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Midwifery
Terms modified by Midwifery Selected AbstractsJourneying to professionalism: The case of Irish nursing and midwifery researchINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 4 2004Sarah L Condell RGN RM RNT BNS MA This paper gives a ,discursive' account of the contemporary development of nursing and midwifery research in the Republic of Ireland in the context of advancing professionalism. Initially, the paper views the landscape by placing research in the current framework of Irish nursing and midwifery. It then examines the map of our present location by documenting a baseline. It ascertains the signposts that are in place by exploring the strategic direction for development. Finally, it uses the compass to orienteer the route through the various obstacles by examining the challenges of the role of the joint appointee leading the implementation of the national Research Strategy for Nursing and Midwifery in Ireland. [source] Fit for purpose: the relevance of Masters preparation for the professional practice of nursing.JOURNAL OF ADVANCED NURSING, Issue 5 2000A 10-year follow-up study of postgraduate nursing courses in the University of Edinburgh Fit for purpose: the relevance of Masters preparation for the professional practice of nursing. A 10-year follow-up study of postgraduate nursing courses in the University of Edinburgh Continuing education is now recognized as essential if nursing is to develop as a profession. United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) consultations are currently seeking to establish appropriate preparation for a ,higher level of practice' in the United Kingdom. The relevance of Masters level education to developing professional roles merits examination. To this end the results of a 10-year follow-up study of graduates from the Masters programme at the University of Edinburgh are reported. The sample was the entire cohorts of nurses who graduated with a Masters degree in the academic sessions from 1986 to 1996. A postal questionnaire was designed consisting of mainly closed questions to facilitate coding and analysis but also including some open questions to allow for more qualitative data to be elicited. The findings indicated clearly that the possession of an MSc degree opened up job opportunities and where promotion was not identified, the process of study at a higher level was still perceived as relevant to the work environment. This applied as much to the context of clinical practice as to that of management, education or research. The perceived enhancement of clinical practice from a generic Masters programme was considered a significant finding. Also emerging from the data was an associated sense of personal satisfaction and achievement that related to the acquisition of academic skills and the ultimate reward of Masters status. The concept of personal growth, however, emerged as a distinct entity from that of satisfaction and achievement, relating specifically to the concept of intellectual sharing, the broadening of perspectives and the development of advanced powers of reasoning. [source] Nursing competence 10 years on: fit for practice and purpose yet?JOURNAL OF CLINICAL NURSING, Issue 10 2008Ann Bradshaw PhD, Dip N Aims and objectives., This paper examines how nurses are prepared to be clinically competent and safe at registration, so that they are fit for practice and purpose. It follows up two papers on competence published in 1997 and 1998 and investigates subsequent developments. Background., In 1979, major changes in nursing affected nurse education and preparation for competence. In the following two decades, it became clear that nurses lacked clinical skills. This paper examines subsequent changes and asks the question whether this crucial shortcoming has now been remedied. This paper considers the background and context of change in nursing and nurse education in the 1980s. It looks at the new ideology, to prepare the ,knowledgeable doer' and examines the consequences of the change on nursing competency from the 1990s to the present day. Methods., This is a position paper. Professional policy documents from the English National Board for Nursing, Midwifery and Health Visiting, United Kingdom Central Council for Nursing, Midwifery and Health Visiting and Nursing and Midwifery Council, government reports and legislation on nursing and relevant nursing literature are examined and critically analysed and conclusions drawn. Conclusions., From 1923,1977, mandatory nursing syllabuses set by the General Nursing Council of England and Wales required the registered nurse to have acquired certain specific clinical skills. These were rigorously tested to an explicit standard set by the General Nursing Council before a nurse was awarded state registration. Twenty-five years later, the loss of this system for ensuring this competence and the implications of this loss, have been widely recognised. As a result, many nurse training institutions have introduced clinical skills laboratories, simulation of practice and the Objective Structured Clinical Examination. However, to the authors' surprise and contrary to their initial expectations, the Nursing and Midwifery