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Midwifery care of poor and vulnerable women, 1925-2003.

A systematic literature review of research on midwifery care of poor and vulnerable women from 1925 to 2003, which included topics studied, research methods used, and special issues and implications for future research, was performed; 44 studies published between 1955 and 2003 were identified. The majority were retrospective, descriptive studies. Outcomes examined included prenatal care visits, vaginal versus operative births, labor interventions, maternal and neonatal mortality and morbidity, birth weight, and cost-effectiveness. Studies showed that midwives predominantly serve vulnerable women who are young, poor, immigrants, or members of racial and ethnic minorities. Preterm birth prevention is emerging as a midwifery research focus. Health system changes are making it more difficult to provide effective care and counseling to disadvantaged women, especially in managed care settings. Extensive evidence documents excellent outcomes of midwifery care for the poor in urban and rural settings over the past three quarters of a century. Future research should include more intervention studies and use both qualitative and quantitative methods to investigate midwifery processes of care and the process-outcome connection. The research focus should broaden beyond childbirth to include gynecology, family planning, and primary care issues. Health disparities, cultural studies, obstetric interventions, and poor women's experiences of childbirth and midwifery care are important topics for future research.

Adult↗

The DNP and entry into midwifery practice: an analysis.

The American Association of Colleges of Nursing recently published a policy statement calling for the requirement of the Doctor of Nursing Practice for entry into practice as an Advanced Practice Nurse by the year 2015. Certified nurse-midwives, defined as those educated in both nursing and midwifery, are commonly included in the definition of Advanced Practice Nurses, along with nurse practitioners, nurse anesthetists, and clinical nurse specialists. This paper explores issues related to the practice doctorate as an entry requirement for midwifery practice in the United States. The results of a brief survey of midwifery students indicate mixed interest in a clinical doctorate. At the present time, evidence points to the fact that current education requirements produce safe, knowledgeable, competent midwives. Because data are lacking regarding the potential impact of the proposed Doctor of Nursing Practice on the cost of education to both the institution and the student, on the applicant pool, and on the health care system, the Directors of Midwifery Education endorse a statement affirming support for multiple routes of midwifery education based on the ACNM Core Competencies, and does not endorse a mandatory requirement for the clinical doctorate for entry into practice at this time.

Clinical Competence↗

Examining the evidence for The International Confederation of Midwives' essential competencies for midwifery practice.

OBJECTIVE: to present the evidence for inclusion of selected midwifery tasks (skills) as essential practice competencies for midwives throughout the world. The tasks addressed are those presented to the International Confederation of Midwives (ICM) Council of Delegates in 2002 for discussion and adoption, based on the fact that during field-testing, notable variance was encountered. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: evidence-based practice should be characterised by the use of best practices derived from rigorous research, combined with and balanced by client perspectives and the expert judgement based on the critical thinking of the clinician. Much of midwifery practice is considered an art based on common sense, tradition, and woman-centred approaches to caring, as most of the women who seek midwifery care are healthy and require a health-promotion model of care that may not easily lend itself to examination by scientists or clinicians. However, when intervention is indicated to save the lives of mother, baby, or both, those interventions must be based on the best available evidence from a variety of sources leading to the most effective choices for action. The ICM Essential Competencies for Midwifery Practice (2002) are based on evidence derived from a variety of quantitative and qualitative methodologies. Expert clinical consensus may serve as to the best form of evidence at certain points in the evolution of knowledge. Every midwife needs to understand where the gaps exist in supporting traditional practices that have yet to be fully examined in a scientific manner. In summary, a multi-matrix or triangulated approach may be most appropriate to the delineation of evidence underpinning best midwifery practice.

Adult↗

The validity and reliability of methods to assess the competence to practise of pre-registration nursing and midwifery students.

