Relevant bibliographies by topics / Midwives Training of Australia

Academic literature on the topic 'Midwives Training of Australia'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "Midwives Training of Australia"

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Plint, Elke, and Deborah Davis. "Sink or Swim: Water Immersion for Labor and Birth in a Tertiary Maternity Unit in Australia." International Journal of Childbirth 6, no. 4 (2016): 206–22. http://dx.doi.org/10.1891/2156-5287.6.4.206.

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PURPOSE: This study aimed to describe and compare the attitudes and practices of midwives and obstetric doctors in a tertiary setting regarding water immersion for labor and birth and to identify strategies for improving bath usage in the facility.DESIGN: A questionnaire consisting of 47 multiple choice and 2 open-ended questions was distributed to midwives and obstetric doctors providing labor care in the facility.FINDINGS: Obstetric doctors were unsupportive. Birth suite midwives, despite assigning value to it, rarely facilitated water immersion. Only continuity midwives routinely facilitated water immersion. The main identified strategies for increasing bath usage in labor were staff training and support, antenatal education, and increased access to continuity of care.CONCLUSION: Providing bath access and supporting guidelines is not sufficient to increase water immersion for labor and birth in a tertiary setting. Additional strategies are needed to incorporate this practice into standard care in the birth suite.
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Williams, Jessica, Lyn Ebert, and Jed Duff. "Neonatal resuscitation training for midwives in Australia: A discussion of current practice." Women and Birth 33, no. 6 (November 2020): e505-e510. http://dx.doi.org/10.1016/j.wombi.2020.01.002.

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Ekeroma, Alec Joseph. "Quality intrapartum care and partnerships." Pacific Journal of Reproductive Health 1, no. 2 (December 30, 2015): 48. http://dx.doi.org/10.18313/pjrh.2015.910.

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And that is where our biggest problem with pregnancy and intrapartum care lies in the Pacific – there is an outrageous underinvestment in training opportunities to increase the numbers of nurses, midwives and doctors. We simply do not have enough nurses, midwives and doctors to have engaging discussions on relationships and guaranteeing every woman in labour has a skilled health personnel practitioner. In 2011, it was estimated that 5000 newborns and 1500 women died in childbirth in PNG per annum and there were only 152 practicing midwives.<a title="PACNEWS (PINA), 2011 #13041" href="#_ENREF_5"><sup>5</sup></a> Australian government investment in capacity building has seen 500 midwives trained in PNG in the last four years and a paper from the University of Technology Sydney team tasked with building capacity is published in this issue.
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Arrish, Jamila, Heather Yeatman, and Moira Williamson. "Nutrition Education in Australian Midwifery Programmes: A Mixed-Methods Study." Journal of Biomedical Education 2016 (December 27, 2016): 1–12. http://dx.doi.org/10.1155/2016/9680430.

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Little research has explored how nutrition content in midwifery education prepares midwives to provide prenatal nutrition advice. This study examined the nature and extent of nutrition education provided in Australian midwifery programmes. A mixed-methods approach was used, incorporating an online survey and telephone interviews. The survey analysis included 23 course coordinators representing 24 of 50 accredited midwifery programmes in 2012. Overall, the coordinators considered nutrition in midwifery curricula and the midwife’s role as important. All programmes included nutrition content; however, eleven had only 5 to <10 hours allocated to nutrition, while two had a designated unit. Various topics were covered. Dietitians/other nutrition experts were rarely involved in teaching or reviewing the nutrition content. Interviews with seven coordinators revealed that nutrition education tended to be problem-oriented and at times based on various assumptions. Nutrition content was not informed by professional or theoretical models. The development of nutrition assessment skills or practical training for midwifery students in providing nutrition advice was lacking. As nutrition is essential for maternal and foetal health, nutrition education in midwifery programmes needs to be reviewed and minimum requirements should be included to improve midwives’ effectiveness in this area. This may require collaboration between nutrition experts and midwifery bodies.
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Goshomi, Unice, Carol Bedwell, Christina Mudokwenyu-Rawdon, Malcolm Campbell, and Dame Tina Lavender. "Facilitators and barriers to competence development among students and newly qualified nurses, midwives and medical doctors: a global perspective." African Journal of Midwifery and Women's Health 15, no. 2 (April 2, 2021): 1–21. http://dx.doi.org/10.12968/ajmw.2019.0029.

