Relevant bibliographies by topics / Midwives Education

Academic literature on the topic 'Midwives Education'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Midwives Education"

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Zlatanović, Milena, Ljiljana Antić, Dragan Radosavljević, Dragan Antić, Mile Despotović, Jelena Aleksandrić, and Deana Švaljug. "Inequalities in the education of midwives in Europe." Acta Facultatis Medicae Naissensis 38, no. 4 (2021): 315–23. http://dx.doi.org/10.5937/afmnai38-31352.

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Although midwifery in Serbia has a long tradition, in the last decades, and especially in the last years since the Republic of Serbia is in the process of joining the European Union, this profession faces numerous challenges both in the context of formal education and the role that in the 21st century midwife has in practice. The midwife profession is faced with numerous challenges related to demographic trends and demands and expectations of a contemporary woman. The aim of the paper was to examine the difference in standards in the education of midwives in Serbia, and the neighbouring countries and Europe. Professional publications related to education and practice of midwives, published in Serbia, the neighbouring countries and Europe have been used. According to the presentation of standards and competencies of midwives in Serbia and education standards under Directive 2005/36/EZ and 2013/55/EU as well as the role and tasks midwives have in our country and European countries, there is a need for harmonization of standards in the education of midwife nurses and accreditation of joint study programs of professional master studies for nurses and midwives within the educational system of Serbia, all in the context of new paradigm of health care, which implies a holistic approach to women's health, a personalized approach and a self-protection concept. It is necessary to reform the education system of midwives in Serbia in accordance with the requirements of Directive2005/36/EZ, 2013/55/EU.
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Nurdiyan, Ayu, and Indah Putri Ramadhanti. "Education, Regulation, and Associations As a Solid Foundation for Midwifery Professionals." Jurnal Kesehatan 9, no. 1 (March 9, 2017): 19. http://dx.doi.org/10.35730/jk.v9i1.344.

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Health education is an important part of health development. Midwives are one of the health workers in the health system and have an important/strategic position in reducing MMR and IMR, as well as improving welfare. To prepare midwives who are responsive to the current situation and can overcome various complex situations faced by women throughout their reproductive cycle, midwives are required to be able to think critically, carry out synthesis-analysis, advocacy and leadership spirit that can only be produced by a quality and capable midwifery higher education system developing according to the progress of the times. To produce an independent and competent midwife, three main pillars are needed, namely education, regulation, and association. This study aims to analyze education, regulation, and association as the foundation of a solid midwifery profession. The method used in this study is to conduct an analysis and literature review of several supporting references. Several references cited and reviewed then made an analysis related to the topic of this study. Midwifery education is implemented to realize the learning atmosphere and learning process so that students actively develop their potential as midwives who have religious spiritual strength, self-control, personality, intelligence, noble character, and the skills needed for themselves, society, nation, and state in developing ability as Care Provider, Communicator, Community Leader, Decision Maker and Manager. Regulation is to promote regulatory mechanisms that protect the public by ensuring that competent midwives provide safe services for every mother and baby. The aim of this regulation is to support midwives to work independently within the scope of their practice. While the association is a vehicle for the midwife's profession to enable midwives to be able to voice their ideas and opinions to policymakers, educators, regulators, and other stakeholders.
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Prastyoningsih, Aris, Amrina Nur Rohmah, Dewi Andang Prastika, Maria Wisnu Kanita, Ajeng Maharani Pratiwi, Tresia Umarianti, and Yunnia Renny Andikatyas. "Continuing Midwifery Education: Midwifery Encouragements of Continuing Professional Education in Profession Stage in Indonesia: A Qualitative Study." Open Access Macedonian Journal of Medical Sciences 10, G (April 1, 2022): 311–17. http://dx.doi.org/10.3889/oamjms.2022.8655.

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BACKGROUND: High maternal and child morbidity and problems related to maternal and child health requires increasing the professionalism of the midwife profession through continuing education. The main competencies of midwives as service providers, educators, community leaders, managers, and decision-makers are carried out to provide midwifery services. AIM: The purpose of this study was to determine the motivation of midwives in continuing education at the professional level. METHODS: This research is qualitative research with a theoretical basis. Collecting data through focus group discussion and followed by in-depth interviews with nine midwives who are continuing their professional education four midwives education and professional organization. Analysis of the data used using fixed comparison analysis. RESULTS: The results of the qualitative analysis produced two themes, namely: internal encouragement with the sub-themes of midwives’ understanding of the body of knowledge of professional education, academic progress, self-development, professional recognition; and external encouragement with the sub-themes of career paths, policies, workplace, and professional organization. CONCLUSION: There are internal and external incentives that affect midwives who have worked to continue their education to a higher level.
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Piechowska, Joanna, Grażyna Iwanowicz-Palus, Agnieszka Bień, and Agnieszka Pieczykolan. "Knowledge of women receiving healthcare services on the tasks of midwife working in the primary health care." Pielegniarstwo XXI wieku / Nursing in the 21st Century 17, no. 3 (September 1, 2018): 22–31. http://dx.doi.org/10.2478/pielxxiw-2018-0023.

