Relevant bibliographies by topics / Midwifery teachers

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Midwifery teachers'

Author: Grafiati
Published: 25 May 2024

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Journal articles on the topic "Midwifery teachers"

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Thompson, Joyce Beebe, Judith T. Fullerton, Catherine Carr, Patricia Elgueta, Emmanuelle Hebert, and Ans Luyben. "Global Workshops in Midwifery Competency-Based Educational Methodologies: Lessons Learned." International Journal of Childbirth 7, no. 1 (2017): 4.1–17. http://dx.doi.org/10.1891/2156-5287.7.1.4.

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The LancetSeries on Midwifery and The State of the World’s Midwifery 2014 called on countries to expand the midwifery workforce as a key strategy to improve the health of women and newborns and lower maternal and newborn morbidity and mortality. Well-prepared midwife teachers and preceptors are required to prepare midwives to provide competent, high quality care for women and childbearing families. This article describes the design of competency-based education (CBE) capacity development workshops building on the International Confederation of Midwives’ (ICM) essential competencies and education standards, led by eight English-, Spanish-, and French-speaking CBE Master Educators (MEs). Common content and processes used in three English, one Spanish, and one French workshop are briefly described, noting the influence of participants’ backgrounds, location, and teacher preferences in modifications to common content. As of December 2016, 30 CBE Master Teachers and 22 CBE Teachers have attended a CBE capacity development workshop and, in turn, have provided CBE continuing education (CE) sessions for more than 300 midwife teachers and preceptors in over 20 countries in the Caribbean, Latin America, and Anglophone and Francophone Africa. Lessons learned are shared along with suggestions for next steps in assessment and evaluation of the use of CBE in midwifery education programs.
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Thompson, Joyce E. "Competencies for midwifery teachers." Midwifery 18, no. 4 (December 2002): 256–59. http://dx.doi.org/10.1054/midw.2002.0329.

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Hariyanto, Hariyanto, Soetarno Joyoatmojo, Joko Nurkamto, and Gunarhadi Gunarhadi. "NEEDS ANALYSIS OF ENGLISH FOR MIDWIFERY PURPOSES AT MIDWIFERY ACADEMY OF HARAPAN MULYA PONOROGO." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 1 (January 23, 2022): 49–60. http://dx.doi.org/10.24071/ijiet.v6i1.1841.

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This study aimed at describing the need analysis of English for Midwifery Purposes. The study was conducted at Midwifery Academy of Harapan Mulya Ponorogo in February 2018. The respondents were 34 students and 7 lecturers. Data collected through a questionnaire that was given to the students. The interview was conducted with 7 midwife lecturers. Data analyzed descriptively. The results of the study revealed that most students (61.8% believe that English was very useful. Almost half of the respondents (38,2%) said that English was useful to communicate with foreigner patients. 41.2 % of respondents wanted to study English in order to succeed in getting a job in the future. 23% of the respondents suggested that English teaching should be emphasized on speaking skill. 18.8% of respondents wanted the English instructional materials consisted of Antenatal care, 15.3 % about therapeutic communication. Meanwhile, Need analysis based on teachers’ perception in many things have similarity with students’ perception. They were the usefulness of English, Emphasizing English materials and teaching process. Researchers suggested to the lecturer to design English teaching material that suits the needs of midwifery students.
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Krassovskiy, A. "MEDICAL REPORT OF THE ST. PETERSBURG MATERIALS AID INSTITUTION FOR 1890." Journal of obstetrics and women's diseases 5, no. 7-8 (August 20, 2020): 549–73. http://dx.doi.org/10.17816/jowd57-8549-573.

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The teaching was carried out according to the previous system and the previous guidelines, namely: at the Midwife Institute: Textbook of Obstetrics for Midwives by Dr. Bidder and Complete Guide to the Study of the Midwifery Art of Dr. A. Zhizhilenko. - The teachers consisted of: at the Midwifery Institute: Professor Dr. Bidder, Associate Professor Dr. Chernevsky and Resident Dr. Stoll; at the School for rural midwives: resident I.F. Smolenskiy and teacher of reading and writing Ms. Gribanova. In addition, for each teacher, to repeat lessons with students and guide them in practical work, there was one tutor from the institution's doctors, namely: under Professor Bidder - Dr. Danilovich, under Associate Professor Chernevsky - Dr. Porshnyakov, under Dr. -re Shtole - Dr. Chagin.
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Horwood, Bert. "Are Good Teachers Born or Made? A Canadian Attempt at Teacher Midwifery." Journal of Experiential Education 8, no. 1 (May 1985): 30–32. http://dx.doi.org/10.1177/105382598500800108.

