Perceptions of motherhood: The effect of experience and knowledge on midwifery students

Insights Into the Employability of Midwifery Graduates. A Case Study of the International Hellenic University

Background

This study examines the employability and career trajectories of International Hellenic University's (IHU) midwifery students who graduated between 2016 to 2021, with a focus on undergraduate curriculum changes.

Objective

To comprehensively examine the post-graduation journey of recent IHU Midwifery graduates. This includes shedding light on their employment trajectories, satisfaction levels, and the practical application of academic knowledge. Through this exploration, the study seeks to inform educational strategies to ensure alignment with the evolving needs of midwifery professionals in Greece.

Methods

Online questionnaires that explored post-graduation experiences, perspectives on the study program, and future plans. The questionnaires consisted of a mix of open and closed-ended questions and were completed by 273 recipients. The study was conducted from May to September 2023, with participant anonymity maintained. Statistical analysis was performed using SPSS. Results: This study revealed differences between graduates of the 'old' and 'new' midwifery undergraduate curriculum. There were notable variations in the perceived impact of the six-month internship on employment. The study also highlighted the impact of the COVID-19 pandemic on educational experiences, emphasizing the nuanced challenges faced during clinical practice, practical training, and simulation training. Finally, the self-employed professionals and those employed in the public sector expressed higher satisfaction with the alignment of their employment with their undergraduate studies, than their counterparts in the private sector (p=0.038).

Conclusions

Our study offers valuable insights into job placement, knowledge sufficiency, and the impact of the pandemic on midwifery undergraduate education. These findings can guide tailored strategies for improved education and holistic professional development, ultimately enhancing maternal and neonatal care.

Midwifery students' views and experiences of birth on mainstream factual television

OBJECTIVES

To investigate midwifery students' experiences of viewing childbirth on mainstream factual television and to explore implications for student career intentions and potential pedagogical uses of television excerpts in midwifery education.

DESIGN

Twenty-two undergraduate midwifery students at one of two universities took place in focus groups between February and June 2019. Ethical approval was obtained at both sites. Thematic analysis was employed to generate key themes from the data.

SETTING

Two UK universities based in the East Midlands and East Yorkshire regions of England.

PARTICIPANTS

Twenty-two midwifery students at any stage of their studies.

FINDINGS

Researchers generated four key themes from the data a) Changed Perspectives on Televised Childbirth, b) Representations of Midwives and Social Implications, c) Representation of Childbirth and Social Implications and d) The Role of Televising Childbirth in Midwifery Education.

KEY CONCLUSIONS

Midwifery students often experience a change of perspective on birth on television as they acquire new knowledge and skills. They recognise the potential social implications of how childbirth and midwifery are represented on television. Pedagogical use of televised birth has potential benefits but needs further investigation in the context of midwifery education.

IMPLICATIONS FOR PRACTICE

Midwifery students are likely to begin their studies with pre-existing views and experiences around how birth is represented on mainstream factual television. They may need support to reflect on these to consider their expectations of the profession, to effectively support childbearing women and to potentially influence future production of media images of childbirth.

The Experience of Nurse-Midwives in Teaching Roles

BACKGROUND

The nursing faculty shortage has generated the interest of some nurse-midwives to teach in baccalaureate nursing programs. These seasoned practitioners bring a wealth of knowledge and clinical expertise to classrooms and clinical settings. The purpose of this study was to explore and describe the experiences of nurse-midwives who teach in baccalaureate nursing programs.

METHOD

This study used a qualitative phenomenological research design based in the naturalistic paradigm. Colaizzi's procedure for analyzing phenomenological data was used to examine verbatim transcriptions from 16 interviews. Data saturation was achieved.

RESULTS

Six themes emerged from the data: Emphasis on Normal; Knowing My Stuff: Confidence and Competence; Students Wanting to Become Nurse-Midwives in the Future; Students Desiring Nurse-Midwifery Care; Teaching and Imparting the Nurse-Midwifery Philosophy; and Professional Challenges: The Faculty Role.

