1
|
Ghasab Shirazi M, Pourghane P, Mehrabian F. Storytelling as an educational strategy for midwifery students: A qualitative study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2024; 13:235. [PMID: 39297089 PMCID: PMC11410279 DOI: 10.4103/jehp.jehp_948_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/02/2023] [Accepted: 11/16/2023] [Indexed: 09/21/2024]
Abstract
BACKGROUND Narratives can provide a framework to teach the concepts of patient-centered care to the students. This article describes the experiences of midwifery students from employing of purposive storytelling as a teaching strategy in the education program. MATERIAL AND METHODS This qualitative study used an in-depth interview method to collect the experiences of midwifery students engaged in a narrative medicine training program. The narrative-based teaching activities focused on three patients to teach four themes (clinical manifestations, treatment options, prevention strategies, and ethics), and related to MMR (maternal mortality rate) concept offered to students from Guilan University of Medical Sciences in 2022-2023. At the end of the course, all students were invited to provide experiences regarding the teaching method. Conventional content analysis was performed simultaneously with data collection. Four-dimension criteria (Lincoln and Guba) were used to evaluate the rigor of the findings. RESULTS Data analysis led to the extraction of three main categories and eight sub-categories: effective learning (extended learning, a safe learning environment, and boosted motivation for midwifery role), challenges on the way of learning (contagious sadness, shattered cohesion, and executive monopoly), and challenges on the way of performance improvement (the necessity of interdisciplinary education and the inevitability of a strong foundation). CONCLUSIONS Narrative-based teaching may improve the learning experience of students, but it is not possible to train all the course content by this method, and it should ideally be a supplement to other educational methods, such as lecturing.
Collapse
Affiliation(s)
- Morvarid Ghasab Shirazi
- Department of Midwifery, Zeynab (P.B.U.H) School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Parand Pourghane
- Social Determinants of Health Research Center and Department of Nursing, Zeynab (P.B.U.H) School of Nursing and Midwifery, Guilan University of Medical Sciences, Rasht, Iran
| | - Fardin Mehrabian
- Department of Health Education and Promotion, Research Center of Health and Environment, School of Health, Guilan University of Medical Sciences, Rasht, Iran
| |
Collapse
|
2
|
Lloyd B, Bradshaw C, McCarthy J, Tighe SM, Noonan M, Atkinson S. Midwifery students' experiences of their clinical internship placement during the COVID-19 pandemic in Ireland: A qualitative descriptive study. Midwifery 2023; 127:103861. [PMID: 37948792 DOI: 10.1016/j.midw.2023.103861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2023] [Revised: 10/25/2023] [Accepted: 10/27/2023] [Indexed: 11/12/2023]
Abstract
OBJECTIVE To explore the impact of the COVID-19 global pandemic on midwifery students' experiences of clinical internship placement in the final year of their midwifery programme. DESIGN A qualitative descriptive study was conducted following ethical approval. Four online focus groups were facilitated. SETTING AND PARTICIPANTS To prepare for autonomous practice, BSc Midwifery students in the Republic of Ireland (RoI) undertake a 36-week internship in the final year of their programme. Midwifery students (n = 15), from one Higher Education Institute (HEI), who were undertaking internship across two clinical practice sites volunteered to participate in the study. FINDINGS Four overarching themes were identified: Fear and uncertainty of internship in the context of a pandemic, Consequences of COVID-19 within the clinical environment, Student supports, Opportunities and challenges during internship. Working within a health care environment dominated by the presence of COVID-19 had significant consequences for the students and their provision of care for women and families. Students were challenged with managing increased responsibility within the context of COVID-19 practice requirements and restrictions. Students balanced their need to progress to autonomous practice, whilst acknowledging their needs as learners. COVID-19 also brought unexpected benefits, which included enhancing students' ability to develop relationships with women in their care, and students described a sense of belonging within the midwifery team. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE Midwifery students identified internship, during the COVID-19 pandemic as challenging and stressful. However, students also portrayed a sense of pride in their achievements. Support structures assisted students to cope during this period which included peer support, protective reflective time (PRT) in the HEI and support from clinical placement coordinators in midwifery (CPC-Midwifery) within clinical placements sites. It is essential that these support structures continue within midwifery educational programmes. Promoting peer support in a more formal support structure may need consideration. These support structures need to be protected and enhanced during unprecedented times, such as the COVID-19 pandemic.