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Abstract Aim. The aim of the study was to determine the state of knowledge of women using health services on the midwife’s tasks in the primary health care. Material and methods. The research was conducted online in the period from February to March 2018 among women receiving health services in primary health care. The study was attended by 200 respondents aged 18-60 – they were informed about the voluntariness, anonymity of participation in research and the use of results only for scientific purposes. The diagnostic survey method was used for the research using the author’s questionnaire. Results. Most of the respondents knew their family physician (87.5%) and only half of the respondents knew their midwife (50%). The midwife was mainly associated with childbirth and neonatal care. In the minds of women, the midwife can conduct education (72%), but most of them only knew about the possibility of counseling in the field of pregnancy, postpartum period, early motherhood. Conclusions. 1. Women receiving healthcare services have incomplete knowledge of who their physician, midwife and nurse are in primary health care. 2. In the consciousness of women, there is the idea that midwives (including midwives of primary health care) deal only with pregnant women and after childbirth, but they do not know that midwives are involved in education regarding the prevention of gynecological diseases. 3. In reference to the low level of public knowledge about primary health care midwife’s competence, it is necessary to conduct activities aimed at promoting the midwife profession and raising public awareness in this area.
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Ni Luh Putu Januraheni and Meei-Ling Gau. "COMPARISON BETWEEN PREGNANT WOMEN’ PREFERENCES AND MIDWIVES’ PERFORMANCE IN PRENATAL CONGENITAL ANOMALY SCREENINGS COUNSELING IN INDONESIA." SEAJOM: The Southeast Asia Journal of Midwifery 3, no. 2 (August 3, 2019): 40–51. http://dx.doi.org/10.36749/seajom.v3i2.13.

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Abnormalities are the fourth cause of infant and neonatal mortality in Indonesia. In this situation, midwives need to give clear information about anomaly prenatal tests. This studi aims to compare of pregnant women‟ preferences and midwives‟ performance about prenatal congenital anomaly screening counseling in Indonesia. The study was carried out at two health centres and two hospitals in Bali from July to September 2016, with 40 midwives and 200 pregnant women. The QUOTE prenatal questionnaire and a cross-sectional descriptive correlative design was used in this study. The result shows that education was the only one of pregnant women demographic data that significant to counseling anomaly screening. The performance of midwives was concluded to perform well on counseling, however as pregnant women perspective, the midwives performance was not as higher as midwives perspective on counseling. The midwives‟ performance and pregnant women‟ preferences were influenced by individual`s midwife factors on pregnant women-midwives relationship and decision making. Different result was found that health education was more influenced by different person of midwives. There was a different between pregnant women‟ preferences and midwives‟ performance about prenatal congenital anomaly screening counseling. The women-midwives relationship and decision making, the variance of midwife‟s individual different (within variance) was much higher than different midwives (between variance). In terms of health education subscale, the variance of different midwives performance of congenital anomaly screening counseling (between variance) was much higher than individual midwives (within variance).
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Hutapea, Ronald. "Determinan Kinerja dan Kompetensi Bidan di Provinsi Sumatera Utara, Nusa Tenggara Timur, Kalimantan Barat, dan Sulawesi Selatan." Kesmas: National Public Health Journal 6, no. 1 (August 1, 2011): 29. http://dx.doi.org/10.21109/kesmas.v6i1.116.

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Kinerja sesungguhnya dari seorang bidan ditentukan oleh beberapa faktor yang berpengaruh sejak masa pendidikan bidan yang ditempuhnya. Banyak variabel yang dapat saling mempengaruhi untuk membentuk kemampuannya dalam menjalankan tugas. Penelitian ini menggunakan pendekatan sistem bertujuan untuk menetapkan korelasi dari beberapa variabel yang terdapat dalam ke-4 komponen pendidikan bidan yakni input, process, output, dan outcome. Dengan cara survei, sebanyak 261 responden dari 4 provinsi yaitu Sumatera Utara, Kalimantan Barat, Sulawesi Selatan, dan Nusa Tenggara Timur diminta untuk menilai kinerja bidan. Selanjutnya, suatusurvei mendalam diadakan terhadap 107 bidan untuk meneliti korelasi dari sejumlah variabel yang mempengaruhi proses pendidikannya. Hasil penelitian menunjukkan adanya hubungan bermakna antara kinerja bidan dengan semua aspek dalam sistem pendidikannya. Analisis statistik juga menunjukkan korelasi yang nyata antara kinerja bidan di tempat kerjanya dengan beberapa variabel antara lain sistem rekrutmen, latar belakang sekolah, dan motivasinya. Dapat disimpulkan bahwa sistem pendidikan bidan dewasa ini telah cukup efektif dalam menghasilkan bidan-bidan yang kompetendan termotivasi. Disarankan pula agar pendidikan bidan di masa mendatang dapat mempersiapkan bidan-bidan kita untuk meningkatkan kompetensinya dalam menghadapi liberalisasi jasa dalam pasar tenaga kerja dunia yang semakin bebas.Kata kunci: Pendidikan kebidanan, kinerja, kompetensi, liberalisasiAbstractPerformance in the work place for midwives are determined by several factors in the beginning of their professional education and training. A number of variables interact significantly, resulting in their competence to perform their tasks. This research, based on system approach, aims to determinethe correlation and validity of several predictors in 4 components of their midwive education i.e input, process, output and outcome. Using survey methodology, 261 respondents from 4 provinces, North Sumatra, WestKalimantan, South Sulawesi, and East Nusa Tenggara participated in this survey to rate the midwive’s performance. Further on, an indepth survey have been imposed on 107 midwives to study the correlation of some of their background variables. Research result shows significant correlationbetween midwives performance with all aspects of their education systems. Statistical analysis also shows that midwives performance in the workplace correlates with their recruitment system, training background, and motivation. In conclusion, performances of midwives are perceived to be satisfactory,showing correlation with their motivation and competence. It also suggest that the present training system have been considerably effective to produce competent and motivated midwives. Suggestion for future midwives in training is to prepare themselves for global competence in preparationfor service liberalization in the world free market.Key words: Midwive education, performance, competence, liberalization
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Arrish, Jamila, Heather Yeatman, and Moira Williamson. "Self-Reported Nutrition Education Received by Australian Midwives before and after Registration." Journal of Pregnancy 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/5289592.

