Search

Midwives in Low- and middle-income countries, experience myriad barriers that have consequences for them and for maternity care. This article provides insight into the consequences of the barriers that Ghanaian midwives face in their workplaces. Glaserian Grounded Theory methodology using semi-structured interviews and non-participant observations was applied in this study. The study participants comprised of 29 midwives and a pharmacist, a social worker, a health services manager, and a National Insurance Scheme manager in Ghana. Data collection and analysis occurred concurrently while building on already analyzed data. In this study it was identified that barriers to Ghanaian midwives' ability to provide maternity care can have physiological, psychological, and socioeconomic consequences for midwives. It also negatively impacted maternity care. Implementing new ameliorating measures to mitigate the barriers that Ghanaian midwives encounter, and the consequences that those barriers have on them would improve midwife retention and care quality. [ABSTRACT FROM AUTHOR]

Diabetes mellitus and gestational diabetes mellitus significantly affect pregnant women, their fetuses and neonates. Midwives need to be aware of their vital role in the care of women with diabetes and keep up to date with the latest evidence and guidelines. However, midwives have reported a deficit in their knowledge regarding postnatal care of women with diabetes. In this article, the challenges of maternity care for women with diabetes are highlighted, and the specific midwifery role in some aspects of postnatal care is discussed. The provision of woman-centred care by midwives, together with the expert knowledge of the diabetic team, can reduce postnatal diabetic complications. [ABSTRACT FROM AUTHOR]

Background/Aims: Being 'with woman' is a fundamental concept of midwifery and profoundly impacts maternal and infant wellbeing and outcomes. Understanding student midwives' experiences is vital in shaping learning strategies for positive and effective student-centred learning outcomes. This scoping review's aims were to gain meaningful insight into existing literature on students' experiences of learning to be 'with woman'. Methods: The scoping review searched the CINAHL, PubMed, AusHealth, Medline and PsycInfo databases in July 2023, October 2023 and April 2024. The search included qualitative and quantitative research studies published in English between 2018 and 2024. Articles were screened for eligibility by title, abstract and full-text review by three reviewers. Results: A total of 1172 articles were screened, with nine articles included in the review from various countries. Key themes identified were 'continuity of care', 'partnership with woman', 'preceptor and practitioner impact' and 'context and contrast'. Conclusions: Limited literature exists to explore and provide an understanding of the learning experiences and outcomes of midwifery students providing woman-centred care and developing a midwifery philosophy to be 'with woman'. [ABSTRACT FROM AUTHOR]

Aims: To outline the theoretical, philosophical, and major assumptions associated with phenomenography and then address the application of a phenomenographical approach within the context of midwifery research. Background: Phenemonography is a little‐known qualitative research approach amongst the main design traditions of phenomenology, grounded theory, case study, and ethnography more typically used within midwifery research. Phenomenography aims to describe the qualitatively different ways that people perceive, conceptualize, or experience a phenomenon. Phenemonography has a distinctly different approach from other qualitative methods as it places emphasis on the 'collective' meaning over individual experience. Methodology: Phenomenography, as an approach, rests within the interpretivist paradigm recognizing that there are multiple interpretations of reality. Phenomenography emphasizes the various ways that people experience the same phenomenon, including both the similarities and differences. The second‐order perspective embraced by phenomenography suggests that the researcher directs themselves towards people's understanding of the world; essentially the world is described as it is understood rather than as it is. It is the reporting about how these different realities appear at a collective level that is the output of phenomenographic research. Findings: A framework for conducting phenomenographic research is illustrated by outlining the steps within the methodological approach required to undertake a research study using phenemonography. Conclusion: Phenomenography is a qualitative research approach that can usefully be applied in many midwifery contexts where a collective understanding of a phenomena is required. Using a phenomenographic approach can provide the midwifery profession with knowledge about variations in how women and midwives think, and how aspects of different phenomena are experienced in within a midwifery setting. [ABSTRACT FROM AUTHOR]

The author reflects on the need for the British National Health Service (NHS) to develop and implement strategies to support older midwives to enhance their workplace efficiency and ensure longer working lives. Other topics include the financial challenges facing midwives for their retirement, the number of registered midwives based on Nursing and Midwifery Council (NMC) data, and the shortage of midwives in Great Britain as per the Royal College of Midwives.

ABSTRACT Aim Design Methods Results Conclusion Reporting Method Patient or Public Contribution To conduct a comprehensive review of Undergraduate Nursing and Midwifery Curricula leading to registration in Ireland.A mixed methods approach using a curriculum evaluation framework that was underpinned by the philosophy and principles of appreciative inquiry.Five separate workstreams completed an evaluation of national policy documents and international curriculum documents, a literature review and two phases of stakeholder engagement including a graduate survey and peer‐grouped stakeholder focus groups. The workstreams were emulated for the professions of nursing and midwifery.National policy indicates a significant shift in healthcare delivery to the community environment, with a strong focus on the social determinants of health and a flexible interprofessional workforce. International curricula review revealed that nursing and midwifery education was split equally between academia and clinical practice at bachelor's degree level. Graduates were assessed for clinical competence with a variance of four to seven domains of competence evident for nurses and five principles for midwives. Direct entry midwifery was not widely available. The graduate survey identified that students were satisfied with the academic components of the curriculum; however, significant challenges in clinical placement were reported. Stakeholder focus groups reported a need for a learner‐focused approach to the curricula, increased access to education, a deeper understanding and appreciation of the various roles required to educate nurses and midwives and a recognition of midwifery as a separate profession.There is a need for a significant revision of the current nursing and midwifery curricula to meet the future healthcare needs of the diverse patient population with a community‐focused delivery.The good reporting of a mixed methods study was used to guide the development of this manuscript.An Expert Advisory Group (EAG) was appointed to oversee the conduct of the research project and advise the research team as requested. There were five service user representatives included in the membership of the EAG. This included one representative from each of the divisions of the nursing and midwifery register in Ireland. A separate stakeholder engagement focus group was also conducted for the research upon the request from the service users. [ABSTRACT FROM AUTHOR]