Council has not made these systems uniform or mandatory and so still has no way of ensuring all nurse training is producing safe nurses in the United Kingdom. The authors conclude that the untested educational ideology that brought root and branch change to nurse training in 1983 and which failed to produce nurses ,fit for practice and purpose' may still prevail. Relevance to clinical practice., The present paper demonstrates that United Kingdom nurse training still has no uniform and mandatory system in place to ensure, as far as is possible, that all registered nurses are clinically competent and safe to practice. [source] Peer review in Nursing and Midwifery: a literature reviewJOURNAL OF CLINICAL NURSING, Issue 4 2008Amelia Rout MSc, BSc (Hons) Aims and objectives., The Clinical Education Project investigated clinical education in nursing and midwifery settings. The aim of this phase was to investigate and evaluate the processes and outcomes of clinical assessment of preregistration nurses and midwives, focusing on the assessment interview, and to evaluate the feasibility of introducing peer review of the clinical assessment interview in acute clinical settings. Background., Peer review is common in many professional areas. The literature describes various applications of peer review and makes recommendations for its use. However, there is a shortage of studies investigating the use of peer review in nursing and midwifery education and practice. Design., The project involved a systematic literature review and a qualitative exploratory study. This article describes the first part of the study: a systematic literature review of peer review. The second part of the study is reported elsewhere. Methods., The systematic literature review investigated international articles written since 1994 that contained information on peer review in pre/post registration nursing and midwifery within higher education or practice. Results., From the available literature, 52 specific initiatives were analysed. The majority of articles originated in America and involved nursing staff working in secondary care settings. Fifty-one articles had missing information varying from not stating the sample size to not including information about evaluations. Conclusions., The literature review found that whilst peer review is commonplace in nursing and midwifery practice, there is a lack of robust literature about its use. Relevance to clinical practice., Peer review in clinical settings such as nursing and midwifery can facilitate the sharing of good practice and personal and professional growth. It allows participants to learn from each other and gain insight into their development. [source] Measuring social influence of a senior midwife on decision-making in maternity care: an experimental studyJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 2 2005Caroline Hollins Martin Abstract The document Changing Childbirth produced by the Department of Health (1993) requests provision of more choice, continuity and control for women during pregnancy and childbirth. In this context this study considers whether midwives'decisions are influenced by a senior midwife. A simple, valid and reliable scale,the Social Influence Scale for Midwifery (SIS-M),was devised to measure and score midwives' private anonymous responses to 10 clinical decisions. The SIS-M was initially administered as a self-completed postal survey by 209 midwives. Following a 9-month time gap, a stratified sample of 60 (20 E, F, G grade midwives) were invited for interview in which a senior midwife attempted to influence SIS-M responses in a conformist direction. Overall, a 3,×,2 (E, F, G grade midwives x private and interview SIS-M scores) analysis of variance (ANOVA) revealed midwives were significantly more conformist when influenced by a senior midwife, in comparison to private anonymous responses. No significant interaction between groups was found. These findings indicate that there is influence of a senior midwife on clinical decisions that should be woman-centred, according to Changing Childbirth (1993). The implication is that this influence may remove choice from women. Copyright © 2005 John Wiley & Sons, Ltd. [source] Director of nursing and midwifery leadership: informed through the lens of critical social scienceJOURNAL OF NURSING MANAGEMENT, Issue 4 2010ANNETTE SOLMAN RN, Dip HSN, Masters NR solman a. (2010) Journal of Nursing Management18, 472,476 Director of nursing and midwifery leadership: informed through the lens of critical social science Aims, Highlight the use of critical social science theories, practice development principles and a situational leadership framework within transformational leadership to inform Directors of Nursing and Midwifery (DoNM) practices as leaders. Background, Healthcare is constantly changing, unpredictable, strives for quality service and cost containment, which can result in stress and crisis for healthcare workers. DoNM leadership is critical to supporting and leading staff through these complex times within healthcare. Key issues, Understanding theories, frameworks and their application to real-world practice can assist in supporting individuals and teams to navigate through the changing