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Aktaş D, Yilmaz S. Turkish validity and reliability study of midwifery student evaluation of practice (MidSTEP) tool. Midwifery 2024; 129:103907. [PMID: 38118287 DOI: 10.1016/j.midw.2023.103907] [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: 06/08/2023] [Revised: 11/18/2023] [Accepted: 12/07/2023] [Indexed: 12/22/2023]
Abstract
BACKGROUND In midwifery education, clinical learning environments have a significant impact on students' acquisition of clinical competence and professional self-identity. The Turkish version of the MidSTEP can be used a measurement tool to assess midwifery students' perceptions of their clinical learning environment experiences and the positive effects of preceptor on the professional development of midwifery students. AIM This research was conducted to determine the Turkish validity-reliability of MidSTEP. METHOD This research, which was designed as a methodological study, was conducted with volunteer students studying in the first, second, and third years of midwifery at a university in Turkey. The MidSTEP consists of the Clinical Learning Environment Scale and Impact of the Midwifery Preceptor Scale, each with two subscales. The validity and reliability of the MidSTEP were assessed using Exploratory Factor Analysis, Cronbach's alpha, and Intraclass Correlation Coefficient. PARTICIPANTS In this study, 205 students were included in the research sample, considering that it may not be sufficient to reveal the factor structure when the number of scale items and the sample size is less than 200. RESULTS As a result of the factor analysis a 26 item measurement tool of two scales and each with two sub-dimensions was achieved. The Turkish version of the MidSTEP Tool matched the original scale in terms of the number of items and factor structure. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE The Turkish version of the MidSTEP is a valid and reliable instrument. The measurement tool can confidently be used in undergraduate midwifery clinical education.
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Affiliation(s)
- Demet Aktaş
- Faculty of Health Science, Çankırı Karatekin University, Çankırı, Turkey.
| | - Sakine Yilmaz
- Faculty of Health Science, Çankırı Karatekin University, Çankırı, Turkey
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Schoene BEF, Oblasser C, Stoll K, Gross MM. Midwifery students witnessing violence during labour and birth and their attitudes towards supporting normal labour: A cross-sectional survey. Midwifery 2023; 119:103626. [PMID: 36842428 DOI: 10.1016/j.midw.2023.103626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 07/08/2022] [Accepted: 02/05/2023] [Indexed: 02/13/2023]
Affiliation(s)
- Bettina E F Schoene
- Midwifery Research and Education Unit, Hannover Medical School, Germany; now: FHM, University of Applied Sciences, Germany.
| | - Claudia Oblasser
- Midwifery Research and Education Unit, Hannover Medical School, Germany; now: IMC University of Applied Sciences Krems, Austria
| | - Kathrin Stoll
- Department of Family Practice, University of British Columbia, Vancouver, British Columbia
| | - Mechthild M Gross
- Midwifery Research and Education Unit, Hannover Medical School, Germany.
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İsbir GG, Guner S, Beşen MA, Thomson G. Evaluation of labour and birth education by midwifery educators: A qualitative study from Turkey. Nurse Educ Pract 2023; 66:103515. [PMID: 36481496 DOI: 10.1016/j.nepr.2022.103515] [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: 03/10/2022] [Revised: 11/11/2022] [Accepted: 11/20/2022] [Indexed: 11/27/2022]
Abstract
BACKGROUND Midwifery students' education regarding labor and birth is crucial because it directly affects the quality of care provided to women in labor. AIMS Exploring educators' experiences of delivering labor and birth education to midwifery students and evaluating the circumstances that affect the quality of labor and birth education METHODS: This was a qualitative study. Semi-structured interviews were conducted with 16 educators teaching midwifery in 16 midwifery departments at universities in Turkey. Inductive thematic analysis was conducted. All transcripts were evaluated by two researchers, and codes were created. The codes formed the subthemes in terms of similarities and differences; themes were created based on combining subthemes. FINDINGS Three themes were identified. The first - "impacts of global changes on labor and birth education"- shows how labor and birth is affected by changing policies, philosophies, individuals, and cultures. The second theme - "opportunities/obstacles in labor and birth education"- shows how sources of information, as well as individual and systemic factors, create opportunities or obstacles for the quality of labor and birth education. The final theme - "recommendations for quality labor and birth education"- presents participants' suggestions for the effective integration of courses, use of sources of information, and updating of curriculum. DISCUSSION Changing policies, philosophies, individuals, and cultures affect labor and birth education. Individual and systemic factors and information sources create opportunities or barriers for the quality of labor and birth education. CONCLUSION A positive childbirth experience is a basic human right for both women and newborns. This can be made possible by professionals who have received quality labor and birth education. Thus, investment in midwifery education is an important cost-effective approach to improving health outcomes.