Collapse
Affiliation(s)
- Barbara Lloyd
- Department of Nursing and Midwifery, University of Limerick, Ireland.
| | - Carmel Bradshaw
- Department of Nursing and Midwifery, University of Limerick, Ireland
| | - Jan McCarthy
- Department of Nursing and Midwifery, University of Limerick, Ireland
| | | | - Maria Noonan
- Department of Nursing and Midwifery, University of Limerick, Ireland
| | - Sandra Atkinson
- Department of Nursing and Midwifery, University of Limerick, Ireland
| |
Collapse
|
3
|
Kranz A, Schulz AA, Wirtz MA, Plappert C, Abele H, Graf J. Assessment of the relevance of midwifery competencies in academic education in Germany from the midwives' perspective: A structural analysis of cross-sectional survey data. Eur J Midwifery 2023; 7:22. [PMID: 37664000 PMCID: PMC10472291 DOI: 10.18332/ejm/169658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 06/07/2023] [Accepted: 07/15/2023] [Indexed: 09/05/2023] Open
Abstract
INTRODUCTION The acquisition of academic competencies is one of the main outcomes of the academization of midwifery education. To analyze midwives' views on the key academic competencies of the recently reformed midwifery education in Germany, an existing assessment instrument was adapted to the German context of care and psychometrically analyzed. Furthermore, it was investigated whether the relevance assessments of academic and non-academic midwives differ from each other. METHODS The study design was cross-sectional. A total of 193 (prospective) midwives answered the items on the assessed relevance of midwifery competencies in academic education (59 items); 3 items were added (referring to evidence-based practice and digital literacy). Construct validity was tested using exploratory factor analysis. Item and reliability analysis as well as unpaired t-tests were performed. RESULTS Considering insufficient item-construct associations (20 items), a single factorial solution best fits the data (eigenvalue: 18.36; explained variance: 29.60%). Internal reliability was demonstrated to be very good with Cronbach's α=0.954. The assessed relevance of academic midwifery competencies from academic and non-academic midwives did not differ significantly from each other for students and trainee midwives (t=0.18; df=6.66; p=0.86), and for for midwives educated at vocational school and university (t= -0.035; df=106; p=0.97). CONCLUSIONS The adapted assessment tool can be used with minor modifications to reliably and validly measure the assessed relevance of academic competence from the midwives' perspective. Combined with data on the assessments of medical practitioners and laypersons, the assessment provides a substantial data basis for the development of a competence profile for academic midwifery education in Germany.
Collapse
Affiliation(s)
- Angela Kranz
- Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany
| | - Anja A. Schulz
- Research Methods in the Health Sciences, University of Education Freiburg, Freiburg, Germany
| | - Markus A. Wirtz
- Research Methods in the Health Sciences, University of Education Freiburg, Freiburg, Germany
| | - Claudia Plappert
- Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany
| | - Harald Abele
- Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany
- Department for Women’s Health, University Hospital Tubingen, Tubingen, Germany
| | - Joachim Graf
- Section of Midwifery Science, Institute of Health Sciences, University of Tubingen, Tubingen, Germany
| |
Collapse
|
4
|
Kuipers YJ. Exploring the uses of virtues in woman-centred care: A quest, synthesis and reflection. Nurs Philos 2022; 23:e12380. [PMID: 35191165 DOI: 10.1111/nup.12380] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 11/18/2021] [Accepted: 02/05/2022] [Indexed: 11/28/2022]
Abstract
Woman-centred care is a philosophy authentic to the midwifery profession, scaffolding and preceding the capacity and utility of woman-centred care in daily practice. Through providing guidance on the philosophical capacities-the virtues-the practical capacity and utility of woman-centred care becomes more clear and more tangible. This paper discusses the virtues of woman-centred care in midwifery practice. Eighteen virtues, described by Compte-Sponville, serve as a philosophical lens to explore and understand how each specific virtue integrates into the woman-centred care concept or vice versa, herewith becoming woman-centred care virtuous acts. The virtues are politeness, fidelity, prudence, temperance, courage, justice, generosity, compassion, mercy, gratitude, humility, simplicity, tolerance, purity, gentleness, good faith, humour and love. Exploring these virtues provides a manageable view of the complexity of woman-centred care. In this paper, first each virtue is discussed in relation to the body of knowledge of woman-centred care in midwifery. Thereafter, a sketch of pragmatism is provided through translating the virtues into practical recommendations for the professional socialization and transformation of becoming, being and doing woman-centred care.