healthcare environment. Conclusion, Blending critical social science theories with practice development principles and the situational leadership framework can assist the DoNM to enact transformational leadership to support the development of individuals and teams to meet the complex healthcare needs of patients within the clinical setting. Implications for nurse management, This article contributes through the practical application of critical social science theories, practice development principles and situational leadership framework within transformational leadership as an approach for enacting DoNM leadership. To further understand and develop in the role of the contemporary DoNM in leadership, these directors are encouraged to publish their work. [source] Analysis and Commentary on WHO Strategic Directions for Nursing and MidwiferyJOURNAL OF NURSING SCHOLARSHIP, Issue 4 2003Judith Oulton RN No abstract is available for this article. [source] The Who Global Advisory Group on Nursing and MidwiferyJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2002Joyce E. Thompson [source] African American Midwifery in the South: Dialogues of Birth, Race, and MemoryAMERICAN ETHNOLOGIST, Issue 1 2001Kathryn Coe African American Midwifery in the South: Dialogues of Birth, Race, and Memory. Gertrude Jacinta Fraser. Cambridge, MA: Harvard University Press, 1998. ix. 287 pp., notes, references, index. [source] Ascertaining women's choice of title during pregnancy and childbirthAUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 2 2002Angela S Denning ABSTRACT Methods A questionnaire was administered to 958 women attending the antenatal clinic at Mercy Hospital for Women, Melbourne, to ascertain their choice of title during pregnancy. Midwifery, nursing and medical staff (376 in total) were also invited to respond to a similar questionnaire. Results The response rate was 73.6% from the survey of all women who were overwhelmingly in favour of being called ,patient' as their first choice (34%), followed by ,other' (20%) and then ,mother' (19%). Virtually all women requesting ,other' wished to be called by their name. Women wishing to be called ,patient' for first choice did not significantly differ from the remainder of the study group in age, gestation, number of previous pregnancies, or number of children. When women from the Family Birth Centre (FBC) were analysed as a separate group, they had a clear preference to be called ,other' (unanimously, by their name) than the general antenatal population (odds ratio (OR) 5.1; 95% confidence interval (CI) 3.1, 8.3; p < 0.0001). The staff survey, with a response rate of 84%, also demonstrated that ,patient' was the most popular first choice for patient title. Medical staff were significantly more likely to choose ,patient' (OR 4.2, 95% CI 2.3, 7.7; p < 0.0001), though the term ,patient' was the preferred choice of all staff. [source] Harnessing a University to address rural health workforce shortages in AustraliaAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 4 2007David Lyle Abstract Objective:,To describe the efforts of health faculties at the University of Sydney to contribute to the recruitment and retention of rural health professionals and examine for opportunities that would benefit from an institutional-led response. Design:,Cross-sectional survey. Setting:,The University of Sydney as a leading institution for health science education in New South Wales, which produces approximately 40% of all health science graduates in the state each year. Participants:,Staff responsible for course coordination within the faculties of Dentistry, Medicine, Nursing and Midwifery, and Pharmacy; and eight disciplines of the Faculty of Health Sciences. Results:,Of the two educational strategies associated with future rural employment, more progress has been made with rural placements, which were offered by all but one of the health courses. Efforts aimed at the other key strategy of attracting and supporting rural origin students were not well developed. Dentistry, Medicine, Pharmacy and only one Faculty of Health Sciences programs had more than 0.2 full-time equivalent staff to support rural initiatives. Conclusion:,Despite the significant government investment in rural health education, the University of Sydney experience demonstrates that this does not necessarily translate into adequate internal resources available for every course or program to optimise performance for rural health workforce outcomes. In an environment of competing priorities, benefits are likely to accrue from strategies that draw on the existing resource base and operate through greater collaborative action, coordinated at the institutional level. [source] Getting ready for user involvement in a systematic reviewHEALTH EXPECTATIONS, Issue 2 2009Elizabeth Smith BSc MSc PhD Abstract Objective, This paper aims to support the critical development of user involvement in systematic reviews by explaining some of the theoretical, ethical and practical issues entailed in ,getting ready' for user involvement. Background, Relatively few health or social care systematic reviews have actively involved service users. Evidence from other research contexts shows that user involvement