CONCLUSION

Nurse-midwives teaching in baccalaureate nursing programs are in strategic positions to influence nursing students. While helping the faculty shortage, they impart professional values and skills. They may inspire students to embrace the nurse-midwifery model of care. [J Nurs Educ. 2017;56(2):77-84.].

Experiences of Nursing College Students attended to Delivery Practice at Midwifery Clinic

PURPOSE

The purpose of this study was to explore the experiences of nursing college students who attended delivery practices at midwifery clinic.

METHODS

This was a qualitative study using focus groups. Data were collected by group interviews with a total of 12 students who observed natural childbirth at midwifery clinic. Data were analyzed through Colaizzi's method in which meaningful statements were extracted.

RESULTS

The meanings of experiences were identified five theme clusters from thirteen themes and thirty-one sub-themes. The five theme clusters were 'ultimate process of natural childbirth', 'allowed birth', 'role recognition of the midwife', 'positively changed perception', and 'barriers'.

CONCLUSION

This study showed that observation of delivery at midwifery clinic was helpful for nursing students in terms of positive impression about natural childbirth with maternal and baby being centered. Nursing students expressed value and concern about delivery at midwifery clinic. Further in-depth study of natural childbirth in terms of husband and family perspective is required. For quality improvement of maternity nursing care, natural childbirth process needs to be included in nursing care at hospitals as well as students' clinical practicum.

Commencing Undergraduate Midwifery Students’ Beliefs About Birth and the Role of the Midwife

BACKGROUND: A shift has occurred in the last decade toward preregistration undergraduate Bachelor of Midwifery programs in Australia. This has led to an increase in the numbers of student midwives from diverse backgrounds with limited experience of university and socialization into hospital systems.

AIM: This study aimed to explore commencing midwifery students’ beliefs about birth and expectations of the role of the midwife.

METHOD: A qualitative descriptive approach was used. All 115 commencing first-year midwifery students enrolled in the first week of an undergraduate Bachelor of Midwifery program were invited and completed a self-administered survey. The survey used open-ended questions to elicit student beliefs about birth and the role of the midwife. Latent content analysis was used to analyze the data set.

FINDINGS: Midwifery students’ beliefs were captured within the four themes: birth as “a miracle,” “a woman’s journey,” “a transformative event,” and “a natural process.” Students articulated the role of the midwife as one of support, education, advocacy, and partnership. Student beliefs and expectations were aligned with the emergent philosophy of the normality of birth and woman-centered care within the Australian maternity care context.

CONCLUSION: Greater understanding is essential to designing quality midwifery education programs that are responsive to the needs of commencing student midwives. Supporting midwifery students’ successful transition into, and early engagement with the midwifery profession, may have long-term benefits in terms of retention and successful completion of their program. In addition, ensuring professional socialization occurs early is likely to develop graduates who are well prepared to work across their full scope and are willing to participate in the reform of maternity services in Australia.

Final year students' experiences of the Bachelor of Midwifery course

AIM

: the aim of the study was to explore the experiences of final year Bachelor of Midwifery students.

BACKGROUND

earlier research indicates that midwifery students experience a number of difficulties and concerns during their studentship. These difficulties can lead to a lack of confidence and poorer integration and socialisation into the profession. Ultimately, poorer integration may lead to dissatisfaction and attrition from the profession.

METHODS

a qualitative approach, informed by interpretative phenomenological analysis (IPA), was used in this study. Ten completing Bachelor of Midwifery students participated in in-depth interviews and reflected on their experiences over their three year course. Data were subjected to IPA analytic steps as proposed by Smith and Osborn (2008).