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Educating midwives to provide nutrition advice is essential. Limited research focuses on midwives’ nutrition education. This paper explores self-reported nutrition education received by Australian midwives before and after registration. It draws on quantitative and qualitative data from a larger online survey conducted with the members of the Australian College of Midwives (response rate = 6.9%, n=329). Descriptive and content analyses were used. Of the midwives, 79.3% (n=261) reported receiving some nutrition education during, before, and/or after registration. However, some described this coverage as limited. It lacked sufficient focus on topics such as weight management, nutrition assessment, and nutrition for vulnerable groups. Continuing education often occurred through personal initiatives, such as the midwife enrolling in external courses or exploring issues on the Internet and with colleagues. The majority of participants indicated a need for increased nutrition education (94.2%, n=310) and guidelines tailored for them to provide nutrition advice (87.8%, n=289). Australian midwives may not be receiving adequate nutrition education to provide nutrition advice. Inclusion of evidence-based nutrition components in midwifery education and regular updates for practising midwives focusing on challenging nutrition issues is required to ensure that they are supported in this important role.
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Zulfa, Siti Zakiah, Ova Emilia, and Asri Hidayat. "Midwives preparation to provide delivery services in independent midwife practice during COVID-19 pandemic." International journal of health sciences 5, no. 3 (October 6, 2021): 344–51. http://dx.doi.org/10.53730/ijhs.v5n3.1554.

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The COVID-19 pandemic has had a tremendous impact on the world of health, including delivery services at the independent midwife practice. Midwives must change its service system and follow maternity service procedures that the central government has set. The purpose of the study was to explore in-depth the preparation of midwives in providing delivery services at independent midwife practice during the COVID-19 pandemic. This study uses descriptive qualitative research through a phenomenological approach involving seven informants. Data were collected utilizing one-on-one in-depth online interviews using a semi-structured interview guide. Data analysis was done manually using thematic analysis. Data analysis shows that midwives are prepared to provide delivery services at independent midwife practice during the COVID-19 pandemic by modifying infrastructure, providing Personal Protective Equipment (PPE), providing information about COVID-19, disseminating delivery service guidelines, and providing support, vaccinations, rapid screening tests for midwives.
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Jin, Jing, Jie Chen, Yuan Zhao, and Chunbo Qiu. "Effect Analysis of Midwife Education and Training with PDCA Model." Computational Intelligence and Neuroscience 2022 (July 30, 2022): 1–10. http://dx.doi.org/10.1155/2022/7397186.

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With the improvement of social living standards, pregnant women have higher and higher requirements for health and medical personnel. As the main body of medical service personnel, the service objects of midwives are increasing rapidly, while the existing working conditions and abilities of midwives are difficult to meet the growing medical needs of pregnant women. In order to improve the imbalance between supply and demand between limited medical resources and patients’ medical treatment, this paper proposed to use PDCA model to educate and train midwives in order to improve their professional ability and work efficiency. Based on the analysis of the structure and functional principle of PDCA model, according to the working requirements of midwives, PDCA model was used to provide midwives with scientific teaching plan, implementation scheme, inspection requirements, and result evaluation methods. In order to test the effect of the application of this model, a group of hospitalized pregnant women were selected as samples and randomly divided into control group and observation group. Through comparative experiments, the effectiveness of PDCA model in midwife education and training was verified. The experimental results showed that the scores of midwife and patient satisfaction, theory and operation skills in the observation group were higher than those in the control group. Compared with the conventional nursing mode, the use of PDCA cycle mode to educate and train midwives had not only effectively improved the theoretical knowledge and professional skills of nurses, but also significantly improved the nursing and delivery monitoring ability of pregnant women. This study has certain reference and guiding significance for clinical medicine and other related application fields.
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Jefford, Elaine, Cristina Alonso, and Jennifer R. Stevens. "Call Us Midwives: Critical Comparison of What Is a Midwife and What Is Midwifery." International Journal of Childbirth 9, no. 1 (March 1, 2019): 39–50. http://dx.doi.org/10.1891/2156-5287.9.1.39.

