A cross-sectional pilot study of student's proactive behavior in midwifery education: Validation of a developed questionnaire

Emotional wellbeing of student midwives during COVID-19

BACKGROUND

Mental health of students in higher education was affected during the COVID-19 pandemic.

AIM

To examine the emotional wellbeing of midwifery students in the Netherlands and Flanders (Belgium) during COVID-19.

METHODS

A cross-sectional online-based survey with 619 Dutch and Flemish midwifery students. Sociodemographic details were obtained. Anxiety and depression were measured twice (T1, T2) during the COVID-19 pandemic.

FINDINGS

Flemish students had significantly higher mean depression and anxiety scores than Dutch students during the total period of study (p < .001; p < .001). Total group mean depression and anxiety scores were significantly higher at T2 compared to T1 (p < .001; p < .001). In the Dutch student group, there was a significant increase of depression from T1 to T2 (p < .001). In the Flemish student group, both depression and anxiety scores significantly increased from T1 to T2 (p < .001; p < .001). A history of psychological problems predicted both depression and anxiety, irrespective of COVID-19 period or country (p < .001; p < .001). Being single (p.015) and having a job (p.046) predicted depression, irrespective of period or country. A history of psychological problems predicted depression (p.004; p < .001) and anxiety (p.003; p.001) during the total period of study. Being single also predicted depression during T2 (p.024).

CONCLUSION

These findings inform how emotional wellbeing of midwifery students was affected during the COVID-19 pandemic and identify those students that might need extra attention after the pandemic, during another pandemic or similar situations with social restrictions.

Midwifery Practice and Education in Antwerp: Forecasting Its Future With Scenario Planning

BACKGROUND

Midwifery across the world is facing changes and uncertainties. By recognizing plausible future options, a contemporary and strategic scope of midwifery practice and education can be established. The city of Antwerp, Belgium, was the indicative case for this study. Key drivers were identified to serve as input for scenarios.

METHOD

Structuration theory and intuitive logics scenario planning methods were used to structure contextual midwifery scenarios.

RESULTS

Six certain and six uncertain variables were identified. A two-dimensional framework showed these factors: (a) maternity care services and organization and (b) the society of child-bearing women and their families. Three scenarios described the plausible future of midwifery: (a) midwife-led care monitoring maternal health needs, (b) midwife-led holistic care, and (c) midwife/general practitioner-led integrated maternity care.

CONCLUSION

All of the scenarios show the direction of change with a strategic focus, the importance of midwifery authenticity, and digital adaptability in maternity services. Also, the coronavirus disease 2019 (COVID-19) pandemic cannot be ignored in future midwifery. [J Contin Educ Nurs. 2022;53(1):21-29.].

Study protocol for 'PROMIsE': Implementation of a curriculum to stimulate PROactive behavior in MIdwifery Education

INTRODUCTION

Proactive behavior shows promise in the challenges of midwifery students in adapting quickly and effectively to different clinical settings. The antecedents of rolebreadth self-efficacy, control appraisal and trust in peers have demonstrated a potential for significant benefit to proactive behavior in midwifery education. A new midwifery educational program, 'PROMIsE', was developed to influence these antecedents and so enhance proactive behavior.

METHODS

A pre-test/post-test cohort study of midwifery students' antecedents in proactive behavior will be conducted from September 2018 until June 2022. All new starting midwifery students (n = estimated at 150) at one Belgian University College will be included. Data will be collected using a validated questionnaire at four time points: the entry point in the new midwifery curriculum, after one year, two years and at the end of the curriculum. A proportional odds logistic regression analysis will be used to clarify the association between these antecedents and the probability to observe proactive behavior within this group at different time points.

RESULTS

A historical comparison will be made with this cohort study and two previous cross-sectional studies. With 'PROMIsE' it is assumed that this cohort, which underwent the intervention of 'PROMIsE', will score significantly higher than the cross-sectional study groups.

CONCLUSIONS

'PROMIsE' aims to support the individual guidance of midwifery students towards proactive behavior in midwifery in order to cope with the numerous challenges in reproductive healthcare.

Proactive behavior in midwifery: A qualitative overview from midwifery student's perspective

In the process of continuing developments and contemporary working conditions, this study provides an in depth exploration of proactive behavior in midwifery. Exploring 55 midwifery students' perceptions on facilitators and/or barriers of proactive behavior in midwifery practice, this study uncloses additional insights of proactive behavior in midwifery and aims to confirm and/or supplement previous results. Four key themes were identified: 1) Nature-nurture, supported by good communication and lifelong learning. 2) Willingness, regulated by the midwife's norms and values and the organizational culture of the midwifery team. 3) The impact of awareness and feedback on the reflective tendencies to strengthen the midwife's beliefs and convictions to behave proactively. 4) Time was identified as something gained in the presence of proactive behavior as well as a barrier if time was limited. Providing midwives with knowledge of the key factors required to successfully effect proactive behavior in midwifery, this study has merit for future midwifery education, policy and practice. Strengthening intrinsic motivation of midwives integrated into midwifery education, focus on feedback as part of the daily routine of the midwife and the gaining of time as an effect of proactive behavior, needs clear attention in midwifery practice.