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Background The availability of a skilled health professional (nurse, midwife or doctor) who has been trained and is fit for practice to provide maternity care is fundamental in scaling down and ending preventable maternal and child deaths. Knowing the determinants of the development of ideal skills for effective practice ensures that women and their babies receive quality maternity care services from skilled birth attendants who are fit for practice. This study aimed to find and build on the existing evidence addressing aspects linked to competence and confidence development during training among students, newly qualified nurses, doctors and midwives from a global perspective. Methods A literature review was undertaken, using the ‘SPIDER’ search strategy to identify relevant papers from multiple databases. Studies were included if they were written in English and related to midwives, nurses and medical doctors when they were students, newly qualified professionals or after they had been working for 3-4 months. Opinion or non-empirical papers, editorials, conference papers and empirical articles with abstracts were excluded. Search words were used to identify papers that examined competence and confidence development while training these health professionals. A total of 2281 papers were identified, from countries in Europe, Australia, Asia, America and Africa. Overall, 62 papers were analysed. Results One core category, ‘learning environment’, emerged, with two overarching subcategories, ‘internal environment’ and ‘external environment’ when examining facilitators and barriers to competence and confidence development. Conclusions Facilitators and barriers to competence and confidence development are centred on the learning and practice environment. These are difficult to separate, as they are driven by either the student's or the newly qualified professional's experience with the learning and practice environment. This highlights the need for diversity and open mindedness among mentors and administrators in manipulating the environment to the benefit of either the student or the newly qualified professional so that mothers and their babies receive quality care.
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Jefford, Elaine, Julie Jomeen, Frances Guy, Belinda Newcombe, and Colin Martin. "Applying a Midwifery-Specific Decision-Making Tool to Midwives’ Clinical Reasoning and Midwifery Practice When Managing a Woman’s Perineum in Labor: An Exploratory Study." International Journal of Childbirth 8, no. 1 (May 2018): 54–66. http://dx.doi.org/10.1891/2156-5287.8.1.54.

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Introduction: Many of the risk factors for perineal trauma are modifiable, and midwives are in an ideal position to mitigate such risks. To date, no investigation using a midwifery-specific decision-making tool has sought to determine how midwives make decisions within a midwifery philosophy/context or identify the factors that may contribute to that decision making about perineal management. We sought to apply such a tool to midwives’ narratives and explore their clinical reasoning and midwifery practice when managing a woman’s perineum in labor. Methods: A qualitative interview-based study with practicing midwives in one regional Australian maternity unit was conducted. The decision-making matrix specified by a psychometrically robust and validated measure of clinical decision making and midwifery practice-guided analysis. Results: Effective clinical decision making in response to perineal trauma is contingent on a heuristic and individualized “working hypothesis” that combines distinct elements of an optimal clinical decision-making process. Midwives’ narratives highlighted their ability to engage in some form of clinical reasoning. Some elements of midwifery practice was lacking within several midwives’ narratives, thus resulting in them abdicating their professional role.Conclusion: The manner and processes by which midwives engage effectively with perineal management are complex. However, a significant influence on this process appears to be recollections from original training in perineal management, which appears to be largely rote and taught by example. We recommend balance between practical experience and synthesis with current evidence within a midwifery philosophy to optimize perineal care and risk modification.
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Lucas, Catherine Jane, Ellen Lyell, Britney Koch, Victoria Elder, Leanne Cummins, Sarah Lambert, Anne T. McMahon, and Karen E. Charlton. "Feasibility of face-to-face and online learning methods to provide nutrition education to midwives, general practice nurses and student nurses." BMJ Nutrition, Prevention & Health 2, no. 2 (September 3, 2019): 80–85. http://dx.doi.org/10.1136/bmjnph-2019-000031.

