Background
Healthcare literature describes predisposing factors, clinical risk, maternal and neonatal clinical outcomes of unplanned out-of-hospital birth; however, there is little quality research available that explores the experiences of mothers who birth prior to arrival at hospital.
Methods
This study utilised a narrative inquiry methodology to explore the experiences of women who birth in paramedic care.
Results
The inquiry was underscored by 22 narrative interviews of women who birthed in paramedic care in Queensland, Australia between 2011 and 2016. This data identified factors that contributed to the planned hospital birth occurring in the out-of-hospital setting. Women in this study began their story by discussing previous birth experience and their knowledge, expectations and personal beliefs concerning the birth process. Specific to the actual birth event, women reported feeling empowered, confident and exhilarated. However, some participants also identified concerns with paramedic practice; lack of privacy, poor interpersonal skills, and a lack of consent for certain procedures.
Conclusions
This study identified several factors and a subset of factors that contributed to their experiences of the planned hospital birth occurring in the out-of-hospital setting. Women described opportunities for improvement in the care provided by paramedics, specifically some deficiencies in technical and interpersonal skills.
In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre-and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.
PurposeResponding to increasing external pressure, universities are developing new strategies to illustrate the impact of their degrees on graduate employability. This paper investigates how alumni regard the development of their professional networks during their tertiary education in relation to employability and the associated pedagogical implications.Design/methodology/approachA qualitative approach using semi-structured interviews with 18 business and arts alumni from a regional university.FindingsThe findings reveal the importance of developing a professional network by cultivating social capital while at university. Alumni identify all forms of work-integrated learning (WIL), connectedness through social media, the role of university staff and volunteering as concrete ways to develop a professional network and enhance employability.Research limitations/implicationsThis paper has pedagogical implications to develop graduate employability and WIL. Universities should draw from alumni networks to help develop students' bridging capital through industry-facing WIL projects. Educators should design assessment tasks in which students develop contacts and networking capabilities with alumni and other professionals using various platforms (e.g. social media). In addition, educators should promote the benefits of voluntary work and invite alumni and other industry stakeholders to co-design and co-teach areas of curriculum.Originality/valueDrawing from the experiences of alumni re-routes the channel of communication from institutions expressing the importance of professional networks in relation to employability, to credible industry alumni confirming this importance. Few previous studies have taken this “outside-in approach” to emphasise and validate the importance of developing professional networks in relation to employability, particularly at regional universities.
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