. "“Midwifery Abdication”:A Finding From an Interpretive Study." International Journal of Childbirth 5, no. 3 (2015): 116–25. http://dx.doi.org/10.1891/2156-5287.5.3.116.
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BACKGROUND: Good clinical reasoning in midwifery is essential for the safety and quality of the care for women and babies. Midwives, as autonomous practitioners, are held legally and professionally accountable for their clinical reasoning, decisions, and the care they provide. Yet there is contested space between being accountable to the woman (and her birth experience) and being accountable to legal and professional frameworks and regulations. This places the midwife in a vulnerable position. This vulnerability is explored in this article.METHODOLOGY: The narratives of 6 midwives who were interviewed as part of a larger study were subjected to an inductive thematic analysis. Trustworthiness and rigor of the study was assured by careful monitoring of the research process and data checking.RESULTS: Although potentially unpalatable to the midwifery profession, we feel it is important to acknowledge that a concept called Midwifery Abdication does perhaps exist. Our assertion is underpinned by 3 key themes: “internalized perceptions of midwifery practice,” “knowing but failing to act,” and “prioritization of the woman’s needs.” Although this may be an unconscious act, it may be part of a conscious thought process which is influenced by internal and external factors. The result is loss of one’s professional voice. Midwifery Abdication introduces a level of risk, in changing clinical situations, which require a reconsideration and potential renegotiation of maternal choices and decisions.CONCLUSION: Some midwives appear to abdicate their professional decision-making role. Midwives must practice within their country’s legislative framework, which is complemented by their regulatory authority codes of professional conduct, standards, and ethics. Midwifery Abdication undermines the safety and efficacy of midwifery practice and thus destabilizes our right to claim professional autonomy.
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Hunt, Sheila C. "Clinical credibility in midwifery education." British Journal of Midwifery 6, no. 6 (June 4, 1998): 369. http://dx.doi.org/10.12968/bjom.1998.6.6.369.
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Morikawa, Yuki, Yukari Watanabe, Mayumi Yamauchi, Mayumi Yamamoto, Mamoru Morikawa, Kazumi Ishibiki, Mai Ohtomo, Michiko Miyazaki, and Keiko Nakamura. "Educational significance and challenges of conducting the objective structured clinical examination twice for midwifery students before and after clinical training: A longitudinal single university study during 2014–2019 in Japan." PLOS ONE 17, no. 12 (December 1, 2022): e0278638. http://dx.doi.org/10.1371/journal.pone.0278638.
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This study aimed to clarify the educational significance and issues associated with administering the objective structured clinical examination (OSCE) twice to midwifery students, i.e., before and after clinical training. In Sapporo City University in Japan, 37 assessment items of the OSCE were configured as “Overall,” with 17 items as midwifery’s normal delivery preparation (Part 1) and 20 items as midwifery’s normal delivery assistance (Part 2). All students had attended lectures with textbooks. The first and second OSCEs were conducted before and after the clinical training, respectively. The scores of 54 students were retrospectively analyzed over 6 years (2014–2019). The results of the first and second OSCEs were compared. Statistical analysis was performed using Mann–Whitney U test, Wilcoxon signed rank-sum test, Fisher’s exact test, and analysis of variance. The mean scores for “Overall” [0–37], “Part 1” [0–17], and “Part 2” [0–20] in the second OSCEs were significantly higher than those in the first OSCE (Overall: 22.7 vs 19.3, Part 1: 9.50 vs 7.71, Part 2: 13.2 vs 11.6, p<0.05, respectively). Regarding “Overall” and “Part 1,” a positive correlation was observed between the first and second OSCEs, wherein the full scores of “Part 1,” converted from 17 to 20 points to match the full scores of “Part 2,” were significantly lower than those of Part 2 (p<0.05, respectively). There was a positive correlation between the scores of the first and second OSCEs in “Part 1” and “Part 2” (p<0.05). The scores increased between the two OSCEs, and participants could objectively grasp the knowledge and skills. The OSCEs conducted twice were useful in skilling-up the normal delivery preparation and assistance skills of midwifery students. However, developing an advanced educational method might be necessary for the midwifery students’ preparation of normal delivery, because the scores in the OSCEs were lower.
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Folliard, Kelda J. "Future clinical academic midwife." British Journal of Midwifery 30, no. 6 (June 2, 2022): 346–51. http://dx.doi.org/10.12968/bjom.2022.30.6.346.
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Clinical academic career pathways for nurses, midwives and allied health professionals are a strategic priority for NHS England, and there has been significant investment in the National Institute of Health Research integrated clinical academic programme for non-medical healthcare professionals. Nurses, midwives and allied health professionals face numerous barriers to successfully building a clinical academic career. For those outside the integrated clinical academic programme, clinical academic career approaches are varied and often driven by individual practitioners rather than robust organisational processes or strategy. The vision of ‘future midwife’ is that midwives maximise opportunities in research and scholarship. However, there is little clarity about how these academic aspirations may be supported. This reflective lived experience discussion paper explores key issues around clinical academic midwifery careers, including how space for clinical academic midwives can be assured and the steps midwives can take to start to develop this rewarding and important career.
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McIntyre, Meredith J., Alison M. Patrick, Linda K. Jones, Michelle Newton, Helen McLachlan, Jane Morrow, and Harriet Morton. "Managing projected midwifery workforce deficits through collaborative partnerships." Australian Health Review 36, no. 1 (2012): 75. http://dx.doi.org/10.1071/ah11020.