Collapse
Affiliation(s)
- Yvonne J Kuipers
- School of Health and Social Sciences, Edinburgh Napier University, Edinburgh, Scotland, UK
| |
Collapse
|
5
|
Carter J, Sidebotham M, Dietsch E. Prepared and motivated to work in midwifery continuity of care? A descriptive analysis of midwifery students' perspectives. Women Birth 2021; 35:160-171. [PMID: 33832870 DOI: 10.1016/j.wombi.2021.03.013] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 03/09/2021] [Accepted: 03/29/2021] [Indexed: 01/08/2023]
Abstract
BACKGROUND Internationally, midwifery education and maternity services are evolving to promote midwifery continuity of care. It is unclear whether current Australian midwifery education programs are graduating a midwifery workforce prepared and motivated to work in this way. AIM To discover how well midwifery students in Australia feel they have been prepared and motivated to work in midwifery continuity of care when they enter practice. METHODS A pragmatist approach was used. Participants were final year midwifery students at one Australian university participating in the Midwifery Student Evaluation of Practice (MidSTEP) project over three consecutive years. Descriptive analysis of selected scaled and free text responses was undertaken to ascertain how students' clinical practice experiences had influenced their learning, development and career aspirations. RESULTS Exposure to midwifery continuity of care had profound impact on students' learning, enabling them to provide woman-centred midwifery care whilst increasing confidence and preparedness for practice. The majority were motivated to work in midwifery continuity of care upon graduation. A small minority of participants felt unprepared to work in midwifery continuity of care, attributing this to their family commitments, a sense of needing more experience or unsupportive workplace cultures. SUMMARY Midwifery continuity of care experiences are highly valued by midwifery students and positively influence confidence, preparation and motivation for beginning practice. It is necessary to review education standards to ensure quality, consistency, and adequacy of these experiences throughout pre-registration midwifery education. This will assist in generating a midwifery workforce prepared and motivated to deliver the goals of maternity service reform.
Collapse
Affiliation(s)
- Joanne Carter
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia.
| | - Mary Sidebotham
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia
| | - Elaine Dietsch
- School of Nursing and Midwifery, Griffith University, Logan Campus, 68 University Dr, Meadowbrook, Queensland 4131, Australia; Transforming Maternity Care Collaborative, Australia
| |
Collapse
|
6
|
Jefford E, Nolan S, Munn J, Ebert L. What matters, what is valued and what is important in mentorship through the Appreciative Inquiry process of co-created knowledge. NURSE EDUCATION TODAY 2021; 99:104791. [PMID: 33540352 DOI: 10.1016/j.nedt.2021.104791] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Revised: 01/04/2021] [Accepted: 01/21/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND A key element in the provision of safe and competent midwifery care is how learning experiences are construed and translated into practice. This process can be supported through clinical/professional mentoring. What constitutes 'good mentorship' has been the topic of much debate. While research exploring mentorship exists, there is less research exploring co-created perceptions of mentorship by the mentee and mentor. OBJECTIVES To explore student and registered midwives' co-created perspectives of what matters, what is valued and what is important in mentorship. DESIGN An adapted Appreciative Inquiry methodology guided this study with thematic analysis used for data analysis. SETTINGS One regional Australian university. PARTICIPANTS A convenience sampling, from a population of 39 third-year Bachelor of midwifery students and 39 registered midwives providing clinical supervision for students enrolled in a specific unit of study and concurrently undertaking midwifery practice experience were recruited into this study. METHODS Following the four-step process of Appreciative Inquiry; Appreciate, Envision, Co-create and Embed, imagery cards were provided, and participants selected the image that resonated with their understanding of mentorship. Shared understandings were cultivated to co-create what worked well and what was valued in facilitating a positive learning experience. RESULTS Trust developed over time is a valued component of mentorship relationships. Similarly valued is the sense of belonging and feeling safe, elements reliant on the establishment of effective and respectful communication. CONCLUSION What matters, what is valued and what is important in midwifery mentorship is a mutually respectful relationship between mentee and mentor. This requires time and trust and the creation of a space where the student can develop a sense of professional belonging and feel safe to learn. Further research is needed to explore ways to co-create safe learning environments. Appreciative Inquiry is a method suited to studying this area.