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Research has identified midwifery as key to improving maternal and child health globally. Consequently, increasing the numbers, access, and quality of midwives is paramount as attention, funding, education, and support increases. Yet what a midwife and midwifery are is often misunderstood. The terms midwife and midwifery are often used interchangeably. Other cadres such as nurses, doulas, Skilled Birth Attendant, traditional birth attendant, and nurses with obstetric/perinatal experience are often referred to as midwives or providers of midwifery care. As health systems work to integrate midwives and midwifery, global clarity and understanding must exist on what midwives are and what they are not, and what midwifery is and is not. As the first step to establishing clarity; we undertook a critical comparison of existing different countries, ‘not for profit and professional organizations’ definitions and interpretation of a midwife and midwifery philosophy. The International Confederation of Midwives' definition of a midwife and midwifery philosophy, and their Global Standards for Midwifery Education acted as the baseline. A global consensus and commitment to educational systems and culture that teaches the midwifery model and the philosophy behind that care can positively impact and improve outcomes for women and babies.
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Dissertations / Theses on the topic "Midwives Education"

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Wegner, Carolyn Marie. "Rio : Connecting Midwives and Knowledge." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182468.

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Mothers around the world experience preventable medical complications during labor and delivery that can lead to maternal and newborn mortality. In addition, some expectant mothers can experience abuse, neglect, and discrimination from attending midwives. This lack of quality care has more connection to maternal mortality than lack of access to health services itself, and it is shown that the most effective way to improve care is through training and continuous education of the midwife, the primary obstetric care-giver. Laerdal Global Health [LGH], was collaborated with in this thesis, a not-for-profit company whose work is dedicated to saving the lives of mothers and newborns in low income regions, through high-impact, low-cost solutions involving educational materials and training programs for midwives. The aim of the partnership with LGH was to support competency development for labor management, with a focus on continuous training and education for midwives in Tanzania, sub Saharan Africa. Continuous training is on-going education of midwives through various methods of training and learning, with the goal of keeping skill sets current and evolving with best practice knowledge. Around the world, as well as in in sub Saharan Africa, medical systems can be stressed by a range of factors, including lack of resources and lack experienced midwives, which leads to challenges to follow standardized obstetric guidelines and an over-burdening workload for the midwife. (LGH, 2019). There is also a high frequency of midwife turnover within clinics and hospitals, making it difficult to train a fluctuating staff of varying competencies and knowledge sets. (LGH, 2019). The net effect of these challenges and beyond, made it imperative to address how midwives could be supported in their efforts to engage in continuous education and training. To facilitate and support continuous education, a hybrid chat and professional education platform, Rio, was created, powered by social interaction, knowledge exchange, and democratization of information. This platform’s aim was to give form and body to existing digital and social behaviors, and midwives’ continuous education efforts, something that comes in many shapes and sizes, and levels of tangibility. A proposal in the digital space was determined to be optimal due to its ability to increase access to information, and its adaptability to user needs and environments. Rio also challenges the ubiquitous nature of WhatsApp in the medical context by addressing and rethinking the generation, use, and storage of patient data. In tandem, Rio maintains the successful social platform use patterns, while utilizing these traits to propel and facilitate professional education and knowledge exchange.
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Nolan, Mary Louise. "Empowerment and antenatal education." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366168.

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Verber, Christine Hindle. "Continuing education needs of practicing certified-nurse-midwives : perceptions of CNM practitioners and CNM leaders /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10601624.

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Choucri, Lesley. "Education and practice development midwives adapting and evolving : an action research study." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26615/.

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The main aim of this study was to work collaboratively with a group of practice development midwives in their National Health Service workplace and to examine the impact of their role on their working lives. The study took an action research approach that involved working with a group of practice development midwives and their replacements as some left the organisation during the time of the study. The study was participative and educative, using action learning as a vehicle for learning and development. The wider policy context is encompassed, taking into account the modernisation of the NHS, including clinical governance, continuing professional development and human and social capital. Three action research spirals are depicted and the data collection consists of one to one interviews with each midwife, a group interview with midwives and stakeholders, minutes of monthly meetings which record the action learning effort and field notes. The main findings were that culture, leadership, time and learning to develop were the keys to successful practice development and change in this particular maternity unit setting. The group endeavour as critical friends sustained the practice innovations when resistance was manifest. Moreover, the practice development midwives became empowered as they evolved their roles during spirals of action research activity. Vital messages emerge about the requirement for time, facilitation and support to underpin the NHS agenda for modernising, improving and changing. This group of midwives were motivated by the needs of their client group within each project they did. They were encouraged over time and armed with new skills and knowledge to work at the forefront of their profession in implementing and sustaining change. Recommendations are made for the use of the approaches adopted within this study to empower midwives in the field as they try to take a strategic approach to implementing maternity policy which encourages the drive for woman centred care.
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Risko, Agnes. ""Gott zu ehren dem neben=christen zu nutz..." : Anna Elisabeth Horenburg's manual for midwives /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658546774.

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Bäck, Lena. "Confidence in Midwifery : Midwifery students and midwives’ perspectives." Licentiate thesis, Mittuniversitetet, Avdelningen för omvårdnad, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-33560.