can have benefits in terms of improved quality and outcomes, hence there is a need to test out different approaches in order to realize the benefits of user involvement and gain a greater understanding of any negative outcomes. Design, Setting up a service-user reference group for a review of user involvement in nursing, midwifery and health visiting research involved conceptualizing user involvement, developing a representation framework, identifying and targeting service users and creating a sense of mutuality and reciprocity. Setting and participants, Recruitment was undertaken across England by two researchers. Members from 24 national consumer organizations were selected to participate in the review. Main variables studied, Learning was gained about finding ways of navigating consumer networks and organizations, how best to communicate our goals and intentions and how to manage selection and ,rejection' in circumstances where we had stimulated enthusiasm. Results and conclusions, Involving service users helped us to access information, locate the findings in issues that are important to service users and to disseminate findings. User involvement is about relationships in social contexts: decisions made at the early conceptual level of research design affect service users and researchers in complex and personal ways. [source] Understanding the information and resource needs of UK health and social care placement studentsHEALTH INFORMATION & LIBRARIES JOURNAL, Issue 4 2008Lynne Callaghan Background:, Students on health and social care degree programmes spend 50% of their time on practice placements. Because of the diversity of settings and the need to evidence their work, it is vital to understand the information and resource needs of placement students. Objectives:, The aim of this investigation was to understand the needs of placement students in terms of accessing resources whilst they are in the field in order to inform a guide to meet these needs. Methods:, Focus groups were conducted with students on midwifery, social work and post-registration health professions degree programmes on three different sites across the region. Data were analysed using Thematic Content Analysis. Results:, Three themes emerged from the data: inequality, user education needs and students' solutions and strategies. Conclusions:, It is essential to speak to placement students in order to understand their needs in terms of accessing and using library resources. The timing and content of information skills training is key to meeting student needs while on placement. [source] Rethinking mental health nursing education in Australia: A case for direct entryINTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING, Issue 3 2005Cynthia Stuhlmiller ABSTRACT:, Desperate times call for creative solutions. The mental health workforce shortage has created an opportunity to rethink current and future education and training needs in order to prepare competent and compassionate practitioners to meet the changing demands of consumers and their carers requiring mental heath treatment and support. This article urges consideration of an undergraduate direct entry mental health programme similar to that of midwifery or the nursing foundation/mental health branch programmes of the UK. [source] Journeying to professionalism: The case of Irish nursing and midwifery researchINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 4 2004Sarah L Condell RGN RM RNT BNS MA This paper gives a ,discursive' account of the contemporary development of nursing and midwifery research in the Republic of Ireland in the context of advancing professionalism. Initially, the paper views the landscape by placing research in the current framework of Irish nursing and midwifery. It then examines the map of our present location by documenting a baseline. It ascertains the signposts that are in place by exploring the strategic direction for development. Finally, it uses the compass to orienteer the route through the various obstacles by examining the challenges of the role of the joint appointee leading the implementation of the national Research Strategy for Nursing and Midwifery in Ireland. [source] Nursing and midwifery research in Scotland: from partnership to collaborationINTERNATIONAL NURSING REVIEW, Issue 2 2006T. Fyffe mmed ed Nurses and midwives form the workforce that provides the greatest proportion of direct care to service users. They have the ability to make a significant impact not only on the quality and outcomes of patient care, but also on service users' and carers' perceptions of the care experience. It is therefore vital that nursing and midwifery practice has a robust knowledge and evidence base. The Scottish Executive Health Department, in partnership with other key stakeholders, launched in 2004 an £8 million funding package for research and development capacity and capability initiatives for nursing, midwifery and the allied health professions. This article seeks to describe the process of engagement and partnership building that enabled this scheme to be developed. It will attempt to illustrate how the convergence of political, policy and professional agendas has provided the opportunity for nurses and midwives