Collapse
Affiliation(s)
- Elaine Jefford
- School of Health & Human Sciences (Midwifery), Southern Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| | - Samantha Nolan
- School of Health and Human Sciences (Midwifery), Southern Cross University, Locked Mail Bag 4, Coolangatta, QLD 4225, Australia.
| | - Joanne Munn
- Centre for Teaching and Learning, Southern Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| | - Lyn Ebert
- School of Health & Human Sciences (Midwifery), Southern Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| |
Collapse
|
7
|
Shared learning on an international clinical placement: Promoting symbiotic midwifery practice knowledge. Women Birth 2020; 33:e558-e566. [DOI: 10.1016/j.wombi.2019.11.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Revised: 11/28/2019] [Accepted: 11/29/2019] [Indexed: 11/19/2022]
|
8
|
Zwedberg S, Barimani M, Jonas W. Exploring the internship experiences of Swedish final term student midwives: A cross-sectional survey. SEXUAL & REPRODUCTIVE HEALTHCARE 2020; 26:100543. [PMID: 32771942 DOI: 10.1016/j.srhc.2020.100543] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Revised: 07/04/2020] [Accepted: 07/23/2020] [Indexed: 11/28/2022]
Abstract
Today, student midwives in Sweden spend half of their midwifery education at various internships. Practice reality demonstrates that there is an insufficient number of preceptors for the students, and the workload is demanding. Therefore, the present study aimed to explore the experiences of final term Swedish students during their midwifery internship and whether other paedagogical learning experiences beyond the apprenticeship model were included. A cross-sectional survey was distributed to 288 final year midwifery students at all universities offering the midwifery programme in Sweden. This paper focuses on open-ended questions, which were answered by 108 students, and analysed inductively via thematic analysis. Students described an intensive period with pressure during their internship. They expressed a desire for fewer parallel tasks and a better-structured internship. Students revealed that it was both a challenge and stressful to be under constant high performance while practising clinically. Furthermore, students described feelings of competition towards fellow peers in regard to attaining the final number of 50 assisted births. As to the paedagogical methods, the classical preceptorship model with a one-to-one student-preceptor relationship was predominately used. Preceptors were perceived as crucial role models. However, this learning experience was considered suboptimal for learning in the event where preceptors were not engaged or felt insecure regarding their knowledge, or if the preceptor was changed. For the students, the most optimal setting would be if preceptors were selected, trained, and supported in their role to supervise students, instead of being assigned any available preceptor, who was, at times, not a midwife.
Collapse
Affiliation(s)
- Sofia Zwedberg
- Sophiahemmet University, Department for Health Promotion Science, Lindtstedtsvägen 8, 114 86 Stockholm, Sweden; Karolinska University Hospital, Solna, Childreńs & Womeńs Health Theme, PA Pregnancy Care and Delivery, Karolinska Universitetsjukhuset Solna, Karolinska vägen, 171 76 Solna, Sweden.
| | - Mia Barimani
- Department of Learning, Informatics, Management and Ethics (LIME), C7 Karolinska Institutet, Tomtebodavägen 18A, 3rd Floor, SE- 171 77 Stockholm, Sweden.
| | - Wibke Jonas
- Department of Women's and Children's Health, Karolinska Institutet, Widerströmska Huset, Tomtebodavägen 18a, Level 8, 171 77 Stockholm, Sweden.
| |
Collapse
|
9
|
Developing confidence during midwifery training: The experience of Swedish final year students. SEXUAL & REPRODUCTIVE HEALTHCARE 2020; 25:100535. [PMID: 32534227 DOI: 10.1016/j.srhc.2020.100535] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2019] [Revised: 02/21/2020] [Accepted: 05/18/2020] [Indexed: 11/23/2022]
Abstract
OBJECTIVES Confidence is essential in performing midwifery care since the profession places great demands on the ability to work independently with a scientific approach and professional responsibility. Clinical training is extensive during midwifery education and is essential for the development of midwifery student's confidence and competence. The aim of the study was to describe the factors that increased and decreased confidence for midwifery students in clinical practice. STUDY DESIGN A qualitative design was used. Data was collected by a questionnaire that measured Swedish students' self-reported assessment of selected midwifery competencies. Two open questions gave the students the possibility to comment on what affected confidence during clinical practice. There were 401 comments analyzed by manifest content analysis. RESULTS Five categories described the experience of the students. Supervision during clinical training and the relationship with the midwives were most important factors for developing confidence. Further, to be theoretically and practically prepared before entering clinical practice. Regardless of activity the environment has to be learning and give time for reflection. Personal factors could affect professional confidence but above all it takes time to learn and practice midwifery. Factors that decreased confidence were stressed and uninterested supervisors. Patronizing attitudes towards students and the fear of doing something wrong also decreased confidence. CONCLUSIONS Several factors contributes to enhance confidence among midwifery students in clinical training. The most important factor was supervision and the role as supervisor must be emphasized and sufficient time must be allocated to supervising midwives for them to fulfil their commitment.