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Rowan, Catherine J., Christine McCourt, Debra Bick, and Sarah Beake. "Problem based learning in midwifery – The teachers perspective." Nurse Education Today 27, no. 2 (February 2007): 131–38. http://dx.doi.org/10.1016/j.nedt.2006.03.006.

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Sohrabi, Zohreh, Masoomeh Kheirkhah, Elahe Sadegi Sahebzad, Seyedehsahel Rasoulighasemlouei, and Siamak Khavandi. "Correlation between Students’ Self-Efficacy and Teachers’ Educational Leadership Style in Iranian Midwifery Students." Global Journal of Health Science 8, no. 7 (December 18, 2015): 260. http://dx.doi.org/10.5539/gjhs.v8n7p260.

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<p><strong>BACKGROUND:</strong> Self-efficacy is believe in and feeling of ability to complete work. One of these factors is educational teachers ' role. This study aimed to determine relationship between teachers’ leadership style and students’ self-efficacy in midwifery students.</p><p><strong>METHOD:</strong> This Study is a cross sectional correlation study. Sampling was conducted in midwifery students in Bachelor Science degree in 2013. Data collection tools were multi leadership questionnaire and self-efficacy clinical performance. After explaining the goals of study, 97 students completed the questionnaire. Scoring the questionnaire was based on a Liker’s scale (0-5).Data were analyzed by SPSS 16. Correlation coefficient test was adopted to investigate the relationship and p value was considered 0.05<strong>.</strong></p><p><strong>RESULT: </strong>Mean of self-efficacy scores were 116.12 (24.66.). In 53.3% of the cases, self-efficacy was good, in 42.2% moderate and in 4.3%, it was bad. The majority of the students (88.9%) reported that their teachers had an idealized style in leadership. About 94.6% of the students with good self- efficacy believed that their teachers’ leadership style was transformational style. There was a significant correlation between self- efficacy and leadership style (p&lt;0.05).</p><p><strong>CONCLUSIONS:</strong> Results showed that transformational style is appropriate for midwifery teachers.</p>
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Rastislavova, Katerina, Patrice Marek, and Kristina Janouskova. "Stundents Motivation and Orientation to Midwifery." Clinical Social Work and Health Intervention 14, no. 1 (April 15, 2023): 37–44. http://dx.doi.org/10.22359/cswhi_14_1_05.

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Objective: The purpose of the research was to determine the motivation and orientation of midwifery students towards professional expertise and associated factors. Design: A cross-sectional study. Participants: A total of 241 undergraduate midwifery students in a convenience sample participated in this study at a Faculty of Health Care Studies. Methods: Data were collected through a questionnaire, which was composed of 3 parts: motivation factors, a Midwifery Orientation Tool, and background questions. Results: The most powerful motive for the study of midwifery was “to be useful to others, take care of others”. The motivation factor of completed professional practice decreased statistically significantly after the second year of study (p<0.001). Orientation towards midwifery did not significantly differ statistically over individual years. Students dissatisfied with their studies were significantly less motivated to study midwifery (p<0.001) and had significantly higher average scores on the caring orientation scale (p<0.001) and the midwifery expertise scale (p<0.001) when compared to satisfied and moderately satisfied students. Conclusion: We recommend that educators in midwifery discuss issues relating to the curriculum. Teachers and mentors should pay attention to the individual problems of students during the academic year, both in the classroom and during clinical placements.
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Rahimparvar, Seyyedeh Fatemeh Vasegh, Khadijeh Kharaghani, Maryam Modarres, Mitra Zolfaghari, and Anoushirvan Kazemnejad. "Effect of Neonatal Care Education Adopted from Intended Midwifery Textbooks on Knowledge, Attitude and Performance of Midwifery Teachers." Journal of Evolution of Medical and Dental Sciences 8, no. 47 (November 25, 2019): 3535–39. http://dx.doi.org/10.14260/jemds/2019/764.