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To address workforce shortages, the Australian Government funded additional nursing and midwifery places in 2009 pre-registration courses. An existing deficit in midwifery clinical placements, combined with the need to secure additional clinical placements, contributed to a serious shortfall. In response, a unique collaboration between Midwifery Academics of Victoria (MIDAC), rural and metropolitan maternity managers (RMM and MMM) groups and Department of Health (DOH) Victoria was generated, in order to overcome difficulties experienced by maternity services in meeting the increased need. This group identified the large number of different clinical assessment tools required to be being completed by midwives supervising students as problematic. It was agreed that the development of a Common Assessment Tool (CAT) for use in clinical assessment across all pre-registration midwifery courses in Victoria had the potential to reduce workload associated with student assessments and, in doing so, release additional placements within each service. The CAT was developed in 2009 and implemented in 2010. The unique collaboration involved in the development of the CAT is a blueprint for future projects. The collaboration on this project provided a range of benefits and challenges, as well as unique opportunities for further collaborations involving industry, government, regulators and the tertiary sector. What is known about this topic? In response to current and predicted workforce shortages, the Australian Government funded additional midwifery places in pre-registration midwifery courses in 2009, creating the need for additional midwifery student clinical placements. Victorian midwifery service providers experienced difficulty in the supply of the additional placements requested, due to complex influences constraining clinical placement opportunities; one of these was the array of assessment tools being used by students on clinical placements. What does this paper add? A collaborative partnership between MIDAC, RMM and MMM groups, and the DOH identified a range of problems affecting the ability of midwifery services to increase clinical placements. The workload burden attached to the wide range of clinical assessment tools required to be completed by the supervising midwife for each placement was identified as the most urgent problem requiring resolution. The collaborative partnership approach facilitated the development of a CAT capable of meeting the needs of all key stakeholders. What are the implications for managers and policy makers? Using a collaborative partnership workshop approach, the development of a clear project focus where all participants understood the outcome required was achieved. This collaboration occurred at multiple levels with support from the DOH and was key to the success of the project. The approach strengthens problem solving in situations complicated by competing influences, a common occurrence in health service delivery, and where unilateral approaches have not or are unlikely to succeed.
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., Yanti. "MENINGKATKAN KOMPETENSI KLINIK MAHASISWA MELALUI MODEL PEMBELAJARAN KLINIK COC DALAM PENDIDIKAN KEBIDANAN." Jurnal Kebidanan 9, no. 02 (January 3, 2018): 181. http://dx.doi.org/10.35872/jurkeb.v9i02.320.
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ABSTRAKPendahuluan : Hasil belajar tentang praktik klinik kebidanan selama pendidikan berhubungan secara bermakna dengan kinerja bidan dalam memberikan asuhan kebidanan. Salah satu upaya untuk meningkatkan kualifikasi bidan adalah dengan menerapkan model Continuity of Care (CoC) dalam pendidikan klinik. Metode Penelitian : Rancangan penelitian ini adalah eksperimen semu. Penelitian ini melibatkan seluruh mahasiswa kebidanan tingkat akhir dari 2 institusi pendidikan bidan di Indonesia pada tahun akademik 2013/2014. Ada 54 mahasiswa dari satu institusi yang mengikuti praktik klinik selama 6 bulan dengan menerapkan model pembelajaran CoC dan 52 mahasiswa dari institusi lain sebagai kelompok kontrol yang menerapkan model pembelajaran klinik konvensional yaitu model target kasus. Untuk menganalisis perbedaan kompetensi mahasiswa dalam asuhan kebidanan antara kedua kelompok menggunakan independent T-test dengan SPSS. Hasil dan pembahasan : Tidak terdapat perbedaan bermakna diantara kedua kelompok sebelum perlakuan. Terdapat perbedaan bermakna antara kedua kelompok setelah praktik klinik (p < 0.01). Skor rata-rata mahasiswa dengan model CoC (96.69) lebih tinggi dibanding mahasiswa kelompok kontrol (88.17). Model pembelajaran CoC terbukti sebagai sebuah kesempatan belajar yang unik bagi mahasiswa untuk mencapai kompetensi asuhan kebidanan. Dengan pendampingan perempuan dan membangun relasi yang efektif menawarkan kepada mahasiswa suatu cara yang unik untuk memperoleh lebih banyak pengalaman nyata tentang peran bidan. Tidak ada kematian ibu dalam penelitian ini. Simpulan : Siswa yang mengikuti pembelajaran klinik model CoC lebih kompeten dalam asuhan kebidanan baik pada masa kehamilan, persalinan maupun nifas. Model pembelajaran CoC juga dapat meningkatkan status kesehatan perempuan.Kata kunci : Pembelajaran klinik kebidanan, kompetensi asuhan kebidanan, filosofi asuhan kebidanan, Continuity of Care.IMPROVING STUDENTS CLINICAL COMPETENCIES THROUGH COC CLINICAL LEARNING MODEL IN MIDWIFERY EDUCATIONABSTRACTIntroduction : The learning outcomes of midwifery clinical practice during education are significantly associated with a midwives performance in providing midwifery care. One of the efforts to increase the midwives qualification is by implementing Continuity of Care (CoC) model in the clinical education. Research method : We used a quasi-experiment design. This study was conducted to all final year midwifery students at two schools of midwifery in Indonesia. There were 54 students from one school who attended 6 months clinical placement using the CoC learning model and 52 students from the other school as the control group who underwent the conventional clinical placement which was a more fragmented care learning model. The independent T-test using SPSS was used to analyse the differences of students competencies in midwifery care between the two groups. Result and discussion : There were no significant differences between the groups before intervention. There were significant differences between the two groups after clinical training (p < 0.01). The mean score of post-clinical of students with the CoC clinical learning model (96.69) was higher than that of the students in the control group (88.17). The CoC clinical learning model was proved as a unique learning opportunity for students to achieve midwifery care competencies. Being aligned with women and developing effective relationships with them offered the students a unique manner to gain more real experiences about the role of midwife. Zero maternal mortality rate was found in the experiment group. Conclusion : We strongly suggest that the clinical placement with a CoC learning model is more likely to increase students’ achieving of midwifery care competencies, increase the clinical care, and at the same time increase the health benefits for women.Keywords : Midwifery clinical learning, midwifery care competencies, midwifery care philosophy, Continuity of Care.
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Sweet, Linda P., Pauline Glover, and Tracey McPhee. "The midwifery miniCEX – A valuable clinical assessment tool for midwifery education." Nurse Education in Practice 13, no. 2 (March 2013): 147–53. http://dx.doi.org/10.1016/j.nepr.2012.08.015.