Collapse
|
10
|
Midwifery students’: Developing an understanding of being ‘with woman’––A qualitative study. Midwifery 2020; 84:102658. [DOI: 10.1016/j.midw.2020.102658] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Revised: 12/23/2019] [Accepted: 02/01/2020] [Indexed: 11/18/2022]
|
11
|
Thompson SM, Nieuwenhuijze MJ, Low LK, De Vries R. “A powerful midwifery vision”: Dutch student midwives’ educational needs as advocates of physiological childbirth. Women Birth 2019; 32:e576-e583. [DOI: 10.1016/j.wombi.2018.12.010] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 11/28/2018] [Accepted: 12/16/2018] [Indexed: 12/01/2022]
|
12
|
Vermeulen J, Peersman W, Waegemans M, De Clercq G, Gucciardo L, Laubach M, Swinnen E, Beeckman K, Buyl R, Fobelets M. Learning experiences of final-year student midwives in labor wards: A qualitative exploratory study. Eur J Midwifery 2019; 3:15. [PMID: 33537594 PMCID: PMC7839143 DOI: 10.18332/ejm/111802] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2019] [Revised: 08/17/2019] [Accepted: 08/17/2019] [Indexed: 11/24/2022] Open
Abstract
INTRODUCTION Clinical placements are an integral part of midwifery education and are crucial for achieving professional competencies. Although students' experiences on placements have been shown to play a meaningful role in their learning, they have received scant attention in the literature. The aim of this paper is to describe the learning experiences of final-year student midwives in labor wards within the Brussels metropolitan region, Belgium. METHODS A qualitative exploratory study was conducted using two focus groups (N=20). Data analysis included: transcription of audio recordings, thematic content analysis with coding into recurrent and common themes, and broader categories. Discussions among researchers were incorporated in all phases of the analysis for integrity and data fit. RESULTS Data analysis identified the following categories as determining student learning experiences in labor wards: 1) managing opportunities, 2) being supported, and 3) dealing with the environment. Overall, respondents were positive and enthusiastic about their learning experiences, although some felt tense and unprepared. Students expressed concerns about differences in learning opportunities between placements and found it challenging to achieve all competencies. Student learning experiences were enhanced when they had placements for longer periods with the same supportive mentors. CONCLUSIONS Factors related to students' functioning, the healthcare professional, midwifery education and hospital environment affected their learning in labor wards. The combination of a more persevered preparation of students and mentors, together with a student-centered organization of placements, is crucial to create a positive learning experience for midwifery students in labor wards.