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Matewere, Ireneo, Annie Msosa, and Joseph Mfuni. "Exploring perceived barriers to effective utilization of learner-centred teaching methods by tutors at Holy Family College of Nursing and Midwifery, Phalombe, Malawi." Malawi Medical Journal 34, no. 3 (October 5, 2022): 192–200. http://dx.doi.org/10.4314/mmj.v34i3.8.

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Introduction Learner-centred teaching implies a paradigmatic shift in roles of a teacher from being a source of knowledge to that of a facilitator in the process of knowledge construction. Literature shows that perceptions which teachers hold about barriers to utilisation of learner-centred teaching methods influence how the teachers teach. Anecdotal records as well as observation of classroom teaching demonstrate that tutors at Holy Family College of Nursing and Midwifery dominantly use traditional teacher-centred teaching methods. Research Design and Methods This was a qualitative study based on the philosophical principle of constructivism. Study population and sample All tutors at Holy Family College of Nursing and Midwifery were the study population. Purposive sampling technique was used to select participants. In-depth interviews with 12 tutors were held using a semi-structured interview guide. Data analysis Data were analysed using the 6-step thematic method. Findings The participants suggested that effective utilization of learner-centred teaching methods is negatively affected by teacher-related as well as technical barriers. Conclusion Teachers clinging to power and need for more resources negatively affect utilisation of learner-centred teaching methods
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Dissertations / Theses on the topic "Midwifery teachers"

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Phuma, Ellemes Everret. "Development of neonatal nursing care clinical competency-based assessment tool for Nurse-midwife technicians in CHAM nursing colleges, Malawi." University of the Western Cape, 2015. http://hdl.handle.net/11394/5079.

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Philosophiae Doctor - PhD
Literature has shown that Malawi is experiencing a shortage of qualified healthcare providers, with the greatest burden on maternal and neonatal health. The majority of health service providers are Nurse-Midwife Technicians (NMT), contributing to 87% of the nursing and midwifery workforce. However, research has shown that the NMTs lack the ability to transfer skills into different clinical settings. It was not known what competencies were taught in Christian Health Association of Malawi colleges to equip the NMTs with clinical competence in neonatal nursing practice and how the clinical teachers assisted these NMTs to acquire the competencies. Furthermore, there was no documentation on the availability of a clinical competency-based assessment tool to validate the NMTs’ achievement of clinical competence in neonatal nursing. The purpose of this study was to develop a neonatal nursing care clinical competency-based assessment tool to validate NMTs’ achievement of clinical competence in CHAM nursing colleges. The competency, outcomes and performance assessment (COPA) model and the skills acquisition model were the conceptual frameworks used as the foundation of the study. The study adopted a sequential mixed method approach in which both qualitative and quantitative methods were utilized. Data collection was conducted using focus group discussions, document review and cross-sectional survey. The design and development model developed by Reeves (2006) and steps to development of assessment tools identified by the Department of Training and Workforce Development (2012) guided the study and development of the competency-based assessment tool. The study was conducted in eight CHAM nursing colleges. The researcher employed purposive, convenient and proportional stratified sampling to select the participants. Ethics clearance was obtained from the University of Western Cape and the National Health Sciences Ethical Research Committee in Malawi, prior to data collection. The data collection involved 31 midwifery clinical teachers and 140 third year students for the FGD and 48 midwifery clinical teachers and 195 third year students for the cross section survey. Document analysis was conducted at all the eight nursing colleges. The qualitative data was analysed using content analysis with Atlas.ti 7 and the quantitative data was analysed using descriptive analysis with SPSS 22. The research findings showed that the NMTs were taught basic nursing skills to enable them provide basic care to the health newborn baby. However, there were inadequate clinical assessments done to validate the NMT’s achievement of clinical competence in this setting. In addition, the clinical teachers used skills checklists to evaluate the NMTs clinical performance on specific procedures. The outcome of this study was the establishment of neonatal nursing clinical competencies, and development of a neonatal nursing care clinical competency-based assessment tool for the validation of NMT’s achievement of clinical competence. The tool provides a framework for neonatal nursing clinical teaching and assessments as well as tracking of the NMT’s clinical performance in this setting. It is recommended that training institutions should reinforce mechanisms to track the students’ clinical experience and performance assessments using this tool to ensure quality student outcomes. Furthermore, the clinical teachers should be oriented on the use of the developed assessment tool for familiarisation; thereby enhancing consistency and objectivity in the students’ performance assessments.
ICAP-NEPI Project Malawi
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Martin, Kerstin. "The midwife as teacher : dialogue with and confidence in the woman." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79794.