This paper reports findings from a study funded by the National Board for Nursing, Midwifery and Health Visiting for Scotland to test selected nursing and midwifery clinical competence assessment tools for reliability and validity. The study, which took place over two years from July 1997, involved comparing items in the selected tools with statutory competencies for nurses and midwives, collecting assessment data from a sample of 257 nursing and 43 midwifery students in four educational institutions and administering additional assessment measures (the Nursing Competencies Questionnaire (NCQ) (Bartlett et al., An evaluation of pre-registration nursing education: a literature review and comparative study of graduate outcomes, Oxford Centre for Health Care Research & Development, Oxford Brookes University, Oxford, 1998) and the Key Areas Assessment Instrument-KAAI) to the total student sample (and to their lecturers and practice assessors) at two time points which were six months apart. Our focus was the programme-specific clinical competence assessment tools but by testing these tools we also provide evidence on the validity of other methods of competence assessment. Validity of the methods was assessed, primarily, by calculating multivariate and univariate correlation coefficients between them. The NCQ and KAAI were analysed for internal consistency. The NCQ and the versions of KAAI for lecturers and practice assessors were found to have good internal consistency. The version of the KAAI tool developed for students showed reasonable internal consistency for nursing students, but less consistency for midwifery students. Correlational analysis of data collected on students showed that there is little or no relationship between most of the clinical competence assessment methods in current use, or between these methods and those introduced by the research team. This finding supports previous research, particularly in medical education and confirms that the different methods address different abilities.A clear finding from this study is that no single method is appropriate for assessing clinical competence. A multi-method UK-wide strategy for clinical competence assessment for nursing and midwifery is needed if we are to be sure that assessment reveals whether or not students have achieved the complex repertoire of knowledge, skills and attitudes required for competent practice.

Clinical Competence↗

Evolution and current status of direct-entry midwifery education, regulation, and practice in the United States, with examples from Washington State.

This paper describes the re-emergence of direct-entry midwifery in the United States, and focuses specifically on the over 1,000 midwives nationwide who are licensed in the 16 states where direct-entry midwifery is legal and regulated, and/or certified by the North American Registry of Midwives; it does not focus on direct-entry midwives or nurse-midwives who are certified by the American College of Nurse-Midwives Certification Council, Inc. Professional developments of direct-entry midwives are highlighted, including the establishment of core competencies and articulation of values, the creation of a certification process, and development of education program accreditation. The current status of licensed midwives in Washington State, where state policies have supported the development of direct-entry midwifery and the integration of direct-entry midwives into managed care systems, is presented as one example of the evolution of professional direct-entry midwifery in this country. Additionally, recommendations from the UCSF Center for the Health Professions Taskforce on Midwifery, which address particular areas of concern for direct-entry midwives, are discussed.

Certification↗

Conducting international research in midwifery: a workshop held at the ICM Congress, Vienna, April 2002.

A workshop on international research in midwifery was held at the triennial International Confederation of Midwives (ICM) Congress in Vienna, April 2002. Thirty-five participants from 12 countries took part. The participants themselves defined the agenda, and subsequent discussion addressed the following issues: international research relationships and collaboration; ethical conduct in international research in midwifery; the role of the ICM in international research; and identifying topics for an international midwifery research agenda. Recommendations arising from this workshop were: that guidelines and a code of ethics for the conduct of international research in midwifery be developed; that the ICM and national midwifery organisations continue to actively support research, and further develop that support; that the ICM support education and capacity building for research at basic and continuing education levels; and that the priorities identified for collaborative international studies be updated on a regular basis.

Education↗

Frameworks for midwifery care in Great Britain: an exploration of quality assurance.

In order to design a quality assurance tool for midwifery it was necessary to assess current frameworks and standards for practice. With that aim a questionnaire was sent to all midwifery managers in the UK. The findings showed that 'Planned Individualised Care' is the favoured framework for midwifery practice and that the use of nursing models (or adapted versions of these) and midwifery models is widespread but not prevalent. Documentation for midwifery care is not always in accordance with the favoured framework for care as reported. The standards articulated in the three 'Maternity Care in Action' reports are those aspired to by most maternity units. Methods of assessing the quality of maternity care are many and varied but show a clear trend towards giving precedence to gauging client satisfaction with the service.