Collapse
Affiliation(s)
- Joeri Vermeulen
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus University College Brussels, Brussels, Belgium
| | - Wim Peersman
- Social and Community Work, Odisee University College, Brussels, Belgium
- Faculty of Medicine and Health Sciences, Department of Rehabilitation Sciences, Ghent University, Ghent, Belgium
| | - Matthias Waegemans
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus University College Brussels, Brussels, Belgium
| | - Gerlinde De Clercq
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus University College Brussels, Brussels, Belgium
| | - Leonardo Gucciardo
- Faculty of Medicine and Pharmacy, Vrije Universiteit Brussel (VUB), Brussels, Belgium
- Department of Obstetrics and Prenatal Medicine, University Hospital Brussels, Brussels, Belgium
| | - Monika Laubach
- Faculty of Medicine and Pharmacy, Vrije Universiteit Brussel (VUB), Brussels, Belgium
- Department of Obstetrics and Prenatal Medicine, University Hospital Brussels, Brussels, Belgium
| | - Eva Swinnen
- Faculty of Physical Education and Physiotherapy, Rehabilitation Research, Vrije Universiteit Brussel (VUB), Brussels, Belgium
| | - Katrien Beeckman
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus University College Brussels, Brussels, Belgium
- Faculty of Medicine and Pharmacy, Department Medical Sociology, Vrije Universiteit Brussel (VUB), Brussels, Belgium
- Nursing and Midwifery Research Unit, University Hospital Brussels, Brussels, Belgium
- Faculty of Medicine and Health Sciences, Centre for Research and Innovation in Care (CRIC), Midwifery Research Education and Policymaking (MIDREP), University of Antwerp, Antwerp, Belgium
| | - Ronald Buyl
- Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Brussels, Belgium
| | - Maaike Fobelets
- Department Health Care, Knowledge Centre Brussels Integrated Care, Erasmus University College Brussels, Brussels, Belgium
- Faculty of Medicine and Pharmacy, Department of Public Health, Biostatistics and Medical Informatics Research Group, Vrije Universiteit Brussel (VUB), Brussels, Belgium
| |
Collapse
|
13
|
Exploring factors that influence students' attitudes toward midwifery in Jordan: Measuring psychometric properties of a newly developed tool. Nurse Educ Pract 2018; 29:219-224. [PMID: 29453022 DOI: 10.1016/j.nepr.2018.02.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Revised: 01/30/2018] [Accepted: 02/07/2018] [Indexed: 11/24/2022]
Abstract
Students' professional choice to proceed in midwifery is influenced by many factors. This study validated an instrument developed to assess students' attitudes toward midwifery in Jordan. It also addressed the motivating and de-motivating factors influencing students' decision concerning joining and continuing in midwifery. A descriptive, cross-section study was conducted on a convenience sample of 374 midwifery students representing private, governmental, and military midwifery colleges. The researchers developed the study questionnaire through conducting a comprehensive literature review, organizing common themes and consulting experts. Exploratory factor analysis and tests of normality and reliability, including Cronbach's Alpha and Bartlett's test, were used in the analysis. The result was three factors were explained by 23 items. They were as follows: professional knowledge, professional motivation factors, and de-motivating professional factors. The first 8 items explained nearly 61% of the variance. Cronbach's Alpha was 0.834 with a range of 0.835-0.839. The Spearman-Brown coefficient was 0.81 and Guttman Split-Half coefficient was 0.83. Issues of reliability and validity require a repetitive process of testing under a range of circumstances to ensure both stability and representation of the construct. However, addressing factors found to have impact of students' decisions is crucial to improve retention of high quality students.
Collapse
|
14
|
Allen J, Kildea S, Hartz DL, Tracy M, Tracy S. The motivation and capacity to go ‘above and beyond’: Qualitative analysis of free-text survey responses in the M@NGO randomised controlled trial of caseload midwifery. Midwifery 2017; 50:148-156. [DOI: 10.1016/j.midw.2017.03.012] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Revised: 03/07/2017] [Accepted: 03/24/2017] [Indexed: 12/16/2022]
|
15
|
Perceptions of nearly graduated fourth year midwifery students regarding a ‘good midwife’ in the Netherlands. Midwifery 2017; 50:157-162. [DOI: 10.1016/j.midw.2017.04.008] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2017] [Revised: 04/06/2017] [Accepted: 04/23/2017] [Indexed: 11/23/2022]
|
16
|
Janighorban M, Yamani N, Yousefi H. The facilitators and impediment factors of midwifery student's empowerment in pregnancy and delivery care: A qualitative study. JOURNAL OF RESEARCH IN MEDICAL SCIENCES 2016; 21:68. [PMID: 27904613 PMCID: PMC5122223 DOI: 10.4103/1735-1995.189649] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/12/2016] [Revised: 04/25/2016] [Accepted: 05/25/2016] [Indexed: 11/11/2022]
Abstract
Background: The organizational environment and its existing context may deeply affect on empowerment of individuals. In educational institutions as well as other organizations, students are going to be powerful when opportunities for growth and achievement of power are provided for them in learning and educational environments. This study has been carried out to explain the facilitators and impediment factors of midwifery student's empowerment in pregnancy and delivery care. Materials and Methods: The current qualitative study has been conducted with participation of 15 midwifery senior students, 10 midwifery academic teachers, and 2 employed midwives in educational hospitals. The given data were collected through individual and group semi-structured interviews, and there were analyzed using directed content analysis method. Results: Three main categories of opportunity for acquisition of knowledge, opportunity for acquisition of clinical skills and opportunity for acquisition of clinical experiences formed structure of access to opportunity in the course of an explanation of facilitators and impediment factors for midwifery student's empowerment in pregnancy and delivery care. Conclusion: To prepare and train the skilled midwives for giving care services to mothers during pregnancy and on delivery and after this period, the academic teachers and clinical instructors should pay due attention to providing the needed opportunities to acquire the applied knowledge and proficiency in the required skills for clinical work and the necessary clinical experiences in these individuals during college period.