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A confident midwife has an impact on a pregnant woman’s clinical outcome and birth experience. Knowledge acquisition, competence, and confidence develops over a lifetime and is of great importance in developing and forming personal skills and allowing the personal traits to grow and mature. Previous international studies have shown that midwifery students do not feel confident in many areas in which they are supposed to practice independently. The aim of this thesis was to investigate confidence levels in basic midwifery skills in Swedish midwifery students in their final semester just before entering the midwifery profession. An additional aim was to describe clinical midwives’ reflections about learning and what factors that developes professional competence, and confidence. Study I was a cross-sectional survey with Swedish midwifery students (n=238). They assessed their own confidence in all competencies that a midwife should have and could practice independently. The results of study I confirmed that Swedish midwifery students feel confident in dealing with the most common procedures during normal pregnancy, childbirth, and postpartum and newborn care. However, they do not feel fully confident in cases in which there are deviations from the normal procedures and obstetric emergencies. When comparing groups of midwifery students, the younger group of midwifery students felt more confident in general compared to the older group. Students at a university with a medical faculty were also more confident than the students at a university without a medical faculty. In study II, focus group discussions were held with 14 midwives emphasizing the way in which midwives reflect on learning and the development of competence and confidence. Content analysis was used to analyze the focus group discussions. Four categories were identified as a result of study II: 1.) feelings of professional safety evolve over time; 2.) personal qualities affect professional development; 3.) methods for knowledge and competence expansion; and 4.) competence as developing and demanding. The conclusion of this thesis is that more practical and clinical training during education is desirable. Midwifery students need to have access and the opportunity to practice obstetrical emergencies within a team of obstetricians and pediatricians. Learning takes time, and one improvement is to extend midwifery education to include and increase in clinical training. This would strengthen the students theoretical, scientific, and clinical confidence. Clinical midwives claim that it takes time to feel confident and that there is a need to develop professionalism.
En trygg barnmorska har en positiv inverkan för förlossningsutfall samt förlossningsupplevelse. Kunskap, kompetens och trygghet är ett livslångt lärande och har stor betydelse för att utveckla och forma personliga färdigheter, att låta de personliga egenskaperna växa och mogna. Tidigare internationella studier har påvisat att barnmorskestudenter känner sig otrygga inom områden där förväntas vara självständiga. Syftet med denna avhandling var att undersöka graden av trygghet hos svenska barnmorskstudenter strax innan de var färdigutbildade. Ett annat syfte var att utforska hur kliniskt verksamma barnmorskor reflekterar över lärande och vilka faktorer som bidrar till att utveckla yrkesmässig kompetens och trygghet. Studie I var en tvärsnittsundersökning med svenska barnmorskestudenter (n = 238). De bedömde egen trygghet inom alla kompetenser som en barnmorska förväntas kunna samt utföra självständigt. Resultaten av studie I bekräftade att svenska barnmorskestudenter känner sig trygga att hantera de vanligaste rutinerna vid normal graviditet, förlossning, eftervård samt nyföddhets vård. De känner sig emellertid inte fullt så trygga när något avviker från det normala samt vid obstetriska nödsituationer. Vid jämförelse mellan yngre och äldre barnmorskestudenter samt grad av trygghet, var det den yngre gruppen av barnmorskestudenter som kände sig tryggare i allmänhet jämfört med den äldre gruppen. Studenter vid ett universitet med en medicinsk fakultet var också mer trygga än studenterna vid ett universitet utan en medicinsk fakultet. I studie II hölls fokusgrupper med 14 barnmorskor, de diskuterade och reflekterade över hur barnmorskor utvecklar kompetens. Metod för att analysera var innehållsanalys, i resultatet framkom fyra kategorier 1.) känslor av professionell trygghet utvecklas över tid ; 2.) Personliga kvaliteter påverkar yrkesutveckling. 3.) metoder för kunskap och kompetensutveckling; och 4.) Kompetens som utveckling och krävande. Slutsatsen av denna avhandling är att mer klinisk träning under utbildning är önskvärt. Barnmorskestudenter behöver tillgång och möjlighet att öva obstetriska nödsituationer tillsammans i team bestående av förlossningspersonal och barnläkare. Det tar tid att lära samt att känna trygghet, en möjlighet att underlätta för studenter vore att utöka samt förlänga barnmorskeutbildningen, att inkludera mer klinisk träning. Detta skulle innebära att stärka studenters möjligheter till en utökad klinisk trygghet. Kliniska barnmorskor hävdar att det tar tid att känna sig trygg och att det ett finns behov av att utveckla professionalism.
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Sinclair, M. "Midwives readiness to use high technology in the labour ward : implications for education and training." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300999.

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Chesney, Sheila. "The value of APEL to the post-registration education of nurses, midwives and health visitors." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394866.

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Hooks, Claire. "An exploration of student midwives' attitudes toward substance misusing women following a specialist education programme." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/702270/.