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Affiliation(s)
| | - Sevil Guner
- Mersin University, School of Health, Midwifery Department, Turkey.
| | | | - Gillian Thomson
- Maternal and Infant Nutrition and Nurture Unit, University of Central Lancashire, Preston PR1 2NE, UK.
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Shorey S, Wong PZE. Vicarious Trauma Experienced by Health Care Providers Involved in Traumatic Childbirths: A Meta-Synthesis. TRAUMA, VIOLENCE & ABUSE 2022; 23:1585-1598. [PMID: 33945337 DOI: 10.1177/15248380211013135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Health care providers are often "second victims" of traumatic childbirth events and should be adequately supported by their organizations to alleviate occupational stress and burnout. Therefore, this review aimed to explore and understand the vicarious traumatic childbirth experiences of health care providers, including obstetricians, midwives, nurses, and students. A systematic review of qualitative studies was conducted. Seven electronic databases, namely, PubMed, CINAHL, Embase, PsycINFO, Cochrane, Scopus, and Web of Science, were searched from each database's inception to May 2020. In total, 1,575 studies were retrieved and screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Seventeen studies were included in this review and were meta-summarized and then meta-synthesized using the Sandelowski and Barroso approach. The overarching theme of "Tunneling through the trauma with a hope of finding an end" was derived, and four main themes along with 15 subthemes were identified. The four main themes were (1) "instantaneous response to the trauma," (2) "finding hope in the midst of chaos," (3) "dealing with the aftermath," and (4) "resolution to move on." Communication and teamwork among health care team members were identified as challenges contributed by professional hierarchy and lack of role clarity. Midwives and labor and delivery nurses expressed powerlessness in advocating for women on many occasions, and health care providers often had feelings of guilt and self-blame after adverse events. Health care providers also reported inadequate support from their colleagues and organizations, which influenced their ability to cope with the aftermath of trauma and their decision to stay in the profession.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, 37580National University of Singapore, Level 2, Clinical Research Centre, Singapore
| | - Phyllis Zhi En Wong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, 37580National University of Singapore, Level 2, Clinical Research Centre, Singapore
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de Vries M, Oostdijk D, Janssen KGT, de Vries R, Sanders J. Negotiating Awareness: Dutch Midwives' Experiences of Noninvasive Prenatal Screening Counseling. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15283. [PMID: 36430001 PMCID: PMC9691187 DOI: 10.3390/ijerph192215283] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Revised: 11/04/2022] [Accepted: 11/05/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Discussion of the topic of noninvasive prenatal screening (NIPS) has become a standard part of Dutch maternity care practice. This means that pregnant women who are contemplating NIPS can receive counseling from their midwife or obstetrician. The aim of this study is to understand the communicative practices and decision-making principles regarding first-tier use of NIPS, as experienced by Dutch midwives. METHODS Qualitative analysis of in-depth interviews with Dutch midwives (n = 10) exploring their conversations about NIPS counseling and decision making. RESULTS Midwives value the autonomy of women in decisions on NIPS. They consider it a midwifery task to assess women's awareness of the risks and implications of using or not using this mode of screening. The optimal level of awareness may differ between women and midwives, creating novel challenges for informed decision making in midwifery communication. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE Negotiating awareness about NIPS in individual women is a relatively new and complex midwifery task in need of counseling time and skill. NIPS practices call for a reflection on midwifery values in the context of integrated maternity care.