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Midwives and general practice nurses are ideally positioned to provide nutrition education to pregnant women. However, it appears that they do not receive sufficient nutrition training to enable them to fulfil this role. This study aimed to develop, implement and evaluate a suite of learning resources developed specifically for midwives, general practice nurses and student nurses. A four-module suite of learning resources was developed based on recommendations in the Australian Antenatal Care Clinical Guidelines as well as formative evaluation with stakeholders. The feasibility of these modules was tested using a pre-test and post-test quasi-experimental design with three arms using convenient sampling (face-to-face with midwives; online with student nurses; and online with midwives, nurses and practice nurses). Completion rates across the three study arms were poor (n=40 participants in total). For the combined data, there was a significant increase in knowledge scores across all modules from the pretest score (median (IQR): 3.46 (2.09–4.13)) to the post-test score (5.66 (4.66–6.00)) (p<0.001). Studies of high quality are required to determine if changing the nutrition knowledge and confidence in delivering nutrition care of health professionals results in sustainable changes to their clinical practice.
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Steen, Mary, Shwikar Mahmoud Etman Othman, Annette Briley, Rachael Vernon, Steven Hutchinson, and Susan Dyer. "Self-compassion Education for Health Professionals (Nurses and Midwives): Protocol for a Sequential Explanatory Mixed Methods Study." JMIR Research Protocols 11, no. 1 (January 13, 2022): e34372. http://dx.doi.org/10.2196/34372.

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Background A few recent studies have reported that having the ability to provide self-compassion can reduce health professionals’ levels of anxiety and stress, the risk of compassion fatigue, and burnout, and it can generally improve their well-being. Therefore, there is evidence to support further research into the investigation and exploration of self-compassion education and training for health professionals. Objective This study aims to increase the knowledge and understanding of self-compassion and how this may enhance the health and well-being of health professionals. Methods The proposed research study will adopt a sequential explanatory mixed methods design. This study will be conducted in 3 phases. Phase 1 will use a pre-educational self-compassion questionnaire (web-based survey) to collect data from participants at 3 time points (before, immediately after, and after follow-up at 6-8 weeks) after they have attended a self-compassion education and training program. Phase 2 will use an interview schedule to explore the participants’ views and experiences through a follow-up focus group or individual interview. Finally, phase 3 will include data integration and dissemination of key findings and recommendations. Results This study was approved by the Women’s and Children’s Health Network Human Research Ethics Committee and the Human Research Ethics Committee at the University of South Australia on June 26, 2021 (ID: 204,074). A scoping review was conducted to inform this research study (focusing on nurses and midwives). The preparatory phase was completed in April 2021. Phase 1 is expected to be completed by June 2022 and phase 2 will commence in July 2022. Conclusions The key findings from the data integration for this research project will provide in-depth details and insights to broaden the discussion about self-compassion and its influence on health professionals’ health and well-being. Health professionals (nurses and midwives) may benefit from self-compassion education and training programs to improve their health and well-being. International Registered Report Identifier (IRRID) PRR1-10.2196/34372
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Turkmani, Sabera, Caroline Homer, Nesrin Varol, and Angela Dawson. "A survey of Australian midwives’ knowledge, experience, and training needs in relation to female genital mutilation." Women and Birth 31, no. 1 (February 2018): 25–30. http://dx.doi.org/10.1016/j.wombi.2017.06.009.

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Turkmani, Sabera, Caroline Homer, Nesrin Varol, and Angela Dawson. "A survey of Australian midwives’ knowledge, experience, and training needs in relation to female genital mutilation." Women and Birth 30 (October 2017): 30. http://dx.doi.org/10.1016/j.wombi.2017.08.076.

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Dissertations / Theses on the topic "Midwives Training of Australia"

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Cullen, Miriam C. "Australian midwives' practice domain." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/51.