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Substance misuse is a complex issue, fraught with many challenges for those affected. Whilst the literature suggests that pregnancy may be a ‘window of opportunity’ for substance misusing women, it also suggests that there are several barriers to women engaging with health care. One of these is the fear of being judged and stigmatised by healthcare professionals, including midwives. Previous research indicates that midwives have negative regard toward substance users and that this in turn may lead to stigmatising behaviours and consequential substandard care provision. Midwives however, stress that they do not have appropriate training to be able to effectively provide appropriate care for substance misusers. Research suggests that education (formal training) is needed in this area to improve attitudes. In this study, the role of education in changing attitude toward substance use in pregnancy was explored using case study methodology. The case was a single delivery of a university degree programme distance learning module ‘Substance Misusing Parents,’ undertaken by 48 final year student midwives across 8 NHS Trusts. The research was carried out in 3 phases, using a mixture of Likert style questionnaires (Jefferson Scale of Physician Empathy and Medical Condition Regard Scale), Virtual Learning Environment discussion board qualitative data and semi structured interviews. The findings of the questionnaires showed that whilst general empathy levels showed no significant change (p=0.539), empathy toward pregnant drug using women showed a statistically significant improvement following the module (p=0.012). Furthermore, exploration of the students’ experiences of the module demonstrated the importance of sharing and reflecting on practice with peers; the experiences of drug users, both positive and negative; and having an opportunity to make sense of these experiences, thus bridging the ‘theory-practice divide,’ as key in influencing their views. Furthermore the findings indicated value in the mode of delivery of such education, suggesting e-learning to be an effective approach, offering not only knowledge gain in terms of the content, but in wider research and critical thinking skills. This research demonstrates the potential of education in this area but also offers suggestions for effective methods of educational delivery to potentially help reduce stigma in other areas of practice.
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Hooks, Claire. "An exploration of student midwives’ attitudes toward substance misusing women following a specialist education programme." Thesis, Anglia Ruskin University, 2016. https://arro.anglia.ac.uk/id/eprint/702270/1/Hooks_2016.pdf.

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Substance misuse is a complex issue, fraught with many challenges for those affected. Whilst the literature suggests that pregnancy may be a ‘window of opportunity’ for substance misusing women, it also suggests that there are several barriers to women engaging with health care. One of these is the fear of being judged and stigmatised by healthcare professionals, including midwives. Previous research indicates that midwives have negative regard toward substance users and that this in turn may lead to stigmatising behaviours and consequential substandard care provision. Midwives however, stress that they do not have appropriate training to be able to effectively provide appropriate care for substance misusers. Research suggests that education (formal training) is needed in this area to improve attitudes. In this study, the role of education in changing attitude toward substance use in pregnancy was explored using case study methodology. The case was a single delivery of a university degree programme distance learning module ‘Substance Misusing Parents,’ undertaken by 48 final year student midwives across 8 NHS Trusts. The research was carried out in 3 phases, using a mixture of Likert style questionnaires (Jefferson Scale of Physician Empathy and Medical Condition Regard Scale), Virtual Learning Environment discussion board qualitative data and semi structured interviews. The findings of the questionnaires showed that whilst general empathy levels showed no significant change (p=0.539), empathy toward pregnant drug using women showed a statistically significant improvement following the module (p=0.012). Furthermore, exploration of the students’ experiences of the module demonstrated the importance of sharing and reflecting on practice with peers; the experiences of drug users, both positive and negative; and having an opportunity to make sense of these experiences, thus bridging the ‘theory-practice divide,’ as key in influencing their views. Furthermore the findings indicated value in the mode of delivery of such education, suggesting e-learning to be an effective approach, offering not only knowledge gain in terms of the content, but in wider research and critical thinking skills. This research demonstrates the potential of education in this area but also offers suggestions for effective methods of educational delivery to potentially help reduce stigma in other areas of practice.
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Books on the topic "Midwives Education"

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Viccars, Anne Elizabeth. Midwives views of continuing education. Wolverhampton: University of Wolverhampton, 1998.

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Sian, Maslin-Prothero, ed. Bailliere's study skills for nurses and midwives. 4th ed. Edinburgh: Bailliere Tindall, 2010.

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United Kingdom Central Council for Nursing Midwifery and Health Visiting. Post-Registration Education and Practice Project. The report of the Post-Registration Education and Practice Project. London: UKCC/PREPP, 1991.

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United Kingdom Central Council for Nursing Midwifery and Health Visiting. Post-Registration Education and Practice Project. The report of the Post-Registration Education and Practice Project. London: United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1990.

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English National Board for Nursing, Midwifery and Health Visiting. Continuing education opportunities for nurses, midwives & health visitors. London: ENB, 1998.

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English National Board for Nursing, Midwifery and Health Visiting. Continuing education for nurses, midwives and health visitors. London: ENB, 1995.

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McDaid, Catriona. Levels of study in professional education. Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 2000.

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Muguiro, Francisco. Nuestra experiencia en salud. Piura, Perú: CIPCA, 1990.

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English National Board for Nursing, Midwifery and Health Visiting. Continuing education opportunities for nurses,midwives and health visitors. London: ENB., 1997.

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Pradesh, India) Task Force on Midwifery Education (Madhya. Task force on Midwifery Education. Bhopal: Govt. of Madhya Pradesh, Dept. of Public Health and Family Welfare, 2002.

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Book chapters on the topic "Midwives Education"

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Lovett, Lisetta, and Alannah Tomkins. "How midwives became 'gamps'." In Medical History Education for Health Practitioners, 72–74. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781908911025-25.

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Chamberlain, Marie. "The clinical education of student midwives." In Midwives, Research and Childbirth, 108–31. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6956-9_6.

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Parigi, Gian Battista, and Gloria Pelizzo. "Embryology Education for Nurses and Midwives." In Clinical Embryology, 91–100. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-26158-4_11.

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Robinson, Sarah. "Progress and problems in midwifery education: some conclusions from published research." In Midwives, Research and Childbirth, 132–64. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-6956-9_7.

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Radford, Nancy, and Anne Thompson. "A study of issues concerning the implementation of direct entry midwifery education." In Midwives, Research and Childbirth, 260–92. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6958-3_10.