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Midwifery care is often described as "woman-centred" and "empowering," yet the concrete or specific practices underlying this kind of care are not well understood. The study examined what midwives say and do in the process of care-giving during pregnancy, and how their care enhances clients' sense of personal competence and capability. Using qualitative methods, the researcher observed, recorded, transcribed and analyzed prenatal visits with nine midwives and their clients in Quebec birth centres. Findings revealed that relaxed conversation was a pivotal feature of the visits and primarily served the client's purposes. At multiple levels, the reciprocal, genuinely dialogic nature of the conversational process allowed the client to take charge and encouraged her to name her world. Educational aspects of care started with the client's agenda, assumed that she had expertise of her own, and affirmed that she could know and act for herself. The key characteristic of midwives' work was the communication of confidence in the essential normalcy of pregnancy and birth, and in the inherent strengths of women in these experiences.
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Hussain, Hurmaira. "A study of teacher stress exploring practitioner research and teacher collaboration as a way forward." Thesis, Bournemouth University, 2010. http://eprints.bournemouth.ac.uk/14994/.

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There is widespread concern over the high levels of reported work-related stress, job dissatisfaction and psychological distress associated with teaching and the effects of stress on teacher's sense of well-being and their willingness to stay in the profession (Borg, 1990; MSLAT, 1996; Troman, 1998; Schonfeld, 1990; Wilson, 2002). Much of the traditional research on teacher stress has been carried out by external 'experts' using quantitative survey type approaches to analyze occupational stress levels resulting in restrictive data analysis unrepresentative of the true picture of stress in the teaching profession. Researchers have advocated a more holistic approach incorporating mixed methods combining both qualitative and quantitative methods in order to gain subjective teacher reports of stress and coping mechanisms resulting in a fuller picture on teacher stress with future recommendations grounded in research. Recently, the reflective practice movement in healthcare (eg:-Boswell, 2007) has suggested using a more integrative approach to advance practitioner knowledge and empower them to improve practice through reflection to create an understanding ofthe issues within a local context. My research was particularly interested in the issues relating to teacher stress including the way teacher stress was being measured and the effectiveness of qualitative over quantitative methods, the inclusion and exclusion practices of disruptive students and the use of practitioner research to encourage teacher collaboration as a way of dealing with teacher stress. Practitioner-Research methodology has been successfully adopted in Nursing and Health-Care and has recently been used in Education with mixed findings some successfully advocating p-r while other research was hampered by bureaucracy and top-down managerial agendas. In relation to this a single UK Secondary school was researched as a case study by the investigator who taught Sixth formers A'level Psychology at the school. The research was conducted in phases using a qualitative multimethod approach incorporating triangulation to include staff, students and researcher reflections about practice in order to encourage staff collaboration, empowerment and meta-cognition. A reflexive stance was thus adopted to underpin the research methodology. Semi-structured qualitative interviews were conducted on 20 teachers (varying levels, ages and mixed gender) to assess the proposed research objectives. Classroom observations and student interviews were carried out for a year 10 class to complete the data collection. The findings revealed how students felt caught up in a selffulfilling prophecy with teachers seeing them negatively, leading to a spiral of failure and lack of motivation and the teacher interviews with both newly qualified and experienced teachers, uncovered how different coping strategies were used to deal with disruption, classroom and task management in general. The most important findings came from middle managers who claimed there was poor communication between senior tiers and lower teaching tiers with a strong sense of bureaucracy ruling their decisions. In order to bridge this gap, the practice development phase of the research tried to establish collaborative meetings in order to encourage teachers from all levels to self-reflect, deal with problematic issues and action research solutions of teaching practices. The Senior Management Team (SMT, including the Head) did not encourage staff or the researcher to proceed further with the final phase and the research was abruptly halted. Despite this, I believe that practitioner-research is a viable methodology in education research as it gives 'ownership of knowledge' to the practitioner using a self-reflexive stance to increasing their evidence-based practice resulting in a growth in meta-cognition to make improvements in practice. I feel, we need to increase insider research and use Action Research spirals and collegial collaboration as a wayforward.
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Mahieu, Céline. "Représentations de l'engagement en doctorat des sages-femmes enseignantes." Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMR018.

