Preparedness of newly qualified midwives to deliver clinical care: An evaluation of pre-registration midwifery education through an analysis of key events

Skirton, Heather; Stephen, Nicole; Doris, Faye; Cooper, Maggie; Avis, Mark; Fraser, Diane

doi:10.1016/j.midw.2011.08.007

Cited by 51 publications

(49 citation statements)

References 16 publications

(17 reference statements)

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“…Confidence or self-efficacy featured frequently within the studies with an expectation that simulation would strengthen confidence in practice (Birch et al, 2007;Cohen et al, 2012; Cooper, Bulle et al., 2012;Cooper, Cant et al, 2012;Dow, 2012aDow, , 2012cHarder, 2010;Norris, 2008;Skirton et al, 2011). The hypothesis is that simulation has the power to mitigate fear because the familiarity with settings and emergency scenarios can give an insight into clinical practice and support an increase in confidence and ability to manage the situation (Dow, 2012a(Dow, , 2012cNorris, 2008 In a comparative study for obstetric skills and drills that included midwives, it was found that when evaluating lecture-based teaching (LBT), simulation-based teaching (SBT) and a combination of these two (LAS), only SBT demonstrated sustained improvement in perceived knowledge and confidence at a three-month retest.…”

Section: Confidence/self-efficacymentioning

confidence: 99%

“…Skirton et al (2011) reported that their newly registered midwife participants desired simulation of high-pressure situations within the practice environment, finding that simulation within a realistic clinical setting bolstered their preparation and confidence prior to practice.…”

Section: The Hypothesis Is Thatmentioning

confidence: 99%

“…The skills of those facilitating simulation activities were considered to be important, with the potential to impact on the quality of the learning experience for the learner Dow, 2012aDow, , 2012cDowie & Phillips, 2011;Fox-Young et al, 2012;Skirton et al, 2011;Smith et al, 2011). Skirton et al (2011) found that undergraduate midwifery students wanted more involvement from teachers in the simulation as a way of supporting practice, especially when the simulation involved high-pressure situations and complications.…”

Section: Facilitationmentioning

confidence: 99%

“…Skirton et al (2011) found that undergraduate midwifery students wanted more involvement from teachers in the simulation as a way of supporting practice, especially when the simulation involved high-pressure situations and complications. Teacher input within simulated activities was viewed as a valuable component of preparation to practise, with students learning better when they felt "safe" and "secure" during emergency skills practice (Smith et al, 2011).…”

Section: Facilitationmentioning

confidence: 99%

“…How credible are assessment results if a lecturer is not pedagogically prepared for this modality? Preparing for simulation, providing learning through simulation and debriefing following simulation all have a time impact which needs to be factored into tutors' workloads to ensure optimum participant involvement and enhance learning.Similarly, fidelity has a major impact on the quality of the participant's experiences, particularly when there is cultural and "psychological" fidelity Cooper, Bulle et al., 2012;Dow, 2012b;Fox-Young et al, 2012;Harder, 2010;McKenna et al, 2011;Skirton et al, 2011;Warland & Smith, 2012). The simulation experiences need to be believable, with consideration being given to using realistic situations and "live" models whenever practicable.…”

mentioning

confidence: 99%

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Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

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JOURNALMidwifery practice arrangements which sustain caseloading Lead Maternity Carer midwives in New Zealand. The impact on midwives of their first stillbirth.Clinically overweight and obese mothers and low rates of breastfeeding: Exploring women's perspectives.ABC by LMC midwives: an innovative intervention to support women to become smoke-free in pregnancy. Guidelines for Contributors to the New Zealand College of Midwives JournalThe Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically, making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed• Improved global availability, as each paper is provided with a DOI and put onto the New Zealand College of Midwives website three months after first circulation.Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete, it is printed.The Journal welcomes original research, literature reviews, exemplars/practice stories/case studies, audits and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review have not been published previously in any form.The expectation is that articles protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken. Confirmation that copyright permission has been obtained for any quoted materials is also expected (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make the final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3cm and a size 12 font. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings, depending on the type of article, to structure the article. The word count must be stated. Diagrams, tables and photographs should be labelled and supplied as computer generated items. Where these are sent separately from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document (this will not be sent to the reviewers):• Name and qualifications• Occupation (current area of practice/expertise)• Email address and daytime phone number for corre...

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