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Objective: to present the development of a toolkit for education quality improvement in universal health and primary health care, targeting schools of nursing and midwifery in Latin American and Caribbean countries., Methods: an expert work group conducted a systematic literature review, selected key content and completed toolkit drafting, using an iterative consensus approach. International partners reviewed the toolkit. Cognitive debriefing data were analyzed, revisions and new tools were integrated, and the final version was approved., Results: twenty-two articles were identified and mapped as resources. The Model for Improvement, a data-driven approach to performance analysis, was selected for its widespread use and simplicity in carrying out the following steps: 1) organize a team, 2) assess improvement need regarding universal health and primary health care education, 3) set an aim/goal and identify priorities using a matrix, 4) establish metrics, 5) identify change, 6) carry out a series of Plan-Do-Study-Act learning cycles, and 7) sustain change., Conclusions: the Education Quality Improvement Toolkit, developed through stakeholder consensus, provides a systematic, and potentially culturally adaptable approach to improve student, faculty, and program areas associated with universal health coverage and access.

Objective: To verify students' knowledge about individual birth planning and learn their opinion about the use of this teaching-learning strategy for good obstetric practices., Method: This is a descriptive study conducted with midwifery students who made primary health care internships. Data collection was performed digitally from 01/2017 to 05/2017 through the Google Forms®Platform. The analysis was performed by descriptive categorization statistics of statements. The study followed the required ethical standards., Results: The form was sent to 97 students and answered by 40% of them. All respondents reported knowing the birth planning, and 87% applied it during prenatal care. The most frequent (45%) points about the birth plan were those that promoted women's empowerment and autonomy. The most cited methodological suggestions for its application were to focus on content (76%) and increase the number of meetings (50%). Individual birth planning was recognized by 79% of the participants as an important teaching strategy., Conclusion: In addition to knowing birth planning and applying it, the students consider it very relevant for teaching and learning good obstetrical practices.

There are differences in the generation of nursing and midwifery professions that are in the history of professional practice and teaching. The Social Representation Theory is useful as a framework to study the way obstetrics was inserted in nursing, to understand why teaching was united and to make explicit the reflexion on these transformations to the professional practice. A preliminary analysis points out that the consolidation of the social representation of the obstetric nurse has been done with difficulties, as in nursing context, the reified and the consensual universes of thinking related to this question rarely are convergent.

The purpose of this study was to analyse the education of the obstetric nurse or nurse-midwife in the State of São Paulo, Brasil. This study is qualitative in nature and the data were obtained through individual interviews with professionals directly involved with the nurse-midwife education. The interviews were carried out from November of 1985 to December of 1986. The population selected was composed of 18 faculty members and 12 egresses from nursing schools of State of São Paulo, which offered Qualification for Obstetric Nursing in the years of 1984 and 1985. The study indicated that the education for the nurse-midwife is unsatisfactory in general; at the same time it showed that this education is focused on the assistance of women in labor and delivery. This education do not meet the expectations of the egresses and faculty members.