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En 2014, 9,1 % des sages-femmes enseignantes et directrices d’école de sages-femmes détenaient un diplôme de docteur ou bien étaient en cours de formation doctorale en France (Morin & Leymarie, 2016). Pourtant, seul un diplôme de master est exigé pour occuper de telles missions professionnelles. Nous nous sommes alors demandée pourquoi une partie importante des sages-femmes enseignantes s’engagent en doctorat. Puis, nous avons souhaité découvrir comment elles parvenaient à rester engagées lors des années de formation doctorale alors qu’elles sont en reprise d’études avec une vie privée et une vie professionnelle déjà établies.Pour répondre à ce questionnement, nous avons étudié le contexte de ce phénomène et les concepts afférents à notre question de recherche tels que l’engagement en formation (De Ketele, 2013b ; Kaddouri, 2011), le processus de formation doctorale (Cros & Bombaron, 2018 ; Skakni, 2019), le parcours de vie (Sapin et al., 2014) ainsi que le genre et le care (Molinier et al., 2009 ; Paperman, 2013 ; Champagne et al., 2015). En outre, nous avons mené une étude empirique avec une méthodologie qualitative et longitudinale comprenant deux séries d’entretiens à un an d’intervalle auprès de sages-femmes enseignantes en cours de formation doctorale au moins lors du premier entretien au printemps 2021. Nous avons procédé à un encodage des thématiques à l’aide du logiciel NVivo, puis à une analyse de contenu longitudinale et transversale (Bardin, 1989).Nos résultats montrent que le processus d’universitarisation de la formation initiale de sage-femme en France impulsé depuis 2009 représente une source motivationnelle importante d’engagement en doctorat des sages-femmes enseignantes. Cependant, les sages-femmes enseignantes engagées en doctorat ont également une motivation personnelle intellectuelle d’analyse réflexive sur des pratiques professionnelles de sage-femme et de sage-femme enseignante, bien souvent dans une quête de reconnaissance de leur identité professionnelle médicale.Leur engagement est fort que ce soit au niveau comportemental, cognitif et émotionnel, pour reprendre les indicateurs de l’engagement en formation selon Pintrich et al. (1993). Différents facteurs ont une influence sur leur engagement en doctorat, notamment l’articulation entre leurs trajectoires de vie personnelle, professionnelle et doctorale, la reconnaissance de leur travail doctoral par leur hiérarchie, la relation avec leur directeur de thèse. En somme, les sages-femmes enseignantes considèrent l’engagement en doctorat comme une valeur respectable et comme un investissement pour elles-mêmes, pour la profession de sage-femme et pour les sciences maïeutiques.Cette recherche a ainsi mis en exergue le phénomène d’engagement en doctorat de l’une des professions du care dans le contexte actuel d’universitarisation. Elle met en lumière également les difficultés rencontrées par une population de femmes en reprise d’études dans une formation doctorale. Certains leviers sont mis en avant dans la littérature scientifique et au travers des résultats de notre étude empirique. Des perspectives de recherche émanent de cette thèse pour trouver des pistes qui permettraient d’améliorer la qualité de vie doctorante en termes de bien-être et de performance académique
In 2014, 9,1 % of teaching midwives and midwifery school directors held a doctoral degree or were in the process of doctoral training in France (Morin & Leymarie, 2016). However, only a master's degree is required for such professional assignments. We therefore wondered why a significant proportion of midwifery teachers are enrolled in doctoral studies. Then we wanted to find out how they manage to stay committed during their doctoral training years when they are returning to their studies with an already established private and professional life.To answer this question, we studied the context of this phenomenon and the concepts related to our research question such as commitment in training (De Ketele, 2013b; Kaddouri, 2011), the doctoral training process (Cros & Bombaron, 2018; Skakni, 2019), the life course (Sapin and al., 2014) and gender and care (Molinier and al., 2009; Paperman, 2013; Champagne and al., 2015). In addition, we conducted an empirical study with a qualitative and longitudinal methodology including two rounds of interviews at one-year intervals with midwifery teachers in doctoral training at least in the first interview in spring 2021. Themes were coded using NVivo software, followed by a longitudinal and cross-sectional content analysis (Bardin, 1989).Our results show that the process of universitarisation of initial midwifery education in France, which has been underway since 2009, is an important motivational source for midwifery teachers' commitment to a doctorate. However, midwifery teachers involved in doctoral studies also have a personal intellectual motivation for reflective analysis of professional midwifery and midwifery teaching practices, often in a quest for recognition of their medical professional identity.Their commitment is strong at the behavioural, cognitive and emotional levels, to use the indicators of commitment to training according to Pintrich et al (1993). Various factors influence their commitment to the doctorate, notably the articulation between their personal, professional and doctoral life trajectories, the recognition of their doctoral work by their hierarchy, and the relationship with their thesis director. In short, midwifery teachers consider the commitment to a doctorate as a respectable value and as an investment for themselves, for the midwifery profession and for the midwifery science.This research has thus highlighted the phenomenon of doctoral commitment in one of the care professions in the current context of universitarisation. It also highlights the difficulties encountered by a population of women returning to study for a doctorate. Certain levers are highlighted in the scientific literature and through the results of our empirical study. Research perspectives emanate from this thesis in order to find ways to improve the quality of doctoral life in terms of well-being and academic performance
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Löfberg, Johanna, and Grete Torsethaugen. "Ungas och lärares erfarenheter av sex- och samlevnadsundervisningen – en kunskapsbas för barnmorskan i det hälsofrämjande och sjukdomsförebyggande arbetet : En kvalitativ metasyntes." Thesis, Högskolan Dalarna, Sexuell, reproduktiv och perinatal hälsa, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30982.