to set a direction of travel for research and development that will enable them to become key players within multidisciplinary research at United Kingdom and international levels. [source] Nursing and midwifery: Millennium Development Goals and the global human resource crisis,INTERNATIONAL NURSING REVIEW, Issue 1 2006A. Green ba The World Health Organization Global Advisory Group for Nurses and Midwives and wider stakeholders met in May 2005 against a background of concern over the disappointing progress being made towards the Millennium Development Goals (MDGs). The meeting considered the urgent need to address human resource issues, particularly those related to nursing and midwifery, if the MDGs are to be achieved. [source] Nursing, midwifery and allied health education programmes in AfghanistanINTERNATIONAL NURSING REVIEW, Issue 2 2005P. Herberg phd Background:, In 2001, Afghanistan was the centre of the world's attention. By 2002, following 23 years of internal conflict , including Soviet invasion, civil war and Taliban rule, plus 3 years of drought, the country was just beginning the process of re-establishing its internal structures and processes. In the health sector, this included the revival of the Ministry of Health (MOH). The MOH was assisted in its efforts by multiple partners, including the UN, donor and aid agencies, and a variety of non-governmental organizations. The author served as a consultant to the Aga Khan University School of Nursing, in partnership with the World Health Organization and the MOH, as it took on the work of strengthening nursing, midwifery and allied health education programmes for Afghanistan. Aim:, This paper will focus on the initial assessment of that sector. It will describe the situation as it existed in 2002, by examining the Kabul Institute of Health Sciences (IHS) and then turn briefly to the current state of affairs. Conclusions:, Despite the uncertainties of daily life in Afghanistan, the country has successfully initiated the reconstruction process. In the health sector, this can be seen in the work done at the Kabul IHS. Progress has been made in a number of areas, most notably in development and implementation of nursing and midwifery curricula. However, no one would deny that much more work is needed. [source] From east to west: Nepalese women's experiencesINTERNATIONAL NURSING REVIEW, Issue 3 2004C. Rolls rn Abstract Background:, Nepal is a small mountainous South Asian country located between the nations of India and China. Forty-two per cent of the 22 million Nepalese people live in poverty. As a result, immigration to a developed country is the dream of many but available to few. Some immigrants from Nepal have arrived in Australia in recent years entering the ,Skill' stream of eligibility categories. Nepalese immigrants to Australia are predominantly young married couples with professional education qualifications. Aim:, To generate knowledge of the childbirth and early experiences of Nepalese women in their mother country and in Australia. The aspect presented here is the immigration experiences of Nepalese women to Australia. Method:, An ethnographic, grounded theory approach was used to observe and analyse the experiences of 11 Nepalese participants. Findings:, Analysis of data suggests that Nepalese female immigrants with the ability to comprehend and speak English and a level of education and skill required by Australia can successfully negotiate the change of culture and adapt to their new society. Major benefits of immigration for the women were the opportunities to work, become independent and to share in decision making for their family. Conclusion and implications for nursing practice:, Severance from the Nepalese joint family, a male dominant hierarchical society, and a new way of life allow a Nepalese woman to become an individual rather than a member of a collective. This study has produced transcultural information from the perspective of the educated professional Nepalese female immigrant that will assist in the provision of midwifery and nursing care. [source] Peer review in Nursing and Midwifery: a literature reviewJOURNAL OF CLINICAL NURSING, Issue 4 2008Amelia Rout MSc, BSc (Hons) Aims and objectives., The Clinical Education Project investigated clinical education in nursing and midwifery settings. The aim of this phase was to investigate and evaluate the processes and outcomes of clinical assessment of preregistration nurses and midwives, focusing on the assessment interview, and to evaluate the feasibility of introducing peer review of the clinical assessment interview in acute clinical settings. Background., Peer review is common in many professional areas. The literature describes various applications of peer review and makes recommendations for its use. However, there is a shortage of studies investigating the use of peer review in nursing and midwifery education and practice. Design., The project involved a systematic literature review and a qualitative exploratory study. This article describes the first part of the study: a systematic literature review of peer review. The second part of the study is reported elsewhere. Methods., The systematic literature review investigated international