Exploring global recognition of quality midwifery education: Vision or fiction?

Luyben, Ans; Barger, Mary K.; Avery, Melissa D.; Bharj, Kuldip; O’Connell, Rhona; Fleming, Valerie; Thompson, Joyce Beebe; Sherratt, Della

doi:10.1016/j.wombi.2017.03.001

Cited by 32 publications

(24 citation statements)

References 19 publications

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“…Midwifery education is the foundation for high-quality, safe and evidence-based care for women and their newborns 1 . An integral part of midwifery education programs are clinical placements, which are crucial for achieving the required professional competencies 2,3 .…”

Section: Introductionmentioning

confidence: 99%

Learning experiences of final-year student midwives in labor wards: A qualitative exploratory study

Vermeulen¹,

Peersman²,

Waegemans³

et al. 2019

Eur J Midwifery

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INTRODUCTION Clinical placements are an integral part of midwifery education and are crucial for achieving professional competencies. Although students’ experiences on placements have been shown to play a meaningful role in their learning, they have received scant attention in the literature. The aim of this paper is to describe the learning experiences of final-year student midwives in labor wards within the Brussels metropolitan region, Belgium. METHODS A qualitative exploratory study was conducted using two focus groups (N=20). Data analysis included: transcription of audio recordings, thematic content analysis with coding into recurrent and common themes, and broader categories. Discussions among researchers were incorporated in all phases of the analysis for integrity and data fit. RESULTS Data analysis identified the following categories as determining student learning experiences in labor wards: 1) managing opportunities, 2) being supported, and 3) dealing with the environment. Overall, respondents were positive and enthusiastic about their learning experiences, although some felt tense and unprepared. Students expressed concerns about differences in learning opportunities between placements and found it challenging to achieve all competencies. Student learning experiences were enhanced when they had placements for longer periods with the same supportive mentors. CONCLUSIONS Factors related to students’ functioning, the healthcare professional, midwifery education and hospital environment affected their learning in labor wards. The combination of a more persevered preparation of students and mentors, together with a student-centered organization of placements, is crucial to create a positive learning experience for midwifery students in labor wards.

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Section: Introductionmentioning

confidence: 99%

Learning experiences of final-year student midwives in labor wards: A qualitative exploratory study

Vermeulen¹,

Peersman²,

Waegemans³

et al. 2019

Eur J Midwifery

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“…Requirements for a nursing degree prior to midwifery also exist in Iceland (Gottfreðsdóttir & Nieuwenhuijze, 2018). Many other countries, such as Ireland, England, Netherlands, New Zealand and Canada, however, provide three or four year Bachelor of Midwifery degrees as entry to practice as a midwife (Butler, Hutton, & McNiven, 2016;Gilkison, Pairman, McAra-Couper, Kensington, & James, 2016;Gottfreðsdóttir & Nieuwenhuijze, 2018;Luyben et al, 2017). Midwives, prepared to full scope of practice and not having nursing qualifications, means that models of maternity care are developed that support midwifery philosophy and provide woman-centred care.…”

Section: Literature Reviewmentioning

confidence: 99%

Double degree destinations: Nursing or midwifery

et al. 2020

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Background: Double degrees in nursing and midwifery have evolved in Australia as a proposed solution to possible impending shortages of qualified midwives in the healthcare workforce. The double degree is seen as a more acceptable option in non-metropolitan areas in particular. Concern has been expressed however, about dilution of midwifery philosophy and graduates' opportunities in respect of future clinical practice. Aim: This study aimed to provide a better understanding of motivations and intentions of students who undertake the Bachelor of Nursing Science/Bachelor of Midwifery double degree. Methods: A cross-sectional survey design was employed at four universities that offered double degrees in nursing and midwifery in three states of Australia. Students enrolled in first and fourth year of a double degree and graduates of a double degree were invited to complete an online survey comprised of Likert scales and items requiring free text responses. Quantitative data was analysed using SPSS and thematic analysis was used to analyse the qualitative data. Findings: Participants indicated a clear preference for midwifery as a career with this preference increasing for each cohort at each stage of study. Discussion: Primary reasons for selecting a double degree were perceived increased opportunity for employment and use of nursing skills to enhance midwifery practice in a population with growing co-morbidities. A strong identification with midwifery philosophy and identity was also demonstrated. Conclusion: An understanding of motivations and career intentions of students undertaking double degree studies can inform future program development and workforce planning.

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“…Educating an effective midwifery workforce, and accreditation of educational institutes and education programmes is of critical importance to ensure quality assurance and accountability in professional education (Castro Lopes et al, 2016;Luyben et al, 2017). A recent assessment found that educational quality varied at the 38 public institutes/colleges delivering midwifery education in Bangladesh (JHPIEGO, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Accreditation of a professional educational programme and its institutes ensures that education leads to competency, protects students' rights to quality education, ensures that consumers have access to quality care providers, and ensures that employers have access to healthcare workers who can perform to the correct standard and improve towards excellence (WHO, 2013). The ICM Global Standards can also serve as a clear and explicit set of domains that reflect quality in midwifery education programmes (Fullerton et al, 2016;Luyben et al, 2017).…”

Section: Introductionmentioning

confidence: 99%