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Bakgrund: Sexuella och reproduktiva rättigheter baseras på mänskliga rättigheter. En central insats för att öka tillgången till den sexuella och reproduktiva hälsan är en allsidig och omfattande sexualundervisning. Skolan och ungdomsmottagningar anses vara viktiga arenor för sexualundervisning. Många unga i Sverige anser dock att de inte har tillräckligt med kunskaper för att ta hand om sin sexuella hälsa. Barnmorskan har ett ansvar för utbildning av både kvinnor och samhället och utbildningen omfattar sexuell och reproduktiv hälsa. Syfte: Syftet var att sammanställa aktuell forskning kring ungas och lärares erfarenheter av sex- och samlevnadsundervisningen för att därigenom bidra till en breddad kunskapsbas för barnmorskan i det hälsofrämjande och sjukdomsförebyggande arbetet. Metod: Kvalitativ metasyntes med metaetnografi som analysmetod. Totalt kvalitetsgranskades och sammanställdes 16 vetenskapliga artiklar. Resultat: De unga i studien hade tydliga önskemål kring undervisningens innehåll, vilka kvalitéer personen som undervisade skulle ha och miljön de undervisades i. De önskade en bred och nyanserad kunskap om sex och samlevnad, relationer, känslor, sociala och kulturella normer. Lärarna i studien fokuserade i störst utsträckning på hur läroplaner, ledarstöd och politik påverkade undervisningen och i mindre utsträckning undervisningens innehåll. Slutsats: Resultatet av denna metasyntes visar att det finns olikheter i erfarenheter hos både unga och lärare när det gäller sex- och samlevnadsundervisningen. Barnmorskans ansvarsområde, kunskapsbas och uppdaterad förståelse kring sex och samlevnad kan med fördel användas för att hjälpa och stödja i ämnet 2 och därmed bli en del av skolans sex- och samlevnadsundervisning. Klinisk tillämpbarhet: Denna metasyntes kan vara ett underlag för att skapa ett utökat samarbete mellan skolor och barnmorskor för att förbättra sex- och samlevnadsundervisningen och ungas kontroll över egen sexuell hälsa. Denna metasyntes kan även ge stöd och utveckla utbildningen inom pedagogik för barnmorskor, skolsköterskor och distriktsköterskor då alla dessa yrkeskategorier träffar unga. Lärarutbildningens fokus på sex- och samlevnadsundervisning kan genom metasyntesen utvecklas. Slutligen kan beslutsfattare inom skolan få insikt i glappet mellan ungas och vuxnas perspektiv och aktualisera sex- och samlevnadsundervisning och sexuell hälsa inom skolan.
Background: Sexual and reproductive health rights are based on human rights. A major input to rise availability to sexual and reproductive health is a comprehensive and extensive sexual education. Many young people in Sweden consider though that they lack the necessary knowledge to care about their own sexual health. The midwife has a responsibility for the education of both women and society, and education includes sexual and reproductive health. Purpose: The purpose of this study was to compile the current research on the experience of both young people and the teaching staff in the area of sex and sex education to create a knowledge base for the midwife in the health promotion and disease prevention work. Methods: The method of analysis used is a qualitative metasynthesis with a metaethnographic approach. In total 16 scientific articles were juxtaposed and examined. Results: The young people in this study expressed clear wishes not only as to the contents of their studies, but also the personality of the teaching staff and the environment where they are taught. They desired a broad and more balanced knowledge about sexuality and cohabitation, relations, emotions, social and cultural norms. The teaching staff in the study focused mostly on how the school curriculum, organizations and politics affected teaching and less on the contents. Conclusion: The result of this metasynthesis shows that there are differences in the required experience among both young people and teachers when it comes to sexuality and sex education. The midwife’s area of responsibility, knowledge and the revised understanding of sexuality and sex education can with advantage be used to better off the teaching of sex 3 education. Clinical applicability: This metasynthesis can become a basis to create an expanded cooperation between schools and midwives in order to first ameliorate sex education and second to boost the young people’s control of their own sexual health. This metasynthesis can also provide support and develop education in pedagogy for midwives, school nurses and district nurses as all these occupational categories meet young people. Teacher education's focus on sex and cohabitation education can be developed through this metasynthesis. Finally, decision makers within the schoolsystem can gain insight into the gap between young people's and adults' perspectives and actualize sex and cohabitation and sexual health within the schools.
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Wilson, Anna Naomi. "What is, and what might be, learned from images shared during Twitter conversations among professionals?" Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24371.