articles written since 1994 that contained information on peer review in pre/post registration nursing and midwifery within higher education or practice. Results., From the available literature, 52 specific initiatives were analysed. The majority of articles originated in America and involved nursing staff working in secondary care settings. Fifty-one articles had missing information varying from not stating the sample size to not including information about evaluations. Conclusions., The literature review found that whilst peer review is commonplace in nursing and midwifery practice, there is a lack of robust literature about its use. Relevance to clinical practice., Peer review in clinical settings such as nursing and midwifery can facilitate the sharing of good practice and personal and professional growth. It allows participants to learn from each other and gain insight into their development. [source] Lecturer practitioners in UK nursing and midwifery: what is the evidence?JOURNAL OF CLINICAL NURSING, Issue 7 2004A systematic review of the research literature Background., Lecturer practitioner roles have been widely established in the UK, and are seen as having the ability to overcome the theory,practice gap in nursing, as well as offering other benefits including functioning as a link between education and practice. Aims and objectives., This article systematically reviews the research literature on UK lecturer practitioner roles in nursing and midwifery, in order to construct a picture of the themes that emerge from their national implementation. Conclusions., Only eight published research studies meeting the inclusion criteria were identified in journals, and five more included from the ,grey literature', totalling 13 suitable research reports. Of these 13 papers, six involved nurses and midwives. Key themes from the literature are outlined and discussed. There is an overwhelming preference for qualitative methodologies, although there is a strong argument for quantitative work in mixed-methods studies. Relevance to clinical practice. Lecturer practitioner roles can make an important contribution to nursing and midwifery education, but this is problematic. It is essential that managers clarify the purpose, responsibilities, support and review of lecturer practitioner roles if they are to be successful. [source] Educating advanced midwife practitioners: a collaborative ventureJOURNAL OF NURSING MANAGEMENT, Issue 6 2007CECILY M. BEGLEY MSc Aim, To describe the collaborative development of an MSc course preparing Ireland's first advanced midwife practitioners. Background, Ireland has 55 advanced nurse practitioner posts, but, as yet, no advanced midwife practitioners. Methods, A consultative, collaborative process involving 38 midwives across Ireland generated the philosophy, aims and content of the course. Results, Participants stated that candidates should be committed to the conceptual uniqueness of midwifery; the advanced midwife practitioner role should be clearly defined and supported by the candidate's sponsors; programme content should emphasize normal midwifery, be practice led, and encourage reflective, evidence-based, women-centred care. Conclusion, The collaborative process used to develop this programme ensures that it will meet individual students' needs, thus enhancing the education of Ireland's first advanced midwife practitioners. Implications for midwifery management, The emphasis on normality rather than specialization is a message that could be assimilated by managers in other countries to the benefit of childbearing women across the world. [source] Intention to 'leave' or 'stay' in nursingJOURNAL OF NURSING MANAGEMENT, Issue 3 2007GERALDINE McCARTHY PhD Background, Turnover in nursing and midwifery has recently become a problem in the Republic of Ireland and Irish health-care managers are constantly challenged to retain qualified nurses. The literature suggests that intention to stay or leave employment is the final step in the decision-making process. It is, therefore, reasonable to suggest that understanding ,intent to stay or leave' might facilitate nurse managers in introducing of appropriate retention strategies. Aim, The aim of this study was to investigate registered nurses ,intent to stay or leave' employment. Methods, A cross-sectional quantitative design was utilized. A questionnaire was designed and these were randomly distributed to 352 registered nurses at 10 hospital sites throughout the Republic of Ireland. Results, Almost 60% of the sample, comprising of young, female, college educated nurses, expressed an intent to leave their current post. The most statistically significant predictors of intent to leave were ,kinship responsibilities' (P < 0.05) and ,job satisfaction' (P < 0.0001). Conclusion, ,Intent to leave' has serious implications for workforce planning. Investigating the impact of focussed interventions in relation to job satisfaction and kinship responsibilities may be key retention strategies for nurse managers. [source] A collaborative approach to the implementation of clinical supervisionJOURNAL OF NURSING MANAGEMENT, Issue 2 2002C. Spence MSc Aim,This paper discusses a collaborative approach to implementing clinical