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RAPAPORT, Zofia, and Stefan COJOCARU. "ADAPTATION AND VALIDATION OF THE LEARNING STYLES QUESTIONNAIRE – VARK TO MIDWIFERY EDUCATION – ME-VARK." Social Research Reports 11, no. 3 (November 15, 2019): 108–23. http://dx.doi.org/10.33788/srr11.3.8.
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The research objective is to adapt and validate the VARK questionnaire on learning styles (Fleming, 2001, 2008) to the discipline of midwifery education in nursing – ME-VARK. The four major learning styles are: Visual, Auditory Read/write and Kinesthetic. From a sociological point of view, the working relationship between preceptor (midwife) and preceptee (student) contributes to the student's professional learning (self-efficacy in midwifery) and to the social formation of the students' identity as a midwifery practitioner. Therefore, matched learning styles between them are important for successful training, particularly in clinical practice. In order to construct the ME-VARK, following an in-depth literature review, and a documental analysis, a focus group and a Delphi procedure with in-depth literature review interviews were used to expose the subjective meanings of preceptorship relations as a social construct. Three expert-midwives that also were experienced preceptors participated in the focus group, and ten expert judges participated in six Delphi rounds (a total of 15 judgements). They were requested to propose items/responses relevant to midwifery education and then to validate the new ME-VARK. The results indicate that the chosen items are suitable to measure knowledge, competencies and learning styles in midwifery education. The adapted ME-VARK is relevant to midwifery education and encompasses the main labor stages, the central types of learning via preceptorship, and the essential topics in midwifery profession (exclusiveness). All items are relevant only to midwifery education (inclusiveness). The adapted ME-VARK was found to have all psychometric attributes: Content and construct validity, as well as face validity.
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Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination." British Journal of Midwifery 28, no. 2 (February 2, 2020): 115–19. http://dx.doi.org/10.12968/bjom.2020.28.2.115.
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Background The newborn and infant physical examination (NIPE) is a screening programme now undertaken by specially trained midwives. It is increasingly a feature within pre-registration midwifery educational programmes. Objectives To explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Method This study was conducted using interpretative phenomenological analysis (IPA). Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the benefits of student midwife exposure to practical aspects of NIPE. Conclusions Findings indicate that standardisation is required with NIPE education and clinical practice. Preceptorship programmes must effectively prepare newly qualified midwives to undertake the NIPE role. Higher educational institutes must provide greater support to the midwives providing mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role following qualification as a midwife.
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Latta, Summer, Mary Ann Faucher, Sarah Brown, and Martha Bradshaw. "International Clinical Experience for Midwifery Students." Journal of Midwifery & Women's Health 56, no. 4 (July 2011): 382–87. http://dx.doi.org/10.1111/j.1542-2011.2011.00035.x.
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Tagutanazvo, Oslinah Buru, and Patricia Thuli Mngadi. "Clinical teaching in midwifery: an overview." African Journal of Midwifery and Women's Health 3, no. 3 (July 17, 2009): 147–52. http://dx.doi.org/10.12968/ajmw.2009.3.3.147.
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Powls, Lucinda. "A short history of clinical midwifery." Midwifery 12, no. 2 (June 1996): 100. http://dx.doi.org/10.1016/s0266-6138(96)90014-5.
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Zulfita, Zulfita, Eka Putri Primasari, and Putri Nelly Syofiah. "ANALISIS KELENGAKAPAN PENDOKUMENTASIAN PELAYANAN KEBIDANAN DI WILAYAH KERJA PUSKESMAS LUBUKBUAYA KOTA PADANG." Human Care Journal 5, no. 3 (June 30, 2020): 827. http://dx.doi.org/10.32883/hcj.v5i3.845.
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<p><em>Midwifery documentation has a large portion in the patient's clinical record that informs certain factors or situations during the midwifery care provided. In Puskesmas Lubuk Buaya, there are 94.12% of midwives who dont report the documentation of midwifery perfectly in according to requirements that must be reported. The research aims to analyze problems related to the completeness of midwife documentation of midwifery services in the work area of Puskesmas Lubuk Buaya. The method of this study is qualitative. This research was conducted in August - October 2019. The results of research was founded, Puskesmas Lubuk Buaya had followed according to government policy. Funding, human resources and infrastructure are quite adequate, just how to use and optimize it and how disciplined the officers are in using it. The planning of the Puskesmas Lubuk Buaya has been going well. However, for the completeness of documentation of midwives in providing midwifery services, SOAP documentation has not been applied to each patient. Midwives tend not to make SOAP because SOAP is not a mandatory report that must be reported every month to the Puskesmas. Evaluations are reviewed when submitting monthly report collections which are then recapitulated by the Puskesmas in the Puskesmas monthly report.</em></p>
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Ekelin, Maria, Linda J. Kvist, and Eva K. Persson. "Midwifery competence: Content in midwifery students׳ daily written reflections on clinical practice." Midwifery 32 (January 2016): 7–13. http://dx.doi.org/10.1016/j.midw.2015.10.004.
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Sweet, Linda, Amanda Henderson, Joanne Gray, Margaret Barnes, Lois McKeller, and Maryam Bazargan. "Australian Midwifery Standards Assessment Tool: A valid midwifery clinical practice assessment tool." Women and Birth 30 (October 2017): 14. http://dx.doi.org/10.1016/j.wombi.2017.08.036.
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Roberts, Evette Sebastien. "How do risk management principles fit in with the reality of clinical midwifery?" British Journal of Midwifery 27, no. 11 (November 2, 2019): 703–10. http://dx.doi.org/10.12968/bjom.2019.27.11.703.
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Background Risk assessment and management has become a key focus in midwifery practice, in light of failings in maternity care. Whilst studies have explored risk management within healthcare, it has not looked at its impact on normal midwifery practice. Aim To review the literature exploring how risk management principles fit with clinical midwifery. Methods A literature search was undertaken electronically as well as a search by hand. Nine papers were identified as suitable for the literature review. Data was extracted and used to inform the themes. Findings Three themes were identified: midwives being with women; midwives and normality, and increased sensitivity to risk; and organisational risk technologies and blame. Conclusion There is a mismatch between clinical midwifery culture and risk management. Risk categorisation and increasing risk surveillance clearly have an impact on midwifery practice. However, more research is needed to explore how midwives navigate around these systems.