Midwifery↗

The development of National ACMI Standards for the accreditation of three-year Bachelor of Midwifery programs.

Prior to 2002 Australians who wished to become midwives were expected to complete and undergraduate nursing degree and then apply for admission to a university-based post-nursing program in midwifery, usually requiring an additional year of study. Graduates were, therefore, qualified to practice in either profession. Many organisations, coalitions and individuals have contributed to the arduous struggle to ensure that midwives are educated in ways that allow them to confidently and competently fulfill their role as the World Health Organisation defines it. Indeed, in some states, universities and Nurses Boards recognising the need for multiple routes of entry to practice have introduced three-year undergraduate midwifery degrees. So far this has taken place in South Australia and Victoria but other states intend to follow this initiative. In this paper the background to the development of the ACMI National Bachelor of Midwifery Taskforce and the midwifery Program Standards will be discussed. A brief description of the Program Standards is presented to show how they can be used to ensure that 21st century midwives are capable of competently and confidently responding to the changing needs of maternity service providers and consumers. Finally, the authors argue that it is crucial that employers and clinicians have access to a standardised, objective means to evaluate midwifery programs, and believe that the Standards provide the means to do this.

Accreditation↗

Origins of nurse-midwifery in the United States and its expansion in the 1940s.

This article reviews the origins of nurse-midwifery in the United States during the early decades of the 20th century and explores professional expansion between 1940 and 1950. Nurse-midwifery emerged from the vision of public health nurses, obstetricians, and social reformers concerned about high maternal and infant mortality rates at the turn of the century. Desirous of promoting child health, they provided prenatal care for pregnant women and assisted physicians, while also supporting women during labor and birth at home. Seeking to expand their specialty by introducing nurse-midwifery, they joined the campaign to eliminate traditional immigrant and African American midwives. By the early 1930s, there were only two sites for the practice of nurse-midwifery in the United States: Frontier Nursing Service and Maternity Center Association. Over the next 20 years, nurse-midwifery expanded in response to physician shortages, the emergence of a childbirth education movement, and women's demands for participation in birth. In the 1940s, the greatest expansion occurred in the South and Southwest in home birth, birthing centers, and an occasional community hospital.

Health Promotion↗

Werna Naloo -'We Us Together': the birth of a midwifery education consortium.

AIM: The metaphor of a journey will be used to describe the process covering 2 years of development of a Bachelor of Midwifery curriculum shared between a consortium of three universities in Victoria, Australia. BACKGROUND: The landscape or background against which this journey took place is described, providing a context for understanding the political and pragmatic steps necessary to achieve common vision and processes. This journey has necessitated a convergence of our thinking about what constitutes the living theory and philosophy of the new midwifery in the Australian context, and how this fits with international trends. PROCESS: The journey took midwife academics from one paradigm to another, forging partnerships between universities to develop an innovative undergraduate midwifery curriculum that shares academic expertise and resources. Consultation between a multitude of competing interests and voices became one of our biggest challenges, but this process itself has helped to change the very landscape in which we travel. In the end, we had to examine our baggage, and much that was excess had to be abandoned. In particular, our emphasis on language and the politics of the midwifery partnership with women became the subject of much debate and contention, and reflects the competing philosophies developing in the midwifery profession. Despite this, there were many who suggested that we had left behind too much, and others who would have us pack even more. Compromises were inevitable if we were to proceed and set up the next stage of a journey that would open a new and challenging frontier to working with Australian childbearing women.

Curriculum↗

A comparison of performance by medical and midwifery students in multiprofessional teaching.