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This exploratory, descriptive research used a case study approach to analyse the role of the midwife in providing maternal and infant care in Australia. Midwives from the states of New South Wales, Victoria and Western Australia comprised the target population. These midwives were considered to be representative of the general midwifery population practising in the diverse settings of Australia.A triangulation of methods (Denzin, 1970) was used for data collection. This included observational field work, a questionnaire survey of a randomly selected sample of registered midwives (n=1754), and in-depth interviews (n=75), using a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1990).The questionnaire, in-depth interviews and observational field work addressed the practice of midwives:1. as documented in policies and procedures in practice settings.2. as defined by the Australian College of Midwives Incorporated in Standards for the Practice of Midwifery (1989), based on the International Confederation of Midwives' Definition of a Midwife (World Health Organisation, 1976).Data obtained through the survey questionnaire were analysed using descriptive analysis (Wilson, 1985) to portray a summarization of the entire data set. A thematic content analysis was used for the open-ended questions of the survey (Burnard, 1991). In an attempt to discover the 'how and why' questions associated with the study's survey findings, the constant comparative method of analysis of data from in-depth interviews was deemed appropriate (Glaser, 1978; Field and Morse, 1985; Chenitz and Swanson, 1986). This allowed a more abstract level of conceptualization that led to the development of a paradigm reflective of the midwives' practice domain (Strauss and Corbin, 1990).Lack of opportunities to practise throughout all stages of pregnancy and childbirth was identified as the major problem limiting the Australian midwives' practice domain. An explanatory process of Optimising Opportunities for Holistic Midwifery Practice emerged explaining midwives' actions and interactions throughout the four stages of optimising: revealing the image; influencing decision making; changing the paradigm; and expanding the profession.The findings of the study provide an analysis of Australian midwifery practice that considers factors facilitating and/or impeding the professional role and development of Australian midwives, and their ability to provide care that meets consumer needs.
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Cullen, Miriam C. "Australian midwives' practice domain." Curtin University of Technology, School of Nursing, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12173.

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This exploratory, descriptive research used a case study approach to analyse the role of the midwife in providing maternal and infant care in Australia. Midwives from the states of New South Wales, Victoria and Western Australia comprised the target population. These midwives were considered to be representative of the general midwifery population practising in the diverse settings of Australia.A triangulation of methods (Denzin, 1970) was used for data collection. This included observational field work, a questionnaire survey of a randomly selected sample of registered midwives (n=1754), and in-depth interviews (n=75), using a grounded theory approach (Glaser and Strauss, 1967; Strauss and Corbin, 1990).The questionnaire, in-depth interviews and observational field work addressed the practice of midwives:1. as documented in policies and procedures in practice settings.2. as defined by the Australian College of Midwives Incorporated in Standards for the Practice of Midwifery (1989), based on the International Confederation of Midwives' Definition of a Midwife (World Health Organisation, 1976).Data obtained through the survey questionnaire were analysed using descriptive analysis (Wilson, 1985) to portray a summarization of the entire data set. A thematic content analysis was used for the open-ended questions of the survey (Burnard, 1991). In an attempt to discover the 'how and why' questions associated with the study's survey findings, the constant comparative method of analysis of data from in-depth interviews was deemed appropriate (Glaser, 1978; Field and Morse, 1985; Chenitz and Swanson, 1986). This allowed a more abstract level of conceptualization that led to the development of a paradigm reflective of the midwives' practice domain (Strauss and Corbin, 1990).Lack of opportunities to practise throughout all stages of pregnancy and childbirth was identified as ++
the major problem limiting the Australian midwives' practice domain. An explanatory process of Optimising Opportunities for Holistic Midwifery Practice emerged explaining midwives' actions and interactions throughout the four stages of optimising: revealing the image; influencing decision making; changing the paradigm; and expanding the profession.The findings of the study provide an analysis of Australian midwifery practice that considers factors facilitating and/or impeding the professional role and development of Australian midwives, and their ability to provide care that meets consumer needs.
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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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Teate, Alison Judith. "The experiences of midwives involved with the development and implementation of CenteringPregnancy at two hospitals in Australia /." Electronic version, 2009. http://utsescholarship.lib.uts.edu.au/iresearch/scholarly-works/handle/2100/1005.

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Moor, Andrea L. "Contemporary actor training in Australia." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63083/1/Andrea_Moor_Thesis.pdf.

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This professional doctorate included a major research project investigating the efficacy of acting methodologies taught at four leading Australian actor-training institutions - National Institute of Dramatic Art, Queensland University of Technology, Victorian College of the Arts, and Western Australian Academy of Performing Arts. This study represents the first review of its kind, in which the 'castability' of acting graduates from each of these schools was scrutinized by industry leaders. The study not only reveals the methodologies and philosophies of each school but determines an ideal set of practices for future consideration. The doctorate also included two practice-led projects examining the candidate's transition from actor and teacher of actors to theatre director. The candidate's qualitative study was also underpinned by reflective practice on her extensive professional experience as actor, teacher and director.
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Hall, Brandi M., and L. Lee Glenn. "Detection and Management of Perinatal Depression by Midwives." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/7488.

