Gender Diversity and Inclusion in Midwifery

The Changing Landscape of Gendered Language in Pregnancy and Birth: Editors' Experiences

BACKGROUND

The revision of a textbook covering prenatal and postnatal care provided our editorial team with an opportunity to critically examine language choices and incorporate gender-inclusive language.

METHOD

Guided by scientific evidence, professional recommendations, editorials, and a deep respect for the humanity of our clients, we undertook this task with humility and determination.

RESULTS

This article describes the societal and clinical imperative for this change, the strategies and resources we used to make these changes, and our experiences in discussing these changes and coming to consensus with contributing authors.

CONCLUSION

Challenges are discussed, as well as recommendations for authors and editors. [J Nurs Educ. 2024;63(X):XXX-XXX.].

"It would be nice to have more than basic support": A learning needs assessment survey of midwifery faculty in low- and middle-income countries of the Asia Pacific region

BACKGROUND

The provision of high-quality midwifery education relies on well-prepared educators. Faculty members need professional development and support to deliver quality midwifery education.

AIM

To identify development needs of midwifery faculty in low- and middle-income countries of the Asia Pacific region, to inform program content and the development of guidelines for faculty development programs.

METHODS

An online learning needs assessment survey was conducted with midwifery faculty from low- and middle-income countries in the Asia Pacific Region. Quantitative survey data were analysed using descriptive statistics. Textual data were condensed using a general inductive approach to summarise responses and establish links between research aim and findings.

FINDINGS

One hundred and thirty-one faculty completed the survey and a high need for development in all aspects of faculty practice was identified. Development in research and publication was the top priority for faculty. Followed closely by leadership and management development, and then more traditional activities of teaching and curriculum development. Preferred mode of program delivery was a blended learning approach.

DISCUSSION

Historically, programs of faculty development have primarily focussed on learning and teaching methods and educational development. Yet contemporary faculty members are expected to function in roles including scholarly activities of research and publication, institutional leadership and management, and program design and implementation. Unfortunately, programs of development are rarely based on identified need and fail to consider the expanded role expectation of contemporary faculty practice.

CONCLUSION

Future midwifery faculty development programs should address the identified need for development in all expected faculty roles.

Midwifery Now: Narratives about Motivations for Career Choice

The objective of this study was to analyse nursing students’ motivation to choose the midwifery career. This is a cross-sectional study with a qualitatively driven mixed-methods approach. The settings are three higher education institutions located in Portugal. The study was conducted between September 2019 and November 2021, with the participation of 74 midwifery master’s students, through convenience sampling. The data were collected through the LimeSurvey software and were subsequently analysed in the SPSS and IRaMuTeQ software programs. The emerging thematic areas were as follows: (1) building a professional identity and (2) knowledge construction. From these two thematic areas, six classes emerged that revealed commitment to the profession. It is in Class 6 that the ancestral essence of the profession lies, revealing the meanings of competence and care perpetuation linked to gender. Midwifery is a first-line profession, and the career choice reflects a commitment to support the mother/newborn dyad in view of the inevitability of human care for the preservation of the species. Midwives with a Socratic inspiration are the model for the profession. Given the development of professional identity, it can be interesting to have an educational curriculum where human values are reinforced. A woman-centred birth environment and birth territory are elementary for midwifery education.