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Selvia, Anisya, Wiwik Kusumawati, Herlin Fitriani, and Mufdlillah Mufdlillah. "The evaluation of objective structure clinical examination (OSCE) implementation within midwifery school." Journal of Health Technology Assessment in Midwifery 2, no. 1 (May 23, 2019): 40–49. http://dx.doi.org/10.31101/jhtam.914.
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Assessment during pre registration in midwifery school is one of the necessary process which need to be concerned as it would strengthen the quality of the graduation. It also could become a tool to evaluate ability and competency of the pre registration midwifery student. There is an evaluation which applied in Indonesian midwifery school as national standard i.e. OSCE in which is considered could fulfil the validity, reliability and feasibility within Indonesian context. This study aimed to evaluate the implementation of OSCE among midwifery school in Yogyakarta. This research was a mixed methods study used sequential explanatory design method i.e. quantitative phase and qualitative phase. Analytic descriptive study was applied in quantitative phase, whilst a case study was applied in qualitative phase. Quantitative data collection was conducted by using a checklist sheet and analyzed by using descriptive analysis, whilst qualitative data by using in-depth interviews and analyzed by using content analysis. The quantitative result show that the implementation of OSCE among midwifery schools in Yogyakarta has score 68 out of 92. The qualitative analysis showed that OSCE was challenging to be implemented due to technical problems such as broken media of assessment, different phantom model in delivery stages, assessor has been late, assessment rooms were not conducive and there were limited model who skilled as OSCE model. Conclusion: Standardized OSCE implementation has not been carried out properly in midwifery school. Therefore there is a need of national evaluation of the OSCE itself in order to understand the real condition across Indonesian midwifery school.
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Fullerton, Judith T., Atf Ghérissi, Peter G. Johnson, and Joyce B. Thompson. "Competence and Competency: Core Concepts for International Midwifery Practice." International Journal of Childbirth 1, no. 1 (2011): 4–12. http://dx.doi.org/10.1891/2156-5287.1.1.4.
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The global health community has implemented several initiatives over the past in the interest of accelerating country-by-country progress toward the Millennium Development Goal of improving maternal health. Skilled attendance at every birth has been recognized as an essential component of approaches for reducing maternal and perinatal morbidity and mortality.Midwives have been acknowledged as a preferred cadre of skilled birth attendant. The International Confederation of Midwives (ICM) speaks for the global community of fully qualified (professional) midwives. The ICM document entitledEssential Competencies for Basic Midwifery Practiceis a core policy statement that defines the domains and scope of practice for those individuals who meet the international definition of midwife. This article explores the meaning of competence and competency as core concepts for the midwifery profession. An understanding of the meaning of these terms can help midwives speaking individually at the clinical practice level and midwifery associations speaking at the policy level to articulate more clearly the distinction of fully qualified midwives within the skilled birth attendant and sexual and reproductive health workforce. Competence and competency are fundamental to the domains of midwifery education, legislation, and regulation, and to the deployment and retention of professional midwives.
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Ebert, Lyn, Olivia Tierney, and Donovan Jones. "Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships." Nurse Education in Practice 16, no. 1 (January 2016): 294–97. http://dx.doi.org/10.1016/j.nepr.2015.08.003.
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Clements, Vanessa, Deborah Davis, and Jennifer Fenwick. "Continuity of Care: Supporting New Graduates to Grow Into Confident Practitioners." International Journal of Childbirth 3, no. 1 (2013): 3–12. http://dx.doi.org/10.1891/2156-5287.3.1.3.
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AIM:This article describes how newly qualified midwives experienced their rotation into birth suite and a continuity of midwifery care model. The findings are part of a larger study that aimed to describe graduate midwives’ expectations and experiences of their transition to practice.BACKGROUND:Knowledge and understanding of how midwives make the transition from student to registered midwife remain limited. However, the literature suggests that this time is a critical period for a new graduate. Although transition support programs for midwives exist in New South Wales, Australia, there appears to be an ad hoc approach to their design, implementation, and effectiveness.METHOD:A descriptive qualitative approach to elicit the experiences of 38 newly qualified Australian midwives. Telephone interviews and focus groups were used to collect the data. Content analysis was used to analyze the data set.FINDINGS:The birthing environment was identified as the clinical area, which elicited the greatest level of apprehension for the midwives, whereas those with the opportunity to rotate into a midwifery continuity of care model rated the experience positively.CONCLUSION:The findings of the study suggest that the newly graduated midwives felt a sense of social and professional belonging to the midwifery continuity of care models in which they worked.KEYWORDS:newly graduated midwife; transition support programs; birth suite; models of care; continuity of care; hierarchy
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Simane-Netshisaulu, Khathutshelo G., and Maria S. Maputle. "Clinical Practice of Midwifery Graduates During Community Service Placement, Limpopo Province South Africa." Global Journal of Health Science 11, no. 10 (August 16, 2019): 97. http://dx.doi.org/10.5539/gjhs.v11n10p97.
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Midwifery graduates are placed in health facilities for community service during their first year of practice. The purpose of the study was to explore how midwifery graduates experienced their clinical practice during community service placement in Limpopo province. A qualitative study which is explorative and descriptive in nature was conducted in five selected hospitals. Population comprised of all midwifery graduates who have undergone a comprehensive nursing programme regulated by R425 of 19 February 1985, as amended; working in selected hospitals. Non-probability, purposive sampling method was used to select five graduates working in maternity unit of each selected hospital. Sample comprised of twenty-five participants. In-depth face to face interviews were used to collect data. Findings revealed that graduates experienced differences between theory and practice at different levels. Loss of students’ status, high level of responsibility and inadequate clinical learning opportunities made their transition difficult. In conclusion, graduates felt exposed to two different worlds of midwifery practice resulting in frustration and reality shock. Study recommends that midwifery training programme include opportunities to discuss realities of transition period, to enable graduates to deal with midwifery issues in a real and practical situation. Mentors should help graduates to bridge the gap between theory and practice. Structured support programmes should be offered to alley feelings of fear and insecurity resulting from increased levels of responsibility and accountability graduates are faced with.