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Davison, Clare Louise. "Looking Back and Moving Forward: A History and Discussion of Privately Practising Midwives in Western Australia." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/77506.

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The aim of this historical narrative research study was to fill a gap in the literature by investigating, analysing and describing the history of privately practising midwives in Western Australia (WA) from colonisation to the present day (approximately 1830-2018). This study embedded within a naturalistic, feminist paradigm analysed oral history interviews from fifteen midwives and three doctors, and archival documents to reconstruct the history, and explore the experiences of privately practising midwives in WA.
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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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Cameron, Dawn M. "Exploring the process of implementing a smoking cessation intervention in pregnancy training program for midwives." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46259/1/Dawn_Cameron_Thesis.pdf.

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The question of how to implement evidence effectively reveals a deficiency in our knowledge and understanding of the compound factors involved in such a process (Kitson, Rycroft-Malone et al. 2008). Although there is some awareness of the complexities of the process, there has been little exploration of the effectiveness of implementing evidence-based programs in health care. Despite public awareness of the dangers of smoking in pregnancy, and widespread public health measures to prevent smoking-related disease, women still continue to smoke in pregnancy (Ananth, Savitz et al. 1997; Laws and Hilder 2008). Evaluation of public health measures concludes that smoking cessation interventions during pregnancy increase quit rates among pregnant women (Melvin, Dolan-Mullen et al. 2000; Albrecht, Maloni et al. 2004; Lumley, Oliver et al. 2007). Notwithstanding the potential for improvement in health outcomes for pregnant women and their unborn babies, smoking interventions are often conducted poorly or not at all. Although midwives understand why women smoke in pregnancy and parenthood and are aware of the risks of smoking to both the pregnancy and the unborn child, they require specific knowledge and skills in the provision of support and advice on smoking for pregnant women (Bull and Whitehead 2006) . Organisational-change research demonstrates the complexity of the process of planned change in professionalised institutions such as health care (Greenhalgh, Robert et al. 2005). Some innovations and interventions are never accepted, and others are poorly supported (Greenhalgh, Robert et al. 2004). Comprehension of the change process around health promotion is crucial to the implementation of new health promotion interventions within health care (Riley, Taylor et al. 2003). This study utilised a case study approach to explore the process of implementing a smoking cessation training program for midwives in Queensland metropolitan and regional clinical areas, who attended a ‘Train-the-Trainer program’. The study draws on the organisational change work of Greenhalgh et al (2004) as the theoretical framework through which situational and structural factors are explored and examined as they inform the implementation of smoking cessation programs. The research data constituted staged interviews with midwives who instituted training programs for midwives, as well as organisational and policy documentation. Analysis of the data identified some areas that were not fully addressed in the theoretical model; these formed the basis of the Discussion and Implications for Future Research.
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Nicholls, Sarah Louise. "A qualitative descriptive study exploring the perception of confidence within midwives facilitating water birth in Western Australia." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1291.

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This qualitative study explored midwives' perceptions of 'becoming and being confident' in supporting water birth. Twenty six midwives participated. Three categories emerged: What came before the journey describes influences prior to initial exposure such as education and personal attitudes. Becoming confident – the journey offers insight into the impact of another midwife in the room, getting enough exposure and 'unlearning' ingrained practices. Staying confident highlights factors that ‘knock’ confidence plus empowering experiences that sustained confidence.
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Books on the topic "Midwives Training of Australia"

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Das, N. P. Training of traditional birth attendants (dais) under the RCH programme in Gujarat: An evaluation : a draft report. Baroda: Population Research Centre, Dept. of Statistics, Faculty of Science, M.S. University of Baroda, 2002.

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Andrew, Smith. Training and development in Australia. Sydney: Butterworths, 1992.

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Andrew, Smith. Training and development in Australia. 2nd ed. Sydney: Butterworths, 1998.

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Castles, Ian. Education and training in Australia. Canberra: Australian Bureau of Statistics, 1992.