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Thomson, Val, and Dai Hall. "Case study: a credit scheme for nurses and midwives." In Health Care Education, 32–45. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3232-7_3.

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Narchi, Nádia Zanon, Edemilson Antunes Campos, and Dulce Maria Rosa Gualda. "Midwives in Brazil: Education, Regulation of Practice and Professional Association." In Starting Life as a Midwife, 55–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93852-3_3.

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Weckend, Marina J. "Midwifery in Germany: Practice, Education and Transition for Newly Qualified Midwives." In Starting Life as a Midwife, 107–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-93852-3_6.

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Kraienhemke, Monika. "Professional Identity of Midwives as a Starting Point for Curriculum Development." In Development, Implementation and Evaluation of Curricula in Nursing and Midwifery Education, 61–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78181-1_4.

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Rees, Colin. "Antenatal education, health promotion and the midwife." In Midwifery Practice: Core Topics 1, 58–76. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-14112-8_4.

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Conference papers on the topic "Midwives Education"

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Marcean, Crin, and Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.

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"Professional identity is the concept that describes how we perceive ourselves in our occupational context and how we communicate it to others. Professional identity is not static, but fluid. It is strongly influenced by how we see ourselves, how we perceive others and how we are viewed by society. Professional values are inherent characteristics of every profession and are part of the professional identity. Personal values are a powerful tool that influences our lives. They are the standards that each of us defines in order to live according to them and often influence our attitude and behavior. The profession of nurse/ midwives is defined by the values that each practitioner experiences every day in relation to his profession and each patient with whom he interacts. The professionalism of nursing profession requires that the nurses, midwifes to be able to provide quality health care services adapted to the society healthy needs, no matter age, social position, gender, political and sexual orientation or other differentiation criteria. In this way they will be able to increase the population’s health level. The Order of Nurses and Midwives of Romania implemented POLMED project which objective was to develop a set of fundamental professional values for nurses and midwives, for the benefit of the medical-patient staff relationship. The project aimed at developing an analysis of European public policies on the values of nursing and midwifery, conducting a survey of the current situation in Romania on the values of nursing and midwifery by involvement of 200 nationally selected nurses and midwives, as well as the training of 45 nurses and midwives in the design and evaluation of public policies. As a result, the ability of medical personnel to meet the citizen’s need to have quality health system is directly linked first and foremost to the reform of the educational system of professional training, which internalizes a values system centered on professionalism, empathy towards the patient and cooperation with patients and other categories of professionals in the medical system. The paper work is divide in two parts, the first part presents a survey in order to develop a set of fundamental professional values for nurses and midwives, and the second part presents the way these values were transposed in the nursing education. The paper presents a study on the ways of transposing the professional identity and profession values into the nursing education."
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Puspitaningrum, Dewi, Nuke Devi Indrawati, and Indri Astuti Purwanti. "Developing Premarital Education Application for Midwives at Puskesmas Around Semarang." In Proceedings of the 2019 Ahmad Dahlan International Conference Series on Pharmacy and Health Science (ADICS-PHS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/adics-phs-19.2019.28.

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Setya W, Diadjeng, Miftahul Jannah, and Rismaina Putri. "Antenatal Care Quality by Midwives as A Stunting Prevention Effort in Malang, East Java: A Comparative Study." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.06.

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ABSTRACT Background: Fulfilment of nutrition in the first 1000 days of life greatly affects the development of a child’s brain and body. If the nutritional intake is not fulfilled, the impact on children’s development will be permanent, one of which is stunting. This study aimed to compare the quality of antenatal care (ANC) by midwives in the stunting locus and not the stunting locus village. Subjects and Method: This was a comparative analytic with cross-sectional study conducted in stunting locus and not stunting locus village in Malang Regency from August-December 2019. A total of 84 midwives were enrolled in this study by purposive sampling. The data were collected by questionnaire. Data were analyzed using a multiple linear regression. Results: Quality of ANC in stunting locus and not stunting locus village were not showing good results. The most dominant influence on the quality of ANC midwives in the stunting locus was the length of work of the midwives. Meanwhile, the most dominant influence on the quality of ANC midwives in non-stunting locus was the latest education. Conclusion: Quality of ANC in stunting locus and not stunting locus village are not yet showing good results. Keywords: stunting, quality, antenatal care, midwives Correspondence: Diadjeng Setya Wardani. Faculty of Medicine, Universitas Brawijaya. Jl. Veteran Malang, East Java, Indonesia. diadjeng_wardani@ub.ac.id.085755540404 DOI: https://doi.org/10.26911/the7thicph.03.06
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Belowska, Jaroslawa, Mariusz Panczyk, Aleksander Zarzeka, Łukasz Samoliński, Halina Żmuda-Trzebiatowska, Barbara Kot-Doniec, and Joanna Gotlib. "KNOWLEDGE OF AND ATTITUDES TOWARDS EVIDENCE-BASED PRACTICE AMONG MIDWIVES TAKING A SPECIALTY EXAMINATION ORGANIZED BY CENTER OF POSTGRADUATE EDUCATION FOR NURSES AND MIDWIVES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0189.

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Senudin, Putriatri, Silfia Halu, Dionesia Laput, Yohana Dewi, and Matilda Betrix. "Midwives Productivity in Community Midwifery Services During the Covid-19 Pandemic in Indonesia." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310740.