AIM: At Dundee University, midwifery and medical students are taught obstetrics together in a 2-week intensive course. We set out to test the hypothesis that staff time and effort could be saved by using shared resources in teaching a multidisciplinary group of students to an acceptable level. METHOD: In order to measure the knowledge gain by two different groups of students, we tested the students before and after a timetabled computer-assisted learning (CAL) session focusing on how to interpret a cardiotocograph (CTG). Also, half of each student group was given extra CTG teaching before the CAL session. RESULTS: The medical students (n=38) increased their median score from 9 to 17 after the CAL (P<0.001) but the midwifery students (n=13) only increased their median score from 12 to 14 after the CAL (n.s.). However, when given a tutorial and CAL, the post-test scores for both medical and midwifery students were similar and significantly higher than pre-test scores (median score increase from 8.5 to 18 for medical students, P<0.001, n=34, and from 9 to 16 for midwifery students, P<0.01 n=11). There was no significant knowledge gain by the medical students who undertook the additional tutorial. CONCLUSION: We conclude that shared resources could be used by medical and midwifery students to reach equivalent levels of skill in CTG interpretation. However, in order to achieve equivalence, staff time and effort was wasted as medical students were given unnecessary tuition.

Cardiotocography↗

Differences in learning objectives during the labour ward clinical attachment between medical students and their midwifery preceptors.

OBJECTIVES: Midwives have been actively involved in the clinical teaching of medical students for many years. However, this role has received little attention and limited research has been conducted into either its efficacy or the development of strategies to maximise the potential of such teaching opportunities. We examined medical student and midwifery preceptor attitudes towards students' learning objectives during the labour ward placement. METHODS: A descriptive cross-sectional survey of midwifery preceptors and medical students was undertaken. The setting was an Australian teaching and tertiary referral hospital. The questionnaire contained questions about strategies to improve medical student involvement on the labour ward and opinions towards core competencies of the student curriculum. RESULTS: Of 94 questionnaires issued to midwifery preceptors, 63 were returned (response rate 67%). Of 130 questionnaires issued to medical students, 93 were returned (response rate 72%). Major differences in the expectations of students and midwifery preceptors were identified. Only 17% of midwives felt medical students should be involved in helping mothers with breastfeeding, and some no longer saw a role for students in delivering babies or performing well baby checks. These differences in opinions led to student dissatisfaction with their obstetric learning experience. CONCLUSION: Educators need to ensure that students and midwifery preceptors identify common learning objectives. Failure to address these differences may lead to poor interdisciplinary relationships.

Adult↗

Variation in home-birth rates between midwifery practices in The Netherlands.

OBJECTIVE: To examine the reasons for the variation in home-birth rates between midwifery practices. METHOD: Multi-level analysis of client and midwife associated, case-specific and structural factors in relation to 4420 planned and actual home or hospital births in 42 midwifery practices. FINDINGS: Women's choice of birth location and the occurrence of complications that lead to referral to specialist care before or during labour, were found to be the main determinants of the home-birth rate. Yet, about 64% of the variation between midwifery practices is explained by midwife and practice characteristics. Higher home-birth rates were associated with a positive attitude to home-birth, a critical attitude to hospital birth for non-medical reasons, and good co-operation between midwifery practices and hospital obstetricians. CONCLUSIONS: The proportions of planned hospital birth and of referral to specialist care are the most important predictors of the actual hospital-birth rate of women receiving midwifery care. Both can be influenced by the midwife through a positive attitude to home-birth, a critical approach to non-medical reasons for hospital birth, and good co-operation with specialist obstetricians. It is, therefore, important for midwives to be aware of the influence that their own attitudes may have on the choices their clients make about home or hospital birth.

Adult↗

An integrated service network in maternity--the implementation of a midwifery-led unit.

Maternity services in Australia are in urgent need of change. During the last 10 years several reviews have highlighted the need to provide more continuity of care for women in conjunction with the rationalisation of services. One solution may lie in the development of new integrated systems of care where primary-level maternity units offer midwifery-led care and women are transferred into perinatal centres to access tertiary-level obstetric technology and staff when required. This case study outlines the introduction of caseload midwifery into an Area Health Service in metropolitan Sydney. Our objective is to explore the concept of caseload midwifery and the process of implementing the first midwifery-led unit in NSW within an integrated service network. The midwife-led unit is a small but growing phenomenon in many countries. However, the provision of "continuity" and "woman-centred" midwifery care involves radical changes to conventional hospital practice.