Collapse
Affiliation(s)
- Mojgan Janighorban
- Department of Midwifery, Faculty of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Nikoo Yamani
- Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Hojatollah Yousefi
- Department of Adult Nursing, Faculty of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| |
Collapse
|
17
|
Cullen D, Sidebotham M, Gamble J, Fenwick J. Young student's motivations to choose an undergraduate midwifery program. Women Birth 2016; 29:234-9. [DOI: 10.1016/j.wombi.2015.10.012] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2015] [Revised: 10/25/2015] [Accepted: 10/28/2015] [Indexed: 11/30/2022]
|
18
|
Borrelli SE, Spiby H, Walsh D. The kaleidoscopic midwife: A conceptual metaphor illustrating first-time mothers' perspectives of a good midwife during childbirth. A grounded theory study. Midwifery 2016; 39:103-11. [PMID: 27321727 DOI: 10.1016/j.midw.2016.05.008] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2016] [Revised: 04/30/2016] [Accepted: 05/02/2016] [Indexed: 12/22/2022]
Abstract
BACKGROUND The literature review reveals general information about a good midwife from a range of perspectives and what childbearing women generally value in a midwife, but there is a lack of information around mothers' perspectives of what makes a good midwife specifically during labour and birth, and even less in the context of different places of birth. AIM To conceptualise first-time mothers' expectations and experiences of a good midwife during childbirth in the context of different birthplaces. DESIGN Qualitative Straussian grounded theory methodology. SETTING Three National Health Service Trusts in England providing maternity care that offered women the possibility of giving birth in different settings (home, freestanding midwifery unit and obstetric unit). PARTICIPANTS Fourteen first-time mothers in good general health with a straightforward singleton pregnancy anticipating a normal birth. METHODS Ethical approval was gained. Data were collected through two semi-structured interviews for each participant (before and after birth). Data analysis included the processes of coding and conceptualising data, with constant comparison between data, literature and memos. FINDINGS The model named 'The kaleidoscopic midwife: a conceptual metaphor illustrating first-time mothers' perspectives of a good midwife during childbirth' was developed. The model is dynamic and woman-centred, and is operationalised as the midwife adapts to each woman's individual needs in the context of each specific labour. Four pillars of intrapartum care were identified for a good midwife in the labour continuum: promoting individuality; supporting embodied limbo; helping to go with the flow; providing information and guidance. The metaphor of a kaleidoscopic figure is used to describe a midwife who is 'multi-coloured' and ever changing in the light of the woman's individual needs, expectations and labour journey, in order to create an environment that enables her to move forward despite the uncertainty and the expectations-experiences gap. The following elements are harmonised by the kaleidoscopic midwife: relationship-mediated being; knowledgeable doing; physical presence; immediately available presence. CONCLUSION The model presented has relevance to contemporary debates about quality of care and place of birth and can be used by midwives to pursue excellence in caring for labouring mothers. Independently from the place of birth, when the woman is cared for by a midwife demonstrating the above characteristics, she is likely to have an optimum experience of birth. Future research is necessary to tease out individual components of the model in a variety of practice settings.