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Birth emergency skills training: Manual for out-of-hospital midwives. Duncannon, PA: Birth Guru Publications, 2008.

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Gruenberg, Bonnie Urquhart. Birth emergency skills training: Manual for out-of-hospital midwives. Duncannon, PA: Birth Guru Publications, 2008.

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Shah, Zakir H. Training institutions for community midwives in Pakistan: An initial assessment. Islamabad: Population Council, 2010.

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Gruenberg, Bonnie Urquhart. Birth emergency skills training: Manual for out-of-hospital midwives. Duncannon, PA: Birth Guru Publications, 2008.

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Health, Nigeria Federal Ministry of. National curriculum on reproductive health for nurses/midwives, Nigeria. Abuja: Federal Ministry of Health, 2001.

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The Midwife and the Millionaire. Richmond: Mills & Boon, 2010.

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Book chapters on the topic "Midwives Training of Australia"

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Mander, Rosemary. "Midwifery training and employment decisions of midwives." In Midwives, Research and Childbirth, 233–59. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-6958-3_9.

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Shen, Chen. "Implementation and evaluation of training programmes." In Training Teachers of Chinese in Australia, 138–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-7.

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Shen, Chen. "Implementation and evaluation of training programmes." In Training Teachers of Chinese in Australia, 138–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-7.

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Shen, Chen. "Curriculum design for training teachers of Chinese." In Training Teachers of Chinese in Australia, 111–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-6.

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Shen, Chen. "Curriculum design for training teachers of Chinese." In Training Teachers of Chinese in Australia, 111–37. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-6.

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Shen, Chen. "Theoretic foundations for training teachers of Chinese." In Training Teachers of Chinese in Australia, 87–110. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-5.

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Shen, Chen. "Introduction." In Training Teachers of Chinese in Australia, 1–12. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-1.

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Shen, Chen. "Teaching of Chinese as a second language in the world." In Training Teachers of Chinese in Australia, 13–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-2.

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Shen, Chen. "Development of language teacher education in the west." In Training Teachers of Chinese in Australia, 62–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-4.

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Shen, Chen. "Development of language teacher education in the west." In Training Teachers of Chinese in Australia, 62–86. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175957-4.

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Conference papers on the topic "Midwives Training of Australia"

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Ricci, Serena, Simone Marcutti, Andrea Pani, Marco Chirico, Giancarlo Torre, Massimo Cordone, Maura Casadio, and Gianni Vercelli. "Implementation of a sensorized neonatal head model for gynechological training." In the 8th International Workshop on Innovative Simulation for Healthcare. CAL-TEK srl, 2019. http://dx.doi.org/10.46354/i3m.2019.iwish.012.

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"During labor it is very important to know the exact position and orientation of the fetal head when descending the birth canal. Indeed, incorrect evaluations may lead to dangerous situations for both the infant and the mother. Usually, gynecologists and midwives rely on their experience to determine the head position and to evaluate the risk level of each delivery. In this context, it is essential to train new physicians and midwives to correctly manage different types of delivery. Here, we present the design and implementation of a realistic sensorized neonatal head that could be used on low-cost birth simulators for training and evaluation of residents and midwifery students."
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Knight-Smith, Melanie. "The Broadcast Engineer Training for 2000 and Beyond." In SMPTE Australia Conference. IEEE, 1999. http://dx.doi.org/10.5594/m001220.

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Nottle, Philip C. "Training of Broadcast Engineers in the Digital Era." In SMPTE Australia Conference. IEEE, 1999. http://dx.doi.org/10.5594/m001222.

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Giang, Chau. "The Role of eLearning in Enterprise Training in Australia." In 2013 International Conference on Advanced ICT. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.55.

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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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Shahidehpour, M. "Smart Grid Education and Workforce Training Center." In 2011 IEEE PES Innovative Smart Grid Technologies (ISGT Australia). IEEE, 2011. http://dx.doi.org/10.1109/isgt-asia.2011.6167128.

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Budihastuti, Uki Retno, and Endang Sutisna Sulaeman. "Does Community Health Centers Have Contextual Effect on Midwife Performance in the Implementation of Prevention Mother to Child Transmission Counseling and Testing?" 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.03.96.