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Fadilah, Lola Noviani, Farid Husin, Juntika Nurihsan, and Tria Giri Ramdani. "REFLECTIVE LEARNING IN CHILDBIRTH CARE TO IMPROVE SELF-CONFIDENCE OF MIDWIFERY STUDENTS." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 9, no. 3 (November 16, 2020): 269. http://dx.doi.org/10.22146/jpki.37925.
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Background: Childbirth care is the core competency of a midwife which is found in midwifery education. Midwifery students must be equipped with the competencies. Self-confidence is an internal factor affecting the professional knowledge and competence of midwives. Low self-confidence shows in the practice of childbirth care thus the condition can be an indicator of the performance of a less-competent midwife in the future. Practice learning methods that support increased confidence should direct students to self-study based on experience so that it can solve the problem. Knowing the advantage of this method, it is valuable if reflective learning is implemented to improve self-confidence. The study aimed to analyse the influence of reflective learning on childbirth care practice for the improvement of student confidence.Methods: This research employed a quasi-experimental control group design, involving all midwifery students of semester IV at midwifery department that divided into treatment and control groups. The treatment is the implementation of reflective learning in laboratory and clinical practice. The confidence score was obtained by using questionnaires before and after treatment. Analysis of the characteristic data and pre-test with normal distribution using an unpaired T test. While the post-test and percent increased score were not distributed normally, therefore Mann-Whitney U was tested.Results: It was revealed that there was no difference in the characteristics of respondents and pre-tests (p > 0.05). There were significant differences in post-test and percent increase (P < 0.05). Conclusion: Reflective learning can improve students’ confidence in childbirth care. Keywords: reflective learning, confidence, childbirth care.
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Mauri, Paola Agnese, Ivan Cortinovis, Norma Nilde Guerrini Contini, and Marta Soldi. "Midwifery Education Institutions in Italy Creation and Validation of Clinical Preceptors’ Assessment Tool: Students’ and Expert Midwives’ Views." Nursing Reports 10, no. 2 (December 16, 2020): 172–81. http://dx.doi.org/10.3390/nursrep10020021.
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Background: The aim of the study is to create and validate a midwifery preceptor’s evaluation form to be used by midwifery students. The International Confederation of Midwives recommends that clinical placements need to be supervised by a preceptor in order to be efficient for students who, in this way, gain competence and proper practice within the midwifery practical area. Methods: This is an observational multi-center transversal study and leads to the validation of an evaluation questionnaire. Methodically, the following steps were followed: literature review, focus group with midwifery students, meeting between expert midwives, creation of the preceptor’s assessment form, filling in of the forms by midwifery students and expert midwives, and validation of the form. The study was carried out in eight Italian universities and included eighty-eight midwifery students and eight midwives. Results and Conclusion: A midwifery preceptor’s assessment questionnaire was created made up of four attribute areas which, as a total, included 33 items. Cronbach’s alpha score was calculated after examining the forms filled in by students and expert midwives. An alpha score of 0.97–0.85 was obtained. The result was Pearson Correlation Coefficient r = 0.78.
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McEwan, Tom. "The value of clinical mnemonics." British Journal of Midwifery 28, no. 7 (July 2, 2020): 398–99. http://dx.doi.org/10.12968/bjom.2020.28.7.398.
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Mudokwenyu-Rawdon, Christina. "Talking clinical audit for improving midwifery care." African Journal of Midwifery and Women's Health 9, no. 3 (July 2, 2015): 93. http://dx.doi.org/10.12968/ajmw.2015.9.3.93.
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Rance, Sharon, and Linda Sweet. "Developing clinical teaching capacities of midwifery students." Women and Birth 29, no. 3 (June 2016): 260–68. http://dx.doi.org/10.1016/j.wombi.2015.12.002.
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Mudokwenyu-Rawdon, Christina, Unice Goshomi, and Pisirai Ndarukwa. "Student midwives' self-assessment of factors that improve or reduce confidence in clinical practice during a 1-year training period in Zimbabwe." African Journal of Midwifery and Women's Health 14, no. 2 (April 2, 2020): 1–9. http://dx.doi.org/10.12968/ajmw.2019.0023.
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Background/Aims Several studies demonstrate that midwifery students do not feel confident in their ability to practice independently post-qualification, both globally and in Zimbabwe. To build competence, it is critical that midwives are encouraged to assess factors that improve or reduce their confidence in clinical practice. This study aimed to explore factors enhancing or reducing midwifery students' confidence in clinical practice in Zimbabwe, following a 1-year training course. Methods A total of 300 midwifery students from 22 government midwifery training schools in Zimbabwe participated in a cross-sectional survey that assessed self-confidence at completion of a 1-year training course. Students responded to the question ‘What factors improved or reduced your confidence in clinical area during training?’ Thematic analysis was used to describe and interpret students' responses. Results The main theme taken from students' answers was that resource availability in the clinical learning environment is key. There were four sub-themes: (1) the midwifery education programme, (2) teaching-learning methodologies, (3) clinical instructor/supervisor professional behaviour, and (4) student fear and insecurity. Conclusions Confidence development is a process to be cultivated and nurtured in students during midwifery training. Student midwives are faced with multiple factors inherent to an unsupportive clinical learning environment, which negatively impacts their confidence. These include shortages of resources and the attitudes and teaching practices of supervisors or instructors. Focus should be given to creating a supporting clinical learning environment, to improve students' confidence and competence.
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Syafira, Nadia Sherli, Muhammad Miftahussurur, and Endyka Erye Frety. "ANXIETY LEVEL OF MIDWIFERY CLINICAL STUDENTS DURING COVID-19 PANDEMIC." Indonesian Midwifery and Health Sciences Journal 6, no. 4 (October 28, 2022): 329–40. http://dx.doi.org/10.20473/imhsj.v6i4.2022.329-340.