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Affiliation(s)
- Marieke de Vries
- Institute for Computing and Information Sciences, Radboud University Nijmegen, 6525 EC Nijmegen, The Netherlands
| | - Danique Oostdijk
- Communication and Information Sciences, Radboud University Nijmegen, 6525 XZ Nijmegen, The Netherlands
| | - Kim G. T. Janssen
- Medical Biology, Radboud University Nijmegen, 6525 XZ Nijmegen, The Netherlands
| | - Raymond de Vries
- Center of Bioethics and Social Sciences in Medicine, University of Michigan, Ann Arbor, MI 48109, USA
| | - José Sanders
- Centre for Language Studies, Radboud University Nijmegen, 6500 HD Nijmegen, The Netherlands
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Neiterman E, Beggs B, HakemZadeh F, Zeytinoglu I, Geraci J, Oltean I, Plenderleith J, Lobb D. "They hold your fate in their hands": Exploring the power dynamic in the midwifery student-preceptor relationship. Midwifery 2022; 112:103430. [PMID: 35868233 DOI: 10.1016/j.midw.2022.103430] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 07/08/2022] [Accepted: 07/09/2022] [Indexed: 11/28/2022]
Abstract
AIM To examine (1) what role preceptors play in students' learning; (2) how student-preceptor relationships can impact students' views of the profession and their decision to leave the program; and (3) what strategies can be used to improve the preceptor-student relationship to facilitate student retention. RESEARCH DESIGN AND PARTICIPANTS We used a qualitative methodological approach utilising semi-structure interviews with 31 midwifery students across Canada. Participants were recruited from all midwifery education programs and were in various stages of their educational journey. The interviews were conducted in English and French. Inductive analysis followed Charmaz's guidelines moving from line-by-line to focused coding and development of analytical categories. FINDINGS The results show that positive relationships with preceptors boosted students' confidence and contributed to the constructive learning experiences among trainees. Students pointed out that their best learning experiences were facilitated by preceptors who created a safe space to make mistakes and were knowledgeable and invested in students' learning. Students also suggested that power imbalance is embedded in student-preceptor relationships and can negatively impact students' learning experiences and their decision to stay in the program. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE It is important to consider how to mitigate the power imbalance embedded in preceptor-student relationship. Offering more training to preceptors, oversight of preceptors' mentorship skills by midwifery educators, and creation of ombudsperson's position might mitigate some of the power differential and facilitate students' ability to complete midwifery training.
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Affiliation(s)
- Elena Neiterman
- School of Public Health Sciences, University of Waterloo, 200 University Ave W, Waterloo, ON N2L 3G1, Canada.
| | - Bridget Beggs
- School of Public Health Sciences, University of Waterloo, 200 University Ave W, Waterloo, ON N2L 3G1, Canada
| | - Farimah HakemZadeh
- School of Human Resources Management, York University, 4700 Keele St, Toronto, ON M3J 1P3, Canada
| | - Isik Zeytinoglu
- De Groote School of Business, McMaster University, 1280 Main St. W, Hamilton, ON L8S 4L8, Canada
| | - Johanna Geraci
- College of Midwives of Ontario, 21 St Clair Ave E #303, Toronto, ON M4T 1L9, Canada
| | - Irina Oltean
- Children's Hospital of Eastern Ontario Research Institute, 401 Smyth Road, Ottawa, ON R3C 0T1, Canada
| | - Jennifer Plenderleith
- De Groote School of Business, McMaster University, 1280 Main St. W, Hamilton, ON L8S 4L8, Canada
| | - Derek Lobb
- Department of Obstetrics and Gynecology, McMaster University, 1280 Main St. W, Hamilton, ON L8S 4L8, Canada
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O’Brien D, Coughlan B, Thompson S, Carroll L, Sheehy L, Brosnan M, Cronin M, McCreery T, Doherty J. Exploring midwives’ experiences of implementing the Labour Hopscotch Framework: A midwifery innovation. Eur J Midwifery 2022; 6:18. [PMID: 35515090 PMCID: PMC8988070 DOI: 10.18332/ejm/146081] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Revised: 12/17/2021] [Accepted: 01/24/2022] [Indexed: 11/24/2022] Open
Abstract
INTRODUCTION METHODS RESULTS CONCLUSIONS
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Affiliation(s)
- Denise O’Brien
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Barbara Coughlan
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | | | - Lorraine Carroll
