Ethics Education in Midwifery Education Programs in the United States

Megregian, Michele

doi:10.1111/jmwh.12462

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…They must begin in an empirically informed undergraduate midwifery ethics education that offers important opportunities to model, strengthen, and assess these competences with different contents, methods, and formats that put forward the importance of promoting woman-oriented and family-oriented, ethically sustainable care practices. 35 This can happen in different ways. First, through the selection of suitable cases within the coursework that raise the awareness of the "doctor-midwife-game" and that require students to actively participate in case discussions.…”

Section: Discussionmentioning

confidence: 99%

Exploring moral problems and moral competences in midwifery: A qualitative study

2018

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Section: Discussionmentioning

confidence: 99%

Exploring moral problems and moral competences in midwifery: A qualitative study

2018

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“…These areas include midwifery relationships, performance, professional responsibilities, and promotion of midwifery knowledge and performance, each comprising multiple areas [ 22 ]. Over the past two decades, medical and paramedical education programs have assumed the responsibility of providing students with fundamental knowledge, including ethical theories and the training and skills necessary to navigate ethical dilemmas [ 23 ]. Understanding biomedical ethics is a fundamental component of midwifery care and a required core competency.…”

Section: Discussionmentioning

confidence: 99%

Mapping of Iranian midwifery curriculum according to the International Confederation of midwives competencies

Abdolalipour,

Mohammad-Alizadeh-Charandabi,

Babaey

et al. 2023

BMC Med Educ

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Background Evaluating the curriculum based on its success rate in preparing skilled midwives proficient in performing professional skills is a fundamental component of the midwifery education system. This study aimed to evaluate the content, strengths, and weaknesses of the midwifery curriculum in Iran based on the most recent ICM midwifery education standards in all competence areas, as well as to obtain expert feedback on the necessary courses or lessons for the curriculum using the Delphi method. Methods This research was conducted in two phases: comparative analysis and the Delphi method. In the comparative analysis, the curriculum mapping tool was used to compare Iran’s midwifery curriculum for bachelor’s degrees to the international standards for midwifery education proposed by ICM in 2019 by a four-point Likert scale (adequate- relatively adequate- relatively inadequate- inadequate). Two individuals evaluated the curriculum independently for the presence of theoretical and clinical courses for attaining each relevant competency. In case of disagreement, the opinion of a third person was used. After identifying the academic deficiencies and weaknesses of the curriculum, the Delphi technique was used with the cooperation of the midwifery board members and directors of midwifery groups from across the country to collect feedback about new courses or lessons that need to be incorporated into the curriculum. Results After a comparative analysis, 24 out of 315 essential competencies for ICM in the midwifery curriculum were found to be inadequate or relatively inadequate based on the three experts’ opinions after reviewing the programmatic courses and lessons in the curriculum. In 79.5% of the knowledge area and 71.6% of the skill area, the curriculum for midwifery in Iran corresponded to ICM essential competencies. After surveying expert members during multiple Delphi rounds, the members agreed to add some lessons to the midwifery curriculum, design a new course, and hold related workshops to cover the competencies identified as inadequate or relatively inadequate in the comparative analysis. Conclusion The Iranian midwifery curriculum for acquiring 24 items of ICM essential competencies was deemed inadequate or relatively inadequate. Therefore, it seems in addition to revising Iran’s midwifery curriculum following ICM competencies, providing midwifery policymakers with infrastructure and additional support to develop and implement effective midwifery training programs is necessary to ensure that midwives are trained and equipped with the necessary competencies for practice.

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“…Creating an open environment for students and midwives alike to discuss challenging scenarios is crucial to develop ethically sustainable care practices. 44 Furthermore, as many feel unprepared to deal with abortion in practice, 45 education and support services should be provided within educational and practice environments.…”

Section: Implications Of Findingsmentioning

confidence: 99%

Midwifery students’ reactions to ethical dilemmas encountered in outpatient clinics

Apay¹,

Gürol²,

Gür

et al. 2020

Nurs Ethics

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Background: Midwives are required to make ethical decisions with the support of respective codes of professional ethics which provide a framework for decision making in clinical practice. While each midwife should be ethically aware and sensitive to the ever-changing issues within reproduction, few empirical studies have examined the views of student midwives in relation to reproductive ethical dilemmas. Objective: The aim of this study was to explore midwifery students’ reactions to a number of ethical dilemmas relating to women’s experiences of reproductive decision making. Design: A series of focus groups were conducted with midwifery students who were asked to discuss five culturally significant scenarios including issues of knowledge acquisition regarding methods of family planning, removal or insertion of an intrauterine device, and abortion. Setting: A University in Turkey was the setting for this study. Participants: Purposeful sampling was adopted which resulted in five focus groups with a total of 57 midwifery students. Ethical considerations: The study was reviewed and granted formal ethical approval by an ethical committee at the Faculty of Health Science in Atatürk University. The head of the Faculty of Health Science approved the investigation. The participants received both oral and written information about the study and they gave their consent. Results: Five themes were identified from the analysis of the focus group data related to all five scenarios. These themes were ‘the right to information’, ‘choice and protection’, ‘parental rights and welfare of the women’, ‘make a decision’ and ‘women rights and sexual abuse’. Conclusion: This study has shown that while students respected women’s choice, they also expressed great ambivalence in some situations when personal values conflict with dominant societal beliefs and professional ethics. A focus on ethics education to include human rights is suggested as a means to enable students to explore their own social-value judgements, and as a means to limit the possible development of ethical confusion and moral distress.

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Ethics Education in Midwifery Education Programs in the United States

Cited by 10 publications

References 14 publications

Exploring moral problems and moral competences in midwifery: A qualitative study

Exploring moral problems and moral competences in midwifery: A qualitative study

Mapping of Iranian midwifery curriculum according to the International Confederation of midwives competencies

Midwifery students’ reactions to ethical dilemmas encountered in outpatient clinics

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