supervision, which was initiated between a primary care trust and a school of nursing and midwifery. Background,To enable clinical supervision to proceed successfully and to be perceived as beneficial, this necessitates a collaborative partnership between clinicians, managers and educationalists. Key issues,The different stages of the initiative will be explored and the paper will consider examples of the collaborative processes involved. The evaluation of the project is examined and suggestions for the future continuation of the initiative are discussed. Conclusion,There is evidence that this has been a successful initiative and that a collaborative way of working can be beneficial when implementing clinical supervision. [source] The Inuulitsivik Maternities: culturally appropriate midwifery and epistemological accommodationNURSING INQUIRY, Issue 2 2010Vasiliki K Douglas DOUGLAS VK. Nursing Inquiry 2010; 17: 111,117 The Inuulitsivik Maternities: culturally appropriate midwifery and epistemological accommodation This is a literature-based historical analysis that uses Michel Foucault's technique of tracing epistemological change over time to understand the epistemological changes and their outcomes that have occurred in Nunavik, the Inuit region of Northern Quebec, with the introduction of modern techniques and technology of childbirth in the period after the Second World War. Beginning in 1986, in the village of Puvurnituq, a series of community birthing centres known as the Inuulitsivik Maternities have been created. They incorporate biomedical techniques and technology, but are incorporated into the Inuit epistemology of health, in which the community is the final arbitrator of medical authority. This epistemological accommodation between modern biomedicine and the distinctly premodern Inuit epistemology of health has led to the creation of a new and profoundly non-modern approach to childbirth in Nunavik. [source] ,Inductions of labour': on becoming an experienced midwifery practitioner in Aotearoa/New ZealandNURSING INQUIRY, Issue 1 2008Ruth SurteesArticle first published online: 6 FEB 200 This paper analyzes and explores varying discourses within the talk of new practitioner direct entry (DE) midwives in Aotearoa/New Zealand. In Aotearoa/New Zealand, midwifery is theorized as a feminist profession undertaken in partnership with women. Direct entry midwifery education is similarly based on partnerships between educators and students in the form of liberatory pedagogies. The context for the analysis is a large ethnographic study undertaken with a variety of differently positioned midwives based mainly in one city in New Zealand. I interviewed and observed over 40 midwives in their different practice settings in 2003. Complex and contesting forms of knowledge production are analyzed in this paper drawing on methodological insights from Foucauldian discourse analysis. New practitioners engage in techniques of self-monitoring and surveillance as they move towards becoming established practitioners. New midwifery subjectivities and forms of knowledge production which contest authoritative forms of knowledge are produced. Midwives in New Zealand are seen to inhabit a complex and liminal space of midwifery praxis. Paradoxically, they are exhorted to remain the ,guardians of normal birth' in a time of increasing interventions into birth both locally and internationally. Paradoxes encountered by new midwifery practitioners in New Zealand as they struggle to maintain ideals of ,normal' birth may be paralleled by the constraints inadvertently produced through governing discourses of emancipatory or liberatory pedagogies. The relevance of this is also highly critical for midwifery and birth practices internationally. [source] From personal reflection to social positioning: the development of a transformational model of professional education in midwiferyNURSING INQUIRY, Issue 4 2002Diane Phillips A transformational model of professional identity formation, anchored and globalized in workplace conversations, is advanced. Whilst the need to theorize the aims and methods of clinical education has been served by the techno-rational platform of ,reflective practice', this platform does not provide an adequate psychological tool to explore the dynamics of social episodes in professional learning and this led us to positioning theory. Positioning theory is one such appropriate tool in which individuals metaphorically locate themselves within discursive action in everyday conversations to do with personal positioning, institutional practices and societal rhetoric. This paper develops the case for researching social episodes in clinical education through professional conversations where midwifery students, in practice settings, are encouraged to account for their moment-by-moment interactions with their preceptors/midwives and university mentors. It is our belief that the reflection elaborated by positioning theory should be considered as the new epistemology for professional education where professional conversations are key to transformative learning processes for persons and institutions. [source] Friday at Frontier Nursing ServicePUBLIC HEALTH NURSING, Issue 2 2009Anna May January ABSTRACT The