Student midwives’ views on maternity care just before their graduation

kelst, Liesbeth Van; Spitz, Bernard; Sermeus, Walter; Thomson, Ann

doi:10.1111/j.1365-2648.2012.06042.x

Cited by 17 publications

(10 citation statements)

References 30 publications

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“…However, others argue that focus groups may permit a detailed examination and interpretation of events by allowing participants to share their experiences and engage in a joint sense making endeavour with the focus group facilitator and other participants [41,42]. The use of focus groups in phenomenology is additionally common in nursing and health studies and is generally justified on the premise that participants who share certain features, can relate to each others comments and share experiences to come to a deeper understanding of the phenomenon [43-45]. We would argue that the use of the focus group, as in this study, added to the data in a similar way, and enhanced rather that inhibited the women’s exploration of their experiences.…”

Section: Methodsmentioning

confidence: 99%

Women’s experiences of factors that facilitate or inhibit gestational diabetes self-management

Carolan

Gill

Steele

2012

BMC Pregnancy Childbirth

145

160

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BackgroundGestational diabetes rates have increased dramatically in the past two decades and this pattern of increase appears to relate primarily to the obesity epidemic, older maternal age and migration from world areas of high GDM risk. Women from disadvantaged and migrant backgrounds are most at risk of developing and of mismanaging this condition. The aim of the study was to explore the factors that facilitated or inhibited gestational diabetes self-management among women in a socially deprived area.MethodsFifteen pregnant women, with a diagnosis of gestational diabetes, were purposively recruited for this study. Qualitative semi structured interviews and 1 focus group were conducted when participants were approximately 28–38 weeks gestation. The study’s theoretical framework was based on interpretative phenomenology and data was analysed using a thematic analysis approach.ResultsWomen in this study identified a number of factors that complicated their task of GDM self-management. Barriers included: (1) time pressures; (2) physical constraints; (3) social constraints; (4) limited comprehension of requirements, and (5) insulin as an easier option. Factors facilitating GDM self-management included: thinking about the baby and psychological support from partners and families.ConclusionWomen from low socio economic and migrant backgrounds often struggle to comprehend GDM self-management requirements. To improve adherence to management plans, these women require educational and supportive services that are culturally appropriate and aimed at a low level of literacy.

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Section: Methodsmentioning

confidence: 99%

Women’s experiences of factors that facilitate or inhibit gestational diabetes self-management

Carolan

Gill

Steele

2012

BMC Pregnancy Childbirth

145

160

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“…[59,60,61] In the cultural competence models as well as in healthcare services, the culture of ethnic minority patients is mostly interpreted as an individual deficit that needs to be taken care of by caregivers. [50,63,64] Our results, on the contrary, showed that a shift is needed towards the understanding of culture as being part of the relational care process and thus as emerging from within the interaction between caregivers and patients instead of seeing it as an entity that stands outside these interactions. Here, the findings add more insight into the importance of a shifting perspective on 'culture' from being an 'individual culture-in-isolation' towards a notion of culture as being inter-relational and emerging from within the various care interactions with caregivers.…”

Section: Women Care and Culturementioning

confidence: 58%

‘Can you please hold my hand too, not only my breast?’ The experiences of Muslim women from Turkish and Moroccan descent giving birth in maternity wards in Belgium