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Introduction: Clinical midwifery students experience higher anxiety than the general population during COVID-19 pandemic. The higher level of anxiety is due to pressure in their clinical learning environment. This study will explore the effect of the clinical learning environment on the increased anxiety in midwifery students during the COVID-19 pandemic. Method: This prospective cross-sectional study was conducted on 82 clinical midwifery students at Airlangga University using an online survey. We excluded students who had not started clinical studies and students with pre-existing medical or comorbid psychiatric conditions that could explain the pain. Information from participants included socio-demographic, clinical learning environment questionnaire, and Hamilton Rating Scale for Anxiety (HRS-A). Results: The study showed that most of the respondents aged 20-27 years (73.2%), in the second semester (76.8%), living in boarding houses/contracts (74.4%), unmarried status (75.6%), the level of family income is very high (68.3%), and the perception of a poor clinical learning environment (51.2%). Participants experienced no anxiety the most (52.4%) and significantly correlated with the age p=0.047, domicile status p=0.076, and clinical learning environment p=0.008. But not their semester p=0.991, marital status p = 0.406, and family income p=0.872. Conclusion: These data indicate that age, domicile status, and clinical learning environment contribute to the incidence of anxiety in midwifery clinic students during the COVID-19 pandemic.
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Rukiyah, Ai Yeyeh, Iim Wasliman, and Supyan Sauri. "Education Quality Management of Midwife Clinical Laboratory in Improving Graduates' Competence." Jurnal Pendidikan Nusantara 1, no. 1 (December 17, 2021): 21–35. http://dx.doi.org/10.55080/jpn.v1i1.3.
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Higher Education has the function of developing capabilities in order to educate the nation's life in accordance with Law Number 12 of 2012 concerning Higher Education. The aim of this research is to analyze and describe in depth through a field study of the quality manajement of midwifery clinical laboratories in increasing the competence of graduates (case studies of midwifery practice at Polytechnic Bhakti Asih Purwakarta and Stikes Kharisma Karawang. The research method in this dissertation used a qualitative approach. Data were collected using in-depth interviews, observation, and documentation study. The data of this study were checked for correctness and reliability through the triangulation process. Based on the results of the research, the implementation process of the midwifery clinical laboratory practice learning at the Bhakti Asih Polytechnic of Purwakarta and Stikes Kharisma Karawang went well. The method taught to students when conducting laboratory practice simulations makes a positive contribution to student competence and graduate competence. Weak points that arise in the implementation of learning are limitations in the infrastructure and facilities in each institution, and practice supervisors are still lacking in clinical experience in the field so that manajement has an impact on the quality of midwifery clinical laboratory manajement.
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Mukamana, Donatilla, Mieke Embo, Olive Tengera, Alice Muhayimana, Josephine Murekezi, Hilde DeGrave, Jean Pierre Ndayisenga, and Martin Valcke. "Perceptions of midwifery students, mentors, and supervisors on the use of clinical teaching portfolio in Rwanda." Journal of Nursing Education and Practice 10, no. 10 (July 6, 2020): 52. http://dx.doi.org/10.5430/jnep.v10n10p52.
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Background and objective: The clinical teaching portfolio is a practical tool for integrating theory and practice towards the growth of midwifery students. Both paper-based portfolios (PBP) and electronic portfolios (EP) are known and recognized as tools that can assist midwifery educators to develop students’ analytical and critical thinking. Hence, midwives are required to maintain a professional portfolio to reflect their development of knowledge, skills, and attitude. The aim of this study was to explore the perceptions of midwifery students, mentors, and supervisors about the use of paper-based and electronic clinical teaching portfolios.Methods: A qualitative descriptive design was carried out with 20 participants including midwifery students, mentors, and supervisors. Using purposive sampling, participants were recruited from two selected clinical teaching hospitals. All interviews were audio-recorded and transcribed verbatim by the research team members. Six steps of thematic analysis were followed during the inductive analysis of collected data. Results: Three themes emerged from data analyses which include clinical teaching and learning, encountering barriers in the use of the clinical teaching portfolio, and preference among the clinical teaching portfolio users.Conclusions: The findings of this study highlighted the importance of a clinical teaching portfolio in the promotion of midwifery clinical teaching. This study indicated that there is a need to respect the student-clinical instructor ratio and to equip the users with the required skills in order to fully benefit from the use of a clinical teaching portfolio.
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Kusumawati, Anis, Titi Savitri Prihatiningsih, and Yayi Suryo Prabandari. "Anxiety and Competence Achievement of Midwifery students During Midwifery Clinical Practice of Maternal Neonatal Emergency." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 2 (July 29, 2017): 116. http://dx.doi.org/10.22146/jpki.32257.
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Background: Anxiety is often experienced by students when following clinical education. Anxiety at moderate level is required for the learning process, but at high level it lowers the learning. The objective is to determine the level of anxiety, competency achievement, the relationship between them and the things that are perceived by the students and the clinical instructors when following clinical practice.Methods: A quantitative, cross sectional study using questionnaires to 42 midwifery students continued with the qualitative by in-depth interviews with three students and six clinical instructors.Results: The level of anxiety was no to mild anxiety by 19.05%, mild to moderate anxiety by 66.67%, and moderate to severe anxiety by 14.28%. Around 2.38% of the students earned a grade of a B, 45.24% earned a B + and 52.38% earned an A. The relationship between the level of anxiety and competency achievement was shown with an r value of -0.043.Conclusion: The level of anxiety in clinical practice of midwifery students was mild to moderate, and the competency achievement was excelent. There was a negative and very weak correlation between the level of anxiety and competency achievement. Things perceived by the student following clinical practice were a matter of personalization, innovation, individualization, involvement, task orientation, and satisfaction, while things perceived by the clinical instructors were a matter of time constraints, much work load, student preparedness, student ability level, challenge to patient, student motivation, and hospital environments.
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Metha, J. M., Juli Oktalia, and Panca Desristanto. "RECONSTRUCTING THE THINKING PROCESS OF MIDWIFERY CARE MANAGEMENT: AN ADDIE STUDY." Women, Midwives and Midwifery 1, no. 1 (January 22, 2021): 31–41. http://dx.doi.org/10.36749/wmm.1.1.31-41.2021.