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ABSTRACT Background: Prevention mother to child transmission counseling and testing (PMTCT) service is primarily provided at health facility level. However, their full implementation requires strong linkages with communities. The purpose of this study was to examine contextual effect of community health centers on midwife performance in the implementation of PMTCT? Subjects and Method: This was an analytic observational study with a cross-sectional design. The study was conducted at 24 community health centers in Madiun, East Java, from August to September 2019. A sample of 184 midwives was selected by total sampling. The dependent variable was implementation of PMTCT. The independent variables were age, tenure, knowledge, training, work performance, and accreditation. The data were collected by questionnaire and analyzed by a multiple linear regression. Results: Implementation of PMTCT counseling and testing improved with tenure ≥8 years (b= 0.51; 95% CI= 0.15 to 0.87; p= 0.006), good knowledge (b= 0.61; 95% CI= 0.33 to 0.89; p<0.001), had trained (b= 0.41; 95% CI= 0.08 to 0.74; p= 0.014), good work performance (b= 0.56; 95% CI= 0.21 to 0.92; p= 0.002), and good accreditation (b= 0.49; 95% CI= 0.04 to 0.95; p= 0.031). Implementation of PMTCT counseling and testing reduced with midwives age ≥35 years (b= -0.51; 95% CI= -0.80 to -0.21; p= 0.001). Conclusion: Implementation of PMTCT counseling and testing improves with tenure ≥8 years, good knowledge, had trained, good work performance, and good accreditation. Implementation of PMTCT counseling and testing reduces with midwives age ≥35 years. Keywords: implementation, prevention mother to child transmission, work performance, accreditation Correspondence: Sringatin. Dolopo Regional Public Hospital, Madiun, East Java. Jl. Raya Dolopo 117, Dolopo, Madiun 63174, East Java, Indonesia. Email: sringatine22@gmail.com. Mobile: 081231683090. DOI: https://doi.org/10.26911/the7thicph.03.96
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Love, John D. "New initiatives in Australia for education and training in the academic and industrial optical communications communities." In Education and Training in Optics and Photonics 2001. SPIE, 2002. http://dx.doi.org/10.1117/12.468729.

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Hodgkinson, John. "Industry Training for Concrete Paving Crews in Australia (2006-2020): The “Grey Card” Course." In 12th International Conference on Concrete Pavements. International Society for Concrete Pavements, 2021. http://dx.doi.org/10.33593/zi0gjbke.

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In addition to advances in materials and construction equipment there is a continuing need to ensure adequate skills are available within paving crews. Since 2006 concrete pavement crews and their supervisors in Australia have been required to undertake a mandatory one-day course. Known in industry as the ``Grey Card'' course it was developed jointly by NSW Roads and Maritime Services (RMS) and industry applicable to highway and similar classification roads. It demonstrates a commitment from both sectors to relevant training. Over 180 courses with 3,800 participants have been completed in four States and the Australian Capital Territory. Successful participants are issued with a card that is recognised throughout industry irrespective of changes in an individual's employment. The course is presented by instructors accredited by RMS and drawn from industry professionals who have demonstrated considerable construction experience. There is no other course of this type in Australia. The course has the primary objective of consistently high quality construction. Based on agency Specifications the course sets out the reasons for various construction requirements and site practices necessary to achieve them at paving crew level. Sessions include the basics of making good concrete, setting forms reinforcement and dowels, placing paving and compaction, surface finishing and texturing, curing and protection. This paper sets out the development and presentations of the courses.
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Stevenson, Duncan. "Evaluating an in-vivo surgical training demonstration over broadband internet." In the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1228175.1228186.

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Reports on the topic "Midwives Training of Australia"

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Shah, Zakir, Momina Salim, and Mumraiz Khan. Training institutions for community midwives in Pakistan: An initial assessment. Population Council, 2010. http://dx.doi.org/10.31899/rh2.1091.

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Naude, Celeste. Are abortion procedures by nondoctor providers effective and safe? SUPPORT, 2017. http://dx.doi.org/10.30846/1701132.

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Training midlevel providers (midwives, nurses, and other nondoctor providers) to conduct surgical aspiration abortions and manage medical abortions has been proposed as a way of increasing women’s access to safe abortion in developing countries. It is important to know if abortion procedures administered by midlevel providers are more or less effective and safe than those administered by doctors.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Patron, Maria Carmela, and Marilou P. Costello. The DMPA service provider: Profile, problems and prospects, August 1995. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1024.