Continuity of Patient Care↗

Old skills and new knowledge: midwifery in contemporary Zimbabwe.

Sixty-one traditional birth attendants residing in the southern sector of Zimbabwe were interviewed concerning their midwifery practice. Traditional midwives were interviewed individually to gather information concerning: (a) the development of traditional midwifery skills, (b) the nature of traditional birthing patterns, (c) the features of the one-week midwifery training program provided to upgrade traditional midwives, and (d) traditional midwifery as practiced today, post the one-week training program. In describing past and present traditional midwifery, they reported a change in the use of sanitation practices, a heightened understanding of at-risk pregnancies and the need for formal medical intervention, and the adoption of mechanisms to record new births.

Clinical Competence↗

Keeping birth normal: research findings on midwifery care during childbirth.

OBJECTIVE: This study describes processes and outcomes of midwifery care through narratives told by exemplary midwives. DESIGN: Narrative analysis. SETTING: Midwifery practices in hospital, birth center, and home settings. PARTICIPANTS: Purposive sample of 14 midwives drawn from a large national Delphi panel on exemplary midwifery practice. DATA ANALYSIS: Systematic analysis of interview data was conducted until interpretive consensus was achieved across all text and codes. Results were compared with two prior qualitative studies conducted by the first author on midwifery practice for congruence and emergence of new findings. RESULTS: The support of normalcy was identified as a significant process of midwifery care during labor and birth. CONCLUSIONS: The midwives believed that birth is normal, and many of their actions were specifically aimed toward the support of it as a physiologic, rather than pathologic, process. Through their words, we see subtle care processes focused on meeting a woman's individual needs and tapping into her personal strength. Implications for practice and further research to link their approach to caring for women with perinatal outcomes are reviewed.

Adult↗

Autonomous or automatons? An exploration through history of the concept of autonomy in midwifery in Scotland and New Zealand.

Through the World Health Organization's definition of midwifery, midwives are frequently heard to describe themselves as autonomous practitioners. In this article this notion is refuted. An overview of individual and collective autonomy is first presented to contextualize the subsequent discussion. Then the notion of autonomy in relation to midwifery practice in Scotland and New Zealand is critiqued through tracing the history of midwives and midwifery in these two countries. Issues relating to midwifery registration, medicalization of birth and consumerism are discussed. Each of these categories is suggested as limiting to autonomous practice within midwifery.

History, 20th Century↗

Gender expectations: natural bodies and natural births in the new midwifery in Canada.

In this article, I examine the meaning of natural bodies and natural births in contemporary midwifery in Canada and explore the impact of these central concepts on the embodied experiences of pregnant and birthing women. The ideal of a natural birth has been used as a successful rhetorical strategy in scholarly and popular feminist works on childbirth to counter and critique the predominant biomedical or "technocratic" model of the pregnant and birthing body as inherently problematic and potentially dangerous to the fetus. Contemporary Canadian midwifery--which only as recently as 1994 made a historic transition from a grassroots social movement to a full profession within the public health care system--continues to work discursively through the idiom of nature to affect women's knowledge and experience of their bodies and selves in pregnancy and birth. However, my key finding in this ethnographic study, which focused primarily on midwifery in the province of Ontario in the years following professionalization, is that natural birth is being redefined by the personal, political, and pragmatic choices of midwives and their clients. I argue that the construction, negotiation, and experience of natural birth in contemporary midwifery both reflects and promotes a fundamental shift away from essentialized understandings as it makes room for biomedical technology and hospital spaces, underpinned by the midwifery logics of caring and choice. Natural birth in this context also carries important cultural messages--gender expectations--that posit women as persons and bodies as naturally competent and knowing.

Anthropology, Cultural↗