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This thesis explores the pedagogical potential of images shared during intra-professional conversations held on the social media platform, Twitter. Twitter chats are loosely synchronous exchanges of tweets sharing a unique, identifying keyword or hashtag. They are increasingly being used among professionals to create professional networks in which practice-knowledge and opinion might be shared and where communal connections may be created. As such, they may serve as sites in which professional learning unfolds, both in relation to workplace practices and in relation to the development of new forms of professional practice around social media use. Because the exchanges and broadcasts on Twitter are, for the most part, public, and the conversations are ongoing, they also provide open, freely-accessible, and constantly renewing resources for use in pre-service learning contexts. The research focused on two example chats, one held among midwives and the other among teachers. Inspired by the increasing use of images in new forms of digital communication, the research used images tweeted during the chats as starting points from which to explore flows of knowledge and affect. Data were generated from observations of the two Twitter chats over extended periods, together with interviews with practising professionals, student professionals and their educators in which images were used as elicitation devices. The research combined an approach to reading and “being with” data inspired by ideas drawn from the work of Deleuze (1994; Williams 2013) and Deleuze and Guattari (1988; Massumi 1992), with approaches to reading images drawn from visual social semiotics (Kress and van Leeuwen 1996). The findings suggest that Twitter chats such as those studied here can provide rich opportunities for professional learning. Practice knowledge can flow from one participant to many others, and flows of affect can be used to remoralize individuals and communities. Both chats seemed to serve as sites in which professionals could experience a positivity and affirmation that was not always available in the workplace. However, the forces and intensities at play in these spaces influence both what is said and what is not said, creating new norms of online interaction that generally seemed to avoid negative comments or open disagreement. Educators saw potential to use images such as those shared in the chats in a variety of ways. For example, images could be used as prompts for examination and critique of practices. The educators I interviewed also suggested that the images could be used to help student professionals develop their sensitivity to the forces and intensities that produce particular practices. Group interviews with student professionals suggested that the former happened spontaneously when students encountered and discussed such images, but that the latter might need deliberate facilitation or prompting. The thesis concludes with some recommendations for: (i) educators considering using such images in pre-service professional learning; (ii) professional developers considering using Twitter chats; and (iii) policy-makers involved in drafting guidelines for professionals’ use of social media.
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Books on the topic "Midwifery teachers"

1

Health, Maternal Health and Safe Motherhood Programme Family and Reproductive. Midwifery education: Education material for teachers of midwifery. Geneva: WHO, 1996.

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Health, Maternal Health and Safe Motherhood Programme Family and Reproductive. Midwifery education: Education material for teachers of midwifery. Geneva: WHO, 1996.

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Maternal Health and Safe Motherhood Programme. Family and Reproductive Health. Midwifery education: Education material for teachers of midwifery. Geneva: WHO, 1996.