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Background: Midwifery management process has been used as a guideline in clinical learning in midwifery. However, the management process that is used until currently has still been literally adopted from foreign sources which are not necessarily compatible with the understanding of most student midwives in Indonesia.
Purpose: this ADDIE study was therefore intended to formulate steps in the thinking process of clinical midwifery care. From this series of research steps, Nine Steps of J.M. Metha had been successfully composed.
Methods:This ADDIE (Analyze, Design, Develop, Implement, Evaluate) study was to formulate a clinical management mindset in midwifery. In the ‘develop’ section, R&D was used to create a product that could be used, for example, in the clinical learning of student midwives. In the ‘implement’ part, snow-ball sampling was used to extract the same anticipated data from the increasing number of participants. Finally, through FGD, participants’ opinions, which were selected from 3 people because of data saturation, were analyzed using a phenomenological approach to see the phenomena that existed in the use of the created products.
Results: The Nine Steps of J.M. Metha were formulated, i.e., See who comes, Listen to the client, Examine the client, Asses the client’s condition, Inform the client about their condition, Plan actions for care, Implement care having planned, Evaluate the care having implemented, and Return to number 1. Based on the opinions of the respondents, these nine steps had already resembled the real midwifery sequences in daily practices. It is then necessary to disseminate this simple, easy to apply midwifery thinking process for the sake of better quality of student midwives and midwifery practitioners.
Conclusion: These Nine Steps of J.M. Metha is likely to be suitable for use on the thinking process for midwifery care measures. A further study is therefore recommended with a larger scope of place and participants.
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Ulnang, Arijanti Susana, and Frans Salesman. "Clinical Leadership for Indonesian Midwifery Three Years Diploma Curricula from Australian Benchmarking." Global Journal of Health Science 15, no. 3 (February 27, 2023): 32. http://dx.doi.org/10.5539/gjhs.v15n3p32.
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Clinical leadership is the important skill to delivery better service in health care. The skills equip health practitioners to act autonomously, making decision, work collaboratively with other disciplines (Hendricks, Cope, & Harris, 2010). This skills is gained from education or training programs. In Indonesia, Midwifery diploma programs has no curricula attached clinical leadership unit. Meanwhile, graduated midwives is highly expected for being versatile workforce that is ready to be employed in health services with leaderships skills. Therefore, it is essentially important to equip diploma students in Indonesia with clinical leadership skills that incorporate within institutional curriculum. Objectives of this essay are to discuss the clinical leadership training in midwifery diplomas programs discuss how to incorporate clinical leadership training into curricula in Indonesian diploma programs, formulate what will be tough in clinical leadership unit for diploma students, determine when the clinical leadership unit will be tough. Method of this study is qualitative using case study approach. Results the clinical leadership skills that incorporated in midwifery diploma programs in Indonesia is important to develop midwives’ ability in managing complex responsibility in health care and particularly in delivering quality health service. Therefore, Indonesian midwifery organisations and education institutions, policy makers, users should collaborate for the initiation of clinical leadership and it is formed in the curricula.
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Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination: part 2." British Journal of Midwifery 28, no. 3 (March 2, 2020): 172–80. http://dx.doi.org/10.12968/bjom.2020.28.3.172.
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Background This is the second part of a series of two papers which explores the use of interpretative phenomenological analysis (IPA) within midwifery education in order to examine students' perspectives of the newborn infant physical examination (NIPE). Part one, featured in the British Journal of Midwifery volume 28, no 2, explains the background to the development of the study and explores the use of IPA within an emerging aspect of midwifery education. Part two of the series will present the research findings and implications for practice. Objectives This study aims to explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Setting A large university in the West Midlands geographical area. Participants Five student midwives were purposively selected to participate in the study. Methods This study was conducted using IPA. Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the significance of student midwives being exposed to the practical aspect of the NIPE during their training. Conclusions The study findings indicate that standardisation is required within preparation to undertake the NIPE within clinical practice. Higher educational institutes must also provide greater support with regards to the mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role within newly qualified midwives.
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Jefford, Elaine, Julie Jomeen, Frances Guy, Belinda Newcombe, and Colin Martin. "Applying a Midwifery-Specific Decision-Making Tool to Midwives’ Clinical Reasoning and Midwifery Practice When Managing a Woman’s Perineum in Labor: An Exploratory Study." International Journal of Childbirth 8, no. 1 (May 2018): 54–66. http://dx.doi.org/10.1891/2156-5287.8.1.54.
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Introduction: Many of the risk factors for perineal trauma are modifiable, and midwives are in an ideal position to mitigate such risks. To date, no investigation using a midwifery-specific decision-making tool has sought to determine how midwives make decisions within a midwifery philosophy/context or identify the factors that may contribute to that decision making about perineal management. We sought to apply such a tool to midwives’ narratives and explore their clinical reasoning and midwifery practice when managing a woman’s perineum in labor. Methods: A qualitative interview-based study with practicing midwives in one regional Australian maternity unit was conducted. The decision-making matrix specified by a psychometrically robust and validated measure of clinical decision making and midwifery practice-guided analysis. Results: Effective clinical decision making in response to perineal trauma is contingent on a heuristic and individualized “working hypothesis” that combines distinct elements of an optimal clinical decision-making process. Midwives’ narratives highlighted their ability to engage in some form of clinical reasoning. Some elements of midwifery practice was lacking within several midwives’ narratives, thus resulting in them abdicating their professional role.Conclusion: The manner and processes by which midwives engage effectively with perineal management are complex. However, a significant influence on this process appears to be recollections from original training in perineal management, which appears to be largely rote and taught by example. We recommend balance between practical experience and synthesis with current evidence within a midwifery philosophy to optimize perineal care and risk modification.
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Homel, Naomi. "An exploration of a student midwife's clinical statistics during placement in a private midwifery practice." Women and Birth 32 (September 2019): S11. http://dx.doi.org/10.1016/j.wombi.2019.07.183.
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Ashrafinia, Farzaneh, Masumeh Ghazanfarpour, Behnaz Bagherian, and Ommolbanin Heydari. "Explanation of the Midwifery Lecturers’ Experiences of the Challenges in an Undergraduate Midwifery Program: A Phenomenological Study." Journal of Qualitative Research in Health Sciences 11, no. 4 (December 31, 2022): 237–45. http://dx.doi.org/10.34172/jqr.2022.12.