Frontier Nursing Service (FNS) was founded in 1925 in eastern Kentucky by Mary Breckinridge, a nurse whose interest in improving rural health and midwifery changed the course of rural public health nursing and improved health outcomes for some of the most isolated and poorest people in 20th century America. The visual image of Breckinridge on horseback visiting her scattered rural patients is imprinted on the minds of most public health nurses in the United States and has, perhaps, been the wellspring of many nursing career aspirations. The daily life of FNS nurses was one of hardship, uncertainty and variey, as is evidenced in this tale of one day; nonetheless, the experiment of a rural nursing service combining midwifery and generalized nursing was ultimately a tremendous success. The following historical reprint recounts a singular day in the life of Anna January, a nurse midwife at the FNS in Confluence, Kentucky. She captures the dialect and earthiness of the region and the period in her story, but the events she relates also illustrate how interconnected life events can be in rural communities. The original article appeared in the December 1948 issue of Public Health Nursing [Volume 40 (12), 601,602]. [source] Characteristics and practices of birth centres in AustraliaAUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 3 2009Paula J. LAWS Background: Around 2% of women who give birth in Australia each year give birth in a birth centre. There is currently no standard definition of a birth centre in Australia. Aims: This study aimed to locate all birth centres nationally, describe their characteristics and procedures, and develop a definition. Methods: Surveys were sent to 23 birth centres. Questions included: types of procedures, equipment and pain relief available, staffing, funding, philosophies, physical characteristics and transfer procedures. Of the birth centres, 19 satisfied the inclusion criteria and 16 completed surveys. Results: Three constructs of a birth centre were identified. A ,commitment to normality of pregnancy and birth' was most commonly reported as the most important philosophy (44%). The predominant model of care was group practice/caseload midwifery (63%). Thirteen birth centres were located within/attached to a hospital, two were on a hospital campus and one was freestanding. The distance to the nearest labour ward ranged from 2 m to 15 km. Reported intrapartum transfer rates ranged from 7% to 29%. Thirteen centres had a special care nursery or neonatal intensive care unit onsite, or both. Eight centres undertook artificial rupture of membranes for induction of labour, while two administered oxytocin or prostaglandins. All centres offered nitrous oxide and local anaesthetic. Twelve centres had systemic opioids available and one offered pudendal analgesia. Fetal monitoring was used in all birth centres. Only three centres conducted instrumental deliveries, while 15 performed episiotomies. Conclusion: Birth centres vary in their philosophies, characteristics and service delivery. [source] Medical and midwifery students: how do they view their respective roles on the labour ward?AUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 4 2002Julie A Quinlivan ABSTRACT Background It has been suggested that much of the medical and midwifery student curricula on normal pregnancy and birth could be taught as a co-operative effort between obstetric and midwifery staff. One important element of a successful combined teaching strategy would involve a determination of the extent to which the students themselves identify common learning objectives. Aim The aim of the present study was to survey medical and midwifery students about how they perceived their respective learning roles on the delivery suite. Methods A descriptive cross-sectional survey study was undertaken. The study venue was an Australian teaching and tertiary referral hospital in obstetrics and gynaecology. Survey participants were medical students who had just completed a 10 week clinical attachment in obstetrics and gynaecology during the 5th year of a six year undergraduate medical curriculum and midwifery students undertaking a one year full-time (or two year part-time) postgraduate diploma in midwifery. Results Of 130 and 52 questionnaires distributed to medical and midwifery students, response rates of 72% and 52% were achieved respectively. The key finding was that students reported a lesser role for their professional colleagues than they identified for themselves. Some medical students lacked an understanding of the role of midwives as 8%, 10%, and 23% did not feel that student midwives should observe or perform a normal birth or neonatal assessment respectively. Of equal concern, 7%, 22%, 26% and 85% of student midwives did not identify a role for medical students to observe or perform a normal birth, neonatal assessment or provide advice on breastfeeding respectively. Summary Medical and midwifery students are placed in a competitive framework and some students may not understand the complementary role of their future colleagues. Interdisciplinary teaching may facilitate co-operation between the professions and improve working relationships. [source] | |||||||||||||||||||||||||||||||