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This report presents the results of interviews conducted with 60 trained DMPA service providers from seven of the ten local government units (LGUs) covered by Phase I of the Philippine Department of Health's DMPA Reintroduction Program. DMPA, or Depot-medroxyprogesterone acetate, is an injectable contraceptive commonly known as Depo-Provera. The interviews were undertaken as part of the DMPA Monitoring and Follow-up Studies sponsored by the Population Council under the Asia and Near East Operations Research and Technical Assistance (ANE OR/TA) Project. While the monitoring study and the follow-up survey focused on DMPA users and dropouts, this study centered on the service provider. The DMPA Reintroduction Program was launched by the DOH in April 1994 by the Philippine Bureau of Food and Drugs. The program aims to reintroduce DMPA into the Philippine Family Planning Program through training local-level doctors, nurses, and midwives as service providers, and providing free DMPA services in selected public health facilities.
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Gorman- Murray, Andrew, Jason Prior, Evelyne de Leeuw, and Jacqueline Jones. Queering Cities in Australia - Making public spaces more inclusive through urban policy and practice. SPHERE HUE Collaboratory, November 2022. http://dx.doi.org/10.52708/qps-agm.

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Building on the success of a UK-based project, Queering Public Space (Catterall & Azzouz 2021), this report refocuses the lens on Australian cities. This is necessary because the histories, legacies and contemporary forms of cities differ across the world, requiring nuanced local insight to ‘usualise’ queerness in public spaces. The report comprises the results of a desk-top research project. First, a thematic literature review (Braun & Clarke 2021) on the experiences of LGBTIQ+ individuals, families and communities in Australian cities was conducted, identifying best practices in inclusive local area policy and design globally. Building upon the findings of the literature review, a set of assessment criteria was developed: – Stakeholder engagement; – Formation of a LGBTIQ+ advisory committee; – Affirming and usualising LGBTIQ+ communities; – Staff training and awareness; and – Inclusive public space design guidelines
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Lotz, Amanda, Anna Potter, Marion McCutcheon, Kevin Sanson, and Oliver Eklund. Australian Television Drama Index, 1999-2019. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.212330.

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This report examines changes in the production and commissioning of Australian television drama from 1999–2019, a period marked by notable changes in the business of television in Australia and globally. More production companies now make drama in Australia; however, the fact that more companies share less than half the annual hours once produced raises concerns about sustainability. Several major Australian production companies have been acquired by foreign conglomerates and challenge the viability of domestic companies that lack access to international corporate capital and distribution. The decrease in adult drama hours commissioned by commercial broadcasters has reshaped Australian television drama more than any other change. The national broadcasters have increased their role in commissioning, particularly in children’s drama. Titles have not decreased nearly as significantly as the number of episodes per series. Commercial broadcasters’ drama decreased from an average of 21 episodes per title in 1999 to seven in 2019, a 60 per cent decrease that, along with the increasing peripheralization of soaps, has diminished available training grounds and career paths in the Australian scripted production industry.
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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Sniedze-Gregory, Shani, Rachel Felgate, Elizabeth O'Grady, Sarah Buckley, and Petra Lietz. What Australian students say about transition to secondary school. Final report. Australian Council for Educational Research, November 2021. http://dx.doi.org/10.37517/978-1-74286-644-4.

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Life Education Australia's Being Healthy Being Active project involved the collection of student voice related to the concept of school transition and the move from primary to secondary school. Students from around Australia participated in 82 focus groups, or student forums, to discuss their own positive experiences, as well as perceived needs and challenges related to their move to secondary school. Section One of this report is a literature review and environmental scan on student transition from primary to secondary school. Section Two describes the methods used to design and administer the Student Forums. This includes a description of the target population and sampling methods as well as the details of the achieved sample: 82 forums with 444 students across 15 schools. Section Three outlines the findings of the Student Forums. Section Four offers conclusions and recommendations to inform the next stage of the project, designing a suite of resources and training for teachers aimed at assisting students with the transition from primary to secondary school.
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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