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Background: Continuing professional development is an essential component of educational organizations in health care systems around the world. Such development has received attention in recent years with a broader perspective in the field of midwifery. Accordingly, the internal evaluation approach used to identify educational strengths and weaknesses can pave the way for a more purposeful future. This study aims to explore the experiences of midwifery lecturers of the challenges of the undergraduate educational program. Methods: This study employed a qualitative phenomenological approach using the data collected through individual interviews with midwifery lecturers at Kerman University of Medical Sciences, and analyzed from October to December 2020 for three months. To this end, eight semi-structured and in-depth interviews were conducted with eight midwifery lecturers who were selected using purposive sampling. The sampling was continued until the data were saturated. All interviews were analyzed after transcription using Colaizzi’s seven-step approach. Results: Analysis of the data revealed seven categories including inefficient policymaking, lack of motivation and confidence, lack of educational equipment and facilities (network of shortcomings), challenges of the curriculum and teaching methods, poor clinical conditions, disinterest in research activities, and inadequate academic output. Each category was divided into several subcategories. Conclusion: Along with achieving the fifth Millennium Development Goals, it is necessary to improve the quality of midwifery education. The challenges pointed out by midwifery lecturers highlight the need to make changes in the clinical and educational environment of the midwifery department to improve clinical skills and achieve the goals of the educational program following international education standards and consequently train skilled and educated midwifery staff.
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Russell, Kim. "Struggling to Get Into the Pool Room? A Critical Discourse Analysis of Labor Ward Midwives’ Experiences of Water Birth." International Journal of Childbirth 1, no. 1 (2011): 52–60. http://dx.doi.org/10.1891/2156-5287.1.1.52.
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RESEARCH AIM: The aim of this article is to share the findings from an ongoing action research study aimed at identifying inequalities in the availability of water birth on one hospital labor ward. Efforts to encourage labor ward midwives to take action and influence the delivery of normal birth care in the maternity concerned are addressed in the larger study.METHODS: Unit midwives who regularly worked on labor wards were invited to take part in focus groups and face-to-face interviews over an 8-month period. Critical discourse analysis was used to identify actual midwifery practices, the social ordering of the water birth discourse, obstacles to water birth, dominant group interests, and solutions to the identified obstacles (Fairclough, 2001).RESULTS: The author conducted a total of five unstructured interviews (35–60 minutes) with labor ward matrons, a consultant midwife, labor ward manager and clinical practice facilitator, and three focus groups (40–60 minutes; 11 midwives) with clinical midwives. Institutional practices focused on the delivery of standardized midwifery care for low-risk women and, therefore, did not promote or encourage water birth practice. The small number of requests and the low water birth rate were used as evidence by some midwives that childbearing women no longer wanted this type of care. The key obstacles to water birth in this setting were coordinators’ priorities, midwives’ negative attitudes, high workloads, and lack of institutional support for this type of care.CONCLUSIONS: Findings suggest that hospital water birth practice is dependent not only on the availability of equipment and midwifery knowledge, but also on the philosophy of care adopted by the organization (Stark & Miller, 2009). Interventions to improve the practice and availability of water birth are more likely to succeed if supported by midwifery managers, championed by coordinators, and led by labor ward practitioners.
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Janti, Nur. "Midwives and Dukun Beranak, the Choices for Handling Childbirth." Lembaran Sejarah 16, no. 2 (June 24, 2021): 165. http://dx.doi.org/10.22146/lembaran-sejarah.66957.
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Since the colonial era, there have been attempts to provide clinical childbirth services by establishing midwifery schools. Although these schools were closed, reorganized then re-opened several times, in an effort to graduate native midwives in the colony. The majority of the European doctors believed the existence of native midwives could reduce mortality rates for difficult deliveries. The colonial government also tried to replace dukun beranak (local midwives) with graduate midwives, as many doctors considered dukun beranak practices unsafe and unhygienic. Of note, even though midwifery school graduates provided childbirth services, most of the population preferred to use dukun beranak. This situation continued until independence. Dukun beranak remained the preferred provider of assistance among the working and lower class. The continued popularity of the dukun beranak can be seen as a colonial failure to replace them. After the proclamation of Indonesian independence, midwives who supported the Indonesian Republic, still provided childbearing assistance although with limited infrastructure and inadequate personnel during the independence war. Midwives also founded a midwifes association, rebuilt the national midwifery system, and discontinued colonial elements. This transformation can be interpreted as the decolonisation of midwifery. Midwives and dukun beranak were the available options for assisting in the labour of an Indonesian woman. The Indonesian government had a different approach to the colonial government toward society and dukun beranak and built cooperation between midwives and the dukun beranak. The cooperative work among midwives and dukun beranak changed awareness of Indonesian women’s reproductive health matters. This article traces efforts to provide safer childbirth services by looking at the problem through the lens of midwives and dukun beranak relations. The evolution of this relationship shows the decolonisation process inside midwifery and childbearing services.
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Goodrich, Hilary. "Are clinical directorates the death knell for midwifery?" Nursing Standard 4, no. 37 (June 6, 1990): 43. http://dx.doi.org/10.7748/ns.4.37.43.s48.
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Smith, Jessica. "Decision-making in midwifery: A tripartite clinical decision." British Journal of Midwifery 24, no. 8 (August 2, 2016): 574–80. http://dx.doi.org/10.12968/bjom.2016.24.8.574.
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Page, Lesley, Sarah Beake, Andy Vall, Christine McCourt, and Jenny Hewison. "Clinical outcomes of one-to-one midwifery practice." British Journal of Midwifery 9, no. 11 (November 2001): 700–706. http://dx.doi.org/10.12968/bjom.2001.9.11.9417.
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Dow, Angela. "Clinical simulation: a new approach to midwifery education." British Journal of Midwifery 16, no. 2 (February 2008): 94–98. http://dx.doi.org/10.12968/bjom.2008.16.2.28340.
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