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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Gamble J, Pallant J, Creedy DK. Evaluation of the Midwifery Student Evaluation of Practice (MidSTEP) tool using Rasch analysis. NURSE EDUCATION TODAY 2022; 108:105174. [PMID: 34741914 DOI: 10.1016/j.nedt.2021.105174] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2021] [Revised: 09/30/2021] [Accepted: 10/13/2021] [Indexed: 06/13/2023]
Abstract
PROBLEM Quantitative feedback from students about their clinical learning experiences is used to inform program quality, but the extent to which tools are reliable, valid and refined receives less attention. AIM To evaluate the psychometric properties of the Midwifery Student Evaluation of Practice (MidSTEP) tool using Rasch analysis. METHODS The Midwifery Student Evaluation of Practice tool was completed by Bachelor of Midwifery students (n = 901) attending seven universities in Australia and New Zealand. The tool consists of the Clinical Learning Environment Scale (16 items) and Impact of the Midwifery Preceptor Scale (10 items), each with two subscales. Rasch analysis was conducted on all subscales separately using the partial credit model of RUMM2030. Response format, item fit, dimensionality of the scale and its targeting were assessed. RESULTS Rasch analysis confirmed the internal construct validity of the Clinical Learning Environment and Impact of the Midwifery Preceptor subscales, with no evidence of mis-fitting items, local dependency or multidimensionality. The 4-point response scale was found to be appropriate, and internal consistency reliability of each subscale was good. DISCUSSION Results provide support for the reliability and validity of the Midwifery Student Evaluation of Practice tool. The four subscales can confidently be used in undergraduate midwifery clinical education. The use of Rasch analysis is consistent with growing awareness in health and education of the need to apply more advanced, sophisticated psychometric techniques to ensure measures are suitable for their intended use. TWEETABLE ABSTRACT Midwifery students clinical learning experiences should be measured using robust tools. MidSTEP is reliable and valid.
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Affiliation(s)
- Jenny Gamble
- School of Nursing & Midwifery, Griffith University, Meadowbrook, Australia; Transforming Maternity Care Collaborative, Australia; Coventry University.
| | - Julie Pallant
- School of Nursing & Midwifery, Griffith University, Meadowbrook, Australia.
| | - Debra K Creedy
- School of Nursing & Midwifery, Griffith University, Meadowbrook, Australia; Transforming Maternity Care Collaborative, Australia.
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Learning to be a midwife: Midwifery students' experiences of an extended placement within a midwifery group practice. Women Birth 2021; 35:e19-e27. [PMID: 33518492 DOI: 10.1016/j.wombi.2021.01.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 12/28/2020] [Accepted: 01/02/2021] [Indexed: 11/21/2022]
Abstract
AIM To investigate the experiences, perspectives and plans of students who had a six-month placement with the midwifery group practice. METHODS Focus groups were conducted with fifteen third - year Bachelor of Midwifery students who had undertaken an extended placement at a midwifery group practice in a large tertiary referral hospital in Queensland, Australia. RESULTS Four main themes were identified in the data: Expectations of the Placement; Facilitating learning within a midwifery group practice model; Transitioning between models of care and Philosophy and culture of midwifery group practice. DISCUSSION AND CONCLUSION Third-year midwifery students valued the experience of working one-on-one for an extended placement with a midwife providing continuity of care within a caseload model. The experience was the highlight of their degree and they learned 'how to be a midwife'. Most students found reintegrating back into the hospital system of care challenging, reporting that their developed skills of supporting women holistically and facilitating normal birth were not fully utilised when returning to the task-orientated birth suite. Students valued thoughtful, kind and supportive midwifery preceptors who supported them to transition back into the hospital. IMPLICATIONS AND RECOMMENDATIONS Undertaking an extended placement within a midwifery group practice provides students with a rich and holistic learning experience and helps them develop a sense of professional identity. Student placements situated within models of care which provide continuity of midwifery care should be proactively enabled by health services and universities. Research of the longer-term impacts of an extended midwifery group practice clinical placement on midwifery graduates' capabilities and competencies 3-5 years post registration should be conducted.