KEY FINDINGS

demographics revealed that participants were generally aged more than 35 years and worked 16 hours or less per week. Most had two or more children and lived with a spouse/partner. Four main themes emerged from the analysis: (1) a challenging start; (2) coming to terms with course requirements; (3) developing strategies; and (4) overall satisfaction with the course. Participants generally considered that their individual strengths and determination helped them to negotiate the many challenges they encountered during the course.

CONCLUSIONS AND IMPLICATIONS FOR PRACTICE

this study indicates that students undergo a process of adjustment as they travel through the Bachelor of Midwifery course. The most critical transition phase appears to occur in the first year and students may require additional supports to assist their socialisation into both the university and their course. Particular needs identified include return to study skills for mature-aged students and counselling and support group needs generally. The provision of such supports may assist with the retention of students within the course and may contribute to overall student satisfaction.

Student midwives' views on maternity care just before their graduation

AIM

To report a hermeneutic study of student midwives' views on maternity care just before their graduation. background: Woman-centred care, which is the hallmark of midwifery, is taught to midwifery students around the globe. Woman-centred care is advantageous for women at low obstetric risk. However, adopting this ideology might be a problem for student midwives whose clinical placements are mainly in a medicalized obstetric-led hospital setting.

DESIGN

A hermeneutic phenomenological study was conducted.

METHODS

In 2010, three focus groups were held where 19 student midwives participated. Data were transcribed verbatim and analysed using van Manen's approach.

FINDINGS

The choice for midwifery was a 'positive' choice and not the result of an elimination process. Students' description of a midwife as a coach was in line with the international definition of a midwife. With regard to maternity care, midwifery students identified two types of care, factory-style care and tailored care, both of which were ascribed to caregivers and hospital culture. Furthermore, student midwives made the distinction between hierarchy and teamwork, referring to the professional relations in maternity care. Hierarchy was driven by tradition, it implied that decisions were made top-down, and it resulted in impersonal relations. Midwifery students felt it was unjust that midwives were not allowed to perform deliveries while having the legal autonomy to do so.

CONCLUSION

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.

Nursing Students' Lived Experiences of Attending LeBoyer Birth

PURPOSE

The purpose of this study was to understand the lived experiences of nursing students' during Leboyer.

METHODS

Eleven senior nursing students were recruited from April to June in 2010. After completing informed consents, data were collected through in-depth interviews. All interviews were recorded and transcribed verbatim before analyzing. Nursing students were asked about their observational experiences during Leboyer births. Data were analyzed by using the Colaizzi style.

RESULTS

Interviews revealed 4 categories and 9 themes. The categories were: 'Respecting and blessing new baby', 'Keeping calm and joyful birth atmosphere', 'Reminding the meaning of nursing', 'Comparing Leboyer and convenience birth and making up their mind'.

CONCLUSION

This study showed that observation of Leboyer birth is helpful for nursing students in order to have positive impression about childbirth. Furthermore, it is suggested that an exploration of the experiences of women and their husbands during Leboyer births would be helpful. On the basis of this study, it is concluded that the Leboyer birth, which focuses on baby's human right, should be introduced women's health nursing field as an effective birth strategy.

Undertaking midwifery studies: commencing students' views

OBJECTIVE

to explore the motivations and beliefs of commencing midwifery students against a background of high course demand and high student attrition.

DESIGN

a qualitative analysis of student reflective essays.

SETTING

Melbourne, Australia.

PARTICIPANTS

all commencing midwifery students, in 2008, were invited to participate (n = 41).

MEASUREMENTS AND FINDINGS

three primary motivations for choosing midwifery were identified, including: notions of altruism (wanting to help), a fascination with pregnancy and birth, and a view of midwifery as a personally satisfying career.

KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE

Bachelor of Midwifery programmes attract students with idealised views about midwifery practice. Such views may lead to student disillusionment, tensions with educators and clinicians, and higher rates of student attrition. Students need greater support to examine their views about midwifery practice. More meaningful support may assist the students' successful socialisation into clinical practice.