Developing and validating scenarios to compare midwives’ knowledge and skills with the International Confederation of Midwives’ essential competencies in four European countries

Fleming, Valerie; Pehlke-Milde, Jessica; Davies, Sheila; Zakšek, Teja

doi:10.1016/j.midw.2010.09.003

Cited by 14 publications

(13 citation statements)

References 19 publications

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“…Despite the COVID-19 period, all students were expected to acquire professional midwifery competencies, according to the European Union (EU) Directive (" Directive 2005/36/EC," 2005, the European Qualifications Framework (" The Council of the European Union," 2017 ), as well as the International Confederation of Midwives' (ICM) Global Standards for Midwifery Education ( "International Confederation of Midwives," 2013 ). This Directive aims to ensure that midwifery education attains minimum standards and provides a European framework for midwifery education ( Vermeulen et al, 2018 ) and practice including a quantitative description of the tasks the midwife should carry out ( Fleming et al, 2011 ). One of the biggest challenges has been how to continue to provide the hours required under the EU Directive 2005/36/EC so that students may transition to midwives without penalty.…”

Section: Introductionmentioning

confidence: 99%

Midwifery education in COVID-19- time: Challenges and opportunities

2020

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Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre-including this research content-immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

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Section: Introductionmentioning

confidence: 99%

Midwifery education in COVID-19- time: Challenges and opportunities

2020

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“…The academisation of midwifery education integrating within higher education is not only being debated in Nepal, but has also been a long process in Europe [38][39][40][41]. An example is Sweden, a country that has followed the educational reform and moved the education of midwives to a post-graduate level.…”

Section: Professionalisationmentioning

confidence: 99%

Shaping the midwifery profession in Nepal – Uncovering actors' connections using a Complex Adaptive Systems framework

Bogren

Berg

Edgren

et al. 2016

Sexual & Reproductive Healthcare

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Objectives: To explore how actors connect in a system aiming at promoting the establishment of a midwifery profession in Nepal.Methods: A qualitative explorative study based on the framework of Complex Adaptive Systems. Semi-structured interviews were conducted with 17 key people representing eight different organisations [actors] promoting the development of the midwifery profession. Results:The actors' connections can be described with a complex set of facilitators for and barriers to promoting the establishment of a midwifery profession. The identified facilitators for this establishment in Nepal are (1) a common goal and (2) a desire to collaborate, whilst the barriers are (1) different political interests and priorities, (2) competing interests of the nursing profession and societal views, (3) divergent academic opinions on a midwifery profession, and (4) insufficient communication. The results also showed that Nepalese society cannot distinguish between nursing and midwifery and that the public support for a midwifery profession was hence minimal. Conclusion:The move of midwifery from an occupation to a profession in Nepal is an on-going, challenging process. The study indicates the importance of understanding the motivations of, and barriers perceived by, actors that can promote or obstruct the establishment of the midwifery profession. It also points to the importance of informing the wider public about the role and responsibility of an autonomous midwifery profession. Highlights The progress of midwifery from an occupation to a profession is a challenging process. Actors promoting the profession connect through a set of facilitators and barriers. Common goals and collaboration are critical for building a midwifery profession. Political priorities challenge the professional establishment. Conflicting opinions regarding midwives' required academic level delay the implementation process.

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“…In many countries, the principles of the Bologna process have been realised over the last decades, although to varying degrees throughout Europe 15 . Many midwifery programmes are currently provided at Bachelor's level in some countries, however midwifery education is still offered as a vocational or an apprenticeship model 16,17 . The provision of higher degrees and continuous professional development also vary 18,19 , particularly in continental Europe.…”

Section: Introductionmentioning

confidence: 99%

Failure or progress?: The current state of the professionalisation of midwifery in Europe

Vermeulen¹,

Luyben²,

O’Connell³

et al. 2019

Eur J Midwifery

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INTRODUCTION Throughout Europe midwives called for increasing professionalisation of midwifery during the 1980s and 1990s. While the Bologna Declaration, in 1999, supported this development in education and research, it remains unclear how other fields, such as practice, have fared so far. This study therefore aimed to explore the current state of professionalisation of midwifery in Europe. METHODS An exploratory inquiry was conducted with an on-line semistructured questionnaire. Its content was based on the Greenwood sociological criteria for a profession. Descriptive statistics and thematic content analysis were used to analyse the data. Participants were national delegates from member countries to the European Midwives Association. RESULTS Delegates from 29 European countries took part. In most countries, progress towards professionalisation of midwifery has been made through the move of education into higher education, coupled with opportunities for postgraduate education and research. Lack of progress was noted, in particular in regard to midwifery practice, regulation, and leadership in health care provision and education. Most countries had a code of ethics for midwives as well as a midwifery association. Based on organisational collaborations with other disciplines, the sustainability of a distinct professional culture was unclear. An increased focus on future development of midwifery practice was proposed. CONCLUSIONS Progress in midwifery education and research has taken place. However, midwives' current roles in practice as well as leadership and their influence on healthcare culture and politics are matters of concern. Future efforts for advancing professionalisation in Europe should focus on the challenges in these areas.

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Developing and validating scenarios to compare midwives’ knowledge and skills with the International Confederation of Midwives’ essential competencies in four European countries

Cited by 14 publications

References 19 publications

Midwifery education in COVID-19- time: Challenges and opportunities

Midwifery education in COVID-19- time: Challenges and opportunities

Shaping the midwifery profession in Nepal – Uncovering actors' connections using a Complex Adaptive Systems framework

Failure or progress?: The current state of the professionalisation of midwifery in Europe

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