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Smit, Anne-Marike, Maria Van Oost, Sara Borelli, Louise Walker, Stathis Konstantinidis, Kirstie Coolin, Antonella Nespoli, et al. "TO ENHANCE INTERCULTURAL SENSITIVITY SKILLS BY INTERNATIONAL VIRTUAL MOBILITY LEARNING. THE TOTEMM PROJECT: AN INCLUSIVE VIRTUAL ERASMUS EXPERIENCE FOR STUDENT MIDWIVES." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0957.

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Wu, Leyi, Jing Luo, and Huihui Guo. "An interactive design solution for prenatal emotional nursing of pregnant women." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001973.

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With the continuous development of interactive technology, informatization has begun to integrate into people's life[1].Having been neglected in history, postpartum depression reminds us that we need to pay attention to maternal emotional needs and prenatal care[2]. In the current situation, it is worth researching the interactive products for prenatal emotional care. According to the survey, it is not difficult to find that some speech emotion and facial expression recognition technologies in artificial intelligence are developing Which have large potential for extensive use.[3,4]. Therefore, it is necessary and feasible to design prenatal emotional diagnosis tools for pregnant women. This study has designed a product to care for pregnant women by identifying their emotional needs through AI recognition technologies. Appropriate prenatal intervention is conducive to the prevention of postpartum depression[5,6] . The use of artificial intelligence recognition technology can provide an appropriate emotional care plan. This can reduce the difficulty of training medical personnel and the difficulty of relatives caring for pregnant women. Therefore, the risk of postpartum depression can be reduced. QUESTIONCollecting opinions and information from previous studies is an important reference for this study. Therefore, this study needs to solve the following problems.1) How to design an artificial intelligence product that can accurately diagnose the emotion of pregnant women?2) How to integrate AI facial emotion recognition technology?3) How to help nurses and their families take care of users more professionally and easily through the information database?4) How to adapt the emotional care program provided by interactive products to different pregnant women? Methods:the research methods of this study are as follows:1) Observing the working process of artificial midwives and psychologists to find Which part can be assisted by machines[7].2) To understand the emotional needs of pregnant women through interview.3) To brainstorm according to the real data collected before and research findings, and then design interactive products that can practically solve the emotional care problems of pregnant women.4) Through the experiment of AI emotion recognition technologies, the feasibility of emotion recognition is verified. CONCLUSIONS:With the continuous development of artificial intelligence, more and more artificial intelligence products have entered our life [1]. This study is aimed to help pregnant women prevent prenatal and postpartum depression and maintain their health through artificial intelligence interaction technologies. This study is exploring the solution under the help of artificial intelligence after studying the problem that prenatal and postpartum emotion are neglected. This design is still in the conceptual design stage, but it seems only a matter of time before this design is applied in the future[8]. REFERENCES:[1]. Lee H S , Lee J . Applying Artificial Intelligence in Physical Education and Future Perspectives. 2021.[2]. Beck C T . Postpartum depression: it isn't just the blues.[J]. American Journal of Nursing, 2006, 106(5):40-50.[3].Ramakrishnan S , Emary I M M E . Speech emotion recognition approaches in human computer interaction[J]. Telecommunication Systems, 2013, 52(3):OnLine-First.[4]. Samara A , Galway L , Bond R , et al. Affective state detection via facial expression analysis within a human–computer interaction context[J]. Journal of Ambient Intelligence & Humanized Computing, 2017.[5]. Clatworthy J . The effectiveness of antenatal interventions to prevent postnatal depression in high-risk women[J]. Journal of Affective Disorders, 2012, 137(1-3):25-34.[6]. Ju C H , Hye K J , Jae L J . Antenatal Cognitive-behavioral Therapy for Prevention of Postpartum Depression: A Pilot Study[J]. Yonsei Medical Journal, 2008, 49(4):553-.[7]. Fletcher A , Murphy M , Leahy-Warren P . Midwives' experiences of caring for women's emotional and mental well-being during pregnancy[J]. Journal of Clinical Nursing, 2021.[8]. Jin X , Liu C , Xu T , et al. Artificial intelligence biosensors: Challenges and prospects[J]. Biosensors & Bioelectronics, 2020, 165:112412.
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Budiarti, Yati, Kama Abdul Hakam, and Ace Suryadi. "The Factor Contributing Most to Midwife’s Professional Character." In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.125.

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Artyushin, D. V., S. S. Makarova, E. Yu Bogdanova, N. S. Kuklin, G. V. Dolgov, N. A. Petrova, and I. G. Bogacheva. "The founder of Russian obstetric education P.Z. Condoidi." In General question of world science. НИЦ "LJournal", 2022. http://dx.doi.org/10.18411/gqws-01-2022-03.

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The article presents biographical information about Pavel Zakharovich Condoidi (Panajota Condoidi) (1710 - 1760), a great Russian medical doctor of Greek origin, a court physician under the empress Elizaveta Pavlovna, the founder of the first “midwife schools” - the founder of obstetric education in Russia.
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Nuraini, Laila Afiliasi Puji. "Experience in Interprofessional Education among Midwivery Students: A Systematic Review." In The 6th International Conference on Public Health 2019. Masters Program in Public Health, Graduate School, Universitas Sebelas Maret, 2019. http://dx.doi.org/10.26911/the6thicph.04.47.

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