Collapse
Affiliation(s)
- Sara E Borrelli
- The University of Nottingham - School of Health Sciences, Division of Midwifery, Tower Building (12th floor), Nottingham NG7 2RD, United Kingdom.
| | - Helen Spiby
- The University of Nottingham - School of Health Sciences, Division of Midwifery, Tower Building (12th floor), Nottingham NG7 2RD, United Kingdom; School of Nursing and Midwifery, University of Queensland, Australia.
| | - Denis Walsh
- The University of Nottingham - School of Health Sciences, Division of Midwifery, Tower Building (12th floor), Nottingham NG7 2RD, United Kingdom.
| |
Collapse
|
19
|
Bass J, Sidebotham M, Gamble J, Fenwick J. Commencing Undergraduate Midwifery Students’ Beliefs About Birth and the Role of the Midwife. INTERNATIONAL JOURNAL OF CHILDBIRTH 2015. [DOI: 10.1891/2156-5287.5.2.83] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND: A shift has occurred in the last decade toward preregistration undergraduate Bachelor of Midwifery programs in Australia. This has led to an increase in the numbers of student midwives from diverse backgrounds with limited experience of university and socialization into hospital systems.AIM: This study aimed to explore commencing midwifery students’ beliefs about birth and expectations of the role of the midwife.METHOD: A qualitative descriptive approach was used. All 115 commencing first-year midwifery students enrolled in the first week of an undergraduate Bachelor of Midwifery program were invited and completed a self-administered survey. The survey used open-ended questions to elicit student beliefs about birth and the role of the midwife. Latent content analysis was used to analyze the data set.FINDINGS: Midwifery students’ beliefs were captured within the four themes: birth as “a miracle,” “a woman’s journey,” “a transformative event,” and “a natural process.” Students articulated the role of the midwife as one of support, education, advocacy, and partnership. Student beliefs and expectations were aligned with the emergent philosophy of the normality of birth and woman-centered care within the Australian maternity care context.CONCLUSION: Greater understanding is essential to designing quality midwifery education programs that are responsive to the needs of commencing student midwives. Supporting midwifery students’ successful transition into, and early engagement with the midwifery profession, may have long-term benefits in terms of retention and successful completion of their program. In addition, ensuring professional socialization occurs early is likely to develop graduates who are well prepared to work across their full scope and are willing to participate in the reform of maternity services in Australia.
Collapse
|
20
|
What is a good midwife? Insights from the literature. Midwifery 2013; 30:3-10. [PMID: 23891303 DOI: 10.1016/j.midw.2013.06.019] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2013] [Revised: 05/08/2013] [Accepted: 06/30/2013] [Indexed: 11/21/2022]
Abstract
OBJECTIVE to review the literature around what is considered to be a good midwife and in particular what women value in a midwife, in order to identify the gaps in the evidence for future research. DESIGN this paper reviews the research in the area of interest over the past 30 years. The literature search focused on the concept of good midwife using synonyms and antonyms. The inclusion criteria included language (English or Italian). The examined databases were Medline, Maternity and Infant Care, Applied Social Sciences Index and Abstract and CINAHL. SETTING studies conducted in high-income countries were taken into account. A focused review of papers which explicitly investigated what a good midwife means and a thematic analysis on what women value in a midwife were carried out. PARTICIPANTS different standpoints have been considered (midwives, student midwives, women and their partners), focusing in particular on women viewpoint. FINDINGS the literature review reveals information about what is considered to be a good midwife from a range of perspectives and what women value in a midwife. A good midwife should possess several attributes: theoretical knowledge, professional competencies, personal qualities, communication skills and moral/ethical values. According to the thematic analysis around what childbearing women value in a midwife, frequent key-themes emerging from the literature were: support, possibility of choice, feeling in control and having appropriate information. KEY CONCLUSIONS the meaning of good midwife might change according to different actors involved in midwifery care and there is no agreement on the definition of what constitutes a good midwife. Furthermore, it is not clear if what women value in a good midwife corresponds to the midwives' perception of themselves as good professionals. There is a dearth of information around women's expectations and experiences specifically of a good midwife, and even less around whether this changes according to where they give birth. IMPLICATIONS FOR PRACTICE this literature review seeks to stimulate debate and reflection among midwives and professionals involved in the childbearing event, in order to fulfil women's expectations of their midwife and increase their satisfaction with the birth experience. The identification of the gaps in the evidence provided the starting point and allowed the development of research questions and methodology for an ongoing doctoral research. On the basis of the gaps in the evidence, the doctoral research will explore and seek to explain nulliparous women's expectations and experiences of a good midwife in the context of different planned place of birth, using a Grounded Theory methodology. It is also expected that the findings of this literature review will stimulate additional research in this area to ultimately inform midwifery practice and midwifery educational programmes.
Collapse
|