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World Health Organization. Maternal Health and Safe Motherhood Programme. Family and Reproductive Health., ed. Midwifery education: Education material for teachers of midwifery. : the midwife in the community. Geneva: Maternal Health and Safe Motherhood Programme, World Health Organization, 1996.

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Council, Nursing and Midwifery. Standards for the preparation of teachers of nursing and midwifery. [U.K.]: Nursing and Midwifery Council, 2002.

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Council, Nursing and Midwifery. Standards for the preparation of teachers of nursing, midwifery and health visiting. 2nd ed. London: Nursing & Midwifery Council, 2002.

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United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Standards for the preparation of teachers of nursing, midwifery and health visiting. London: United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 2000.

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United Kingdom Central Council for Nursing, Midwifery and Health Visiting. Framework of standards for the preparation of teachers of nursing, midwifery and health visiting. [London]: United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1997.

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Buttigieg, Margaret A. Teacher preparation: an evaluation of the preparation of teachers within nursing, midwifery and health visiting: A report of a survey and evaluation. London: ENB, 1990.

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English National Board for Nursing, Midwifery and Health Visiting., ed. Preparation of teachers in nursing, midwifery and health visiting, district nursing and occupational health nursing: Information package. London: ENB, 1988.

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Book chapters on the topic "Midwifery teachers"

1

Schostak, John. "Exploring Competence in Nursing and Midwifery." In Developing Competent Teachers, 168–82. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003469308-17.

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Aasekjær, K., B. Gjesdal, I. Rosenberg, and L. P. Bovim. "Virtual Reality (VR) in Anatomy Teaching and Learning in Higher Healthcare Education." In How Can we Use Simulation to Improve Competencies in Nursing?, 117–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_10.

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AbstractThis chapter provides information for teachers in higher education who are interested in collaborative learning combined with the use of immersive virtual reality (VR). It presents an introduction to VR and experiences from implementing and using VR in training midwifery students on the master’s level and radiography students in anatomy on the bachelor’s level.
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Gianotten, Woet L., Eva Wendt, and Ana Polona Mivšek. "Midwifery of the Future; A Widening Field of Competences." In Midwifery and Sexuality, 355–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18432-1_30.

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AbstractThis chapter is part of ‘Midwifery and Sexuality’ a Springer Nature open access book for midwives and related healthcare professionals. The book aimed to create more ‘sexuality-sensitive midwifery care’. This last chapter of this book ventures to take midwifery to the next level.In a broad sense, sexuality-positive midwifery can create space for expanding the domains of women’s health. Then why not dream of a change for the better? This chapter will emphasise various personal motives to look for change. It will delineate some aspects of Swedish midwifery. Sweden is an example of well-developed midwifery care, with a progressive and sexuality-positive approach.The chapter will then cover various perspectives of sexuality education. Starting within the common daily midwifery practice and focusing on the role of teacher/educator for various groups with unmet sexual health needs. Midwives are the right professionals for proactive participating in society with advocacy and promoting sexual health and rights.The chapter ends with an invitation to development-combining social needs and individual dreams can create new job opportunities towards midwifery specialisation in the aspect of sexuality.
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O’Hara, Hunter. "Reconciliation, The Relationship and the Teacher as Midwife." In Transcendent Teacher Learner Relationships, 131–37. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-109-0_12.

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"Normal fetal development and growth." In Midwifery by Ten Teachers, 39–48. CRC Press, 2014. http://dx.doi.org/10.1201/b13310-10.

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"Physiological changes in pregnancy." In Midwifery by Ten Teachers, 49–62. CRC Press, 2014. http://dx.doi.org/10.1201/b13310-11.

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"Antenatal care." In Midwifery by Ten Teachers, 63–74. CRC Press, 2014. http://dx.doi.org/10.1201/b13310-12.

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"Antenatal imaging and assessment of fetal well-being." In Midwifery by Ten Teachers, 75–94. CRC Press, 2014. http://dx.doi.org/10.1201/b13310-13.

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"Prenatal diagnosis." In Midwifery by Ten Teachers, 95–108. CRC Press, 2014. http://dx.doi.org/10.1201/b13310-14.

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"Antenatal complications." In Midwifery by Ten Teachers, 109–36. CRC Press, 2014. http://dx.doi.org/10.1201/b13310-15.

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