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Thompson SM, Low LK, Budé L, de Vries R, Nieuwenhuijze M. Evaluating the effect of an educational intervention on student midwife self-efficacy for their role as physiological childbirth advocates. NURSE EDUCATION TODAY 2021; 96:104628. [PMID: 33160156 DOI: 10.1016/j.nedt.2020.104628] [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: 02/25/2020] [Revised: 09/25/2020] [Accepted: 10/13/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Midwifery education that strengthens self-efficacy can support student midwives in their role as advocates for a physiological approach to childbirth. METHODS To assess the effect of an educational intervention on self-efficacy, a pre- and post-intervention survey was administered to a control group and an intervention group of third year student midwives. The General Self-Efficacy Scale (GSES) was supplemented with midwifery-related self-efficacy questions related to behaviour in home and hospital settings, the communication of evidence, and ability to challenge practice. RESULTS Student midwives exposed to midwifery education designed to strengthen self-efficacy demonstrated significantly higher levels of general self-efficacy (p = .001) when contrasted to a control cohort. These students also showed significantly higher levels of self-efficacy in advocating for physiological childbirth (p = .029). There was a non-significant increase in self-efficacy in the hospital setting in the intervention group, a finding that suggests that education may ameliorate the effect of hospital settings on midwifery practice. DISCUSSION In spite of the small size of the study population, education that focuses on strengthening student midwife self-efficacy shows promise.
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Affiliation(s)
- Suzanne M Thompson
- Midwifery Science, Zuyd University of Applied Sciences, Maastricht, the Netherlands; Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands.
| | - Lisa Kane Low
- School of Nursing, University of Michigan, Ann Arbor, United States
| | - Luc Budé
- Midwifery Science, Zuyd University of Applied Sciences, Maastricht, the Netherlands
| | - Raymond de Vries
- Midwifery Science, Zuyd University of Applied Sciences, Maastricht, the Netherlands; Care and Public Health Research Institute, Maastricht University, Maastricht, the Netherlands; Center for Bioethics and Social Sciences in Medicine, University of Michigan, Ann Arbor, United States
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“I’m sure we talked about it”: Midwives experiences of ethics education and ethical dilemmas, a qualitative study. Women Birth 2020; 33:e519-e526. [DOI: 10.1016/j.wombi.2019.12.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2019] [Revised: 12/23/2019] [Accepted: 12/23/2019] [Indexed: 11/15/2022]
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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]
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The paradoxes of communication and collaboration in maternity care: A video-reflexivity study with professionals and parents. Women Birth 2020; 34:145-153. [PMID: 32063528 DOI: 10.1016/j.wombi.2020.01.014] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2019] [Revised: 01/24/2020] [Accepted: 01/27/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Research on maternity care often focuses on factors that prevent good communication and collaboration and rarely includes important stakeholders - parents - as co-researchers. To understand how professionals and parents in Dutch maternity care accomplish constructive communication and collaboration, we examined their interactions in the clinic, looking for "good practice". METHODS We used the video-reflexive ethnographic method in 9 midwifery practices and 2 obstetric units. FINDINGS We conducted 16 meetings where participants reflected on video recordings of their clinical interactions. We found that informal strategies facilitate communication and collaboration: "talk work" - small talk and humour - and "work beyond words" - familiarity, use of sight, touch, sound, and non-verbal gestures. When using these strategies, participants noted that it is important to be sensitive to context, to the values and feelings of others, and to the timing of care. Our analysis of their ways of being sensitive shows that good communication and collaboration involves "paradoxical care", e.g., concurrent acts of "regulated spontaneity" and "informal formalities". DISCUSSION Acknowledging and reinforcing paradoxical care skills will help caregivers develop the competencies needed to address the changing demands of health care. The video-reflexive ethnographic method offers an innovative approach to studying everyday work, focusing on informal and implicit aspects of practice and providing a bottom up approach, integrating researchers, professionals and parents. CONCLUSION Good communication and collaboration in maternity care involves "paradoxical care" requiring social sensitivity and self-reflection, skills that should be included as part of professional training.
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