et al. 2020

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Objectives To reach nuanced understanding of the perinatal experiences of ethnic minority women from Turkish and Moroccan descent giving birth in maternity wards in Belgium thereby gaining insight into the underlying challenges of providing intercultural care for ethnic minority persons in a hospital setting. Methods A qualitative study design was used by conducting In-depth interviews with 24 women from Turkish and Moroccan descent who gave birth during the past three years in maternity wards in Flanders, Belgium. The interviews were analysed using a Grounded Theory Approach. Results This study shows that the women’s care experiences were shaped by the care interactions with their caregivers, more specifically on the attention that was given by the caregivers towards two essential dimensions of the care relationship, viz. Ereignis (attention to what happens) and Erlebnis (attention to how it happens). These two dimensions were interrelated in four different ways, which defined the women’s care experiences as being either ‘ uncaring ’, ‘ protocolized ’, ‘ embraced ’ or ‘ ambiguous ’. Moreover, these experiences were fundamentally embedded within the women’s cultural context, which has to be understood as a relational process in which an emotional and moral meaning was given to the women’s care expectations, interactions and interpretations of care. Conclusions The findings reveal that the quality of intercultural care depends on the nature and quality of care interactions between ethnic minority patients and caregivers much more than on the way in which cultural questions and tensions are being handled or dealt with in a practical way. As such, the importance of establishing a meaningful care relationship should be the priority when providing intercultural care. In this, a shift in perspective on ‘culture’ from being an ‘individual culture-in-isolation’ towards an understanding of culture as being inter-relational and emerging from within these care relationships is necessary.

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“…It is, therefore, difficult for the students to understand and learn the concept in the clinical area – what it means, involves and how it is shaped in practice. As a result, students do not gain sufficient learning experiences and are limited in becoming competent and confident woman-centred practitioners (Rawnson et al, 2009; Van Kelst et al, 2013). In woman-centred care, the woman’s health needs and context are defined by the woman herself (ICM, 2011; RCM, 2014; Sword et al, 2012).…”

Section: Woman-centred Carementioning

confidence: 99%

“…This may provide students with a somewhat limited insight into the value and importance of woman-centred care and women’s overall experiences of maternity care (Lewis et al, 2008). In addition, the lack of women’s lived experiences of the childbirth process and care provision, in theoretical as well as in practical midwifery education, hampers students’ woman-centred care learning experiences (Leap, 2009; Rawnson et al, 2009; Taylor and Hutchings, 2012; Van Kelst et al, 2013). Establishing a culture of acceptance and advocacy for woman-centred care nurtures philosophies that promote the use of woman-centred care.…”

Section: Midwifery Educationmentioning

confidence: 99%

‘ISeeYou’: A woman-centred care education and research project in Dutch bachelor midwifery education

Fontein-Kuipers

Romeijn

Zwijnenberg

et al. 2018

Health Education Journal

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Objective: To examine how student midwives in higher education learn to become competent and confident woman-centred practitioners. Design: Participant observation study using a ‘buddy’ approach. Setting: Bachelor of Midwifery students in one higher education institution in the Netherlands Methods: First-year student midwives followed one woman throughout the continuum of childbirth. The students attended a minimum of five of the woman’s antenatal care encounters and a minimum of one postnatal care encounter. In addition, students explored the woman’s professional care network. Student midwives used participant observation, structured interview techniques and reflective practice to focus on (1) the woman and to gain insight into her wishes and experiences of care throughout the continuum of pregnancy, birth and postpartum period; (2) the impact of the caregiver on the woman; and (3) the woman’s experience of the partnership. Lectures, peer-debriefing, competency assessments, research activities and a logbook supported students’ learning. Results: Learning was achieved through the student’s relational continuity and active engagement with the individual woman. Students gained insight into the experiences of individual pregnant and postpartum women, the individual practice of healthcare practitioners and the interaction between the woman and the healthcare practitioner. Students’ development of critical thinking and reflective practice was enhanced to begin to form a vision of woman-centred care. Conclusion: The project was successful in equipping Bachelor of Midwifery students with competencies to support them in their learning of providing woman-centred care and offered them unique and in-depth experiences supporting and augmenting their personal, professional and academic development.

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Student midwives’ views on maternity care just before their graduation

Abstract: In spite of the medicalized context, midwifery education succeeded in educating midwives who hold a woman-centred ideology. Midwifery students linked style of care to a person rather than to a profession.

Cited by 17 publications

References 30 publications

Women’s experiences of factors that facilitate or inhibit gestational diabetes self-management

Women’s experiences of factors that facilitate or inhibit gestational diabetes self-management

‘Can you please hold my hand too, not only my breast?’ The experiences of Muslim women from Turkish and Moroccan descent giving birth in maternity wards in Belgium

‘ISeeYou’: A woman-centred care education and research project in Dutch bachelor midwifery education

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