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Emotional competence is increasingly seen as essential across a wide range of jobs, and is often demanded of women in highly gendered and poorly rewarded jobs. Scholars have identified that emotion work extends beyond emotional labour to also include the triangle of power, in which emotion strategies are conducted between managers, workers and customers. We explored midwives' notions of emotional competence, including the strategies used, and the role of the client in determining such strategies – one of the poles in the service triangle: between managers, workers, and customers, where the burden of emotional work is negotiated through alliances and coercion. These aims were explored through qualitative data generated from an online questionnaire with 192 New Zealand midwives. Midwives showed awareness of their own emotional competence, and most saw this as both an aspect of professionalism, and an inherent attribute along with associated skills such as empathy. Emotional competence was relational and situational. While authenticity was highly valued and enacted through strategies such as establishing genuine connections with clients, surface acting was still necessary and took its toll. We advocate that midwives receive more recognition for the positive strategies they enact, and also more planned support from their organisations. [ABSTRACT FROM AUTHOR]

Problem: Contemporary resources that identify the challenges and experiences of Midwifery and Nursing honours students and providers within Australia and New Zealand are lacking., Background: The establishment and development of accredited, tertiary education for Midwifery and Nursing has enhanced professionalism and opportunity. However, the progression from registration pathway programs to Higher Degrees by Research remain limited., Aim: To undertake a scoping review of Australian and New Zealand honours programs and synthesise student and provider perspectives., Methods: A scoping review was undertaken. Publicly available grey literature and relevant database searched. English language, peer-reviewed publications were identified from the past 10-years., Findings: Within Australia, 16 universities, and 2 in New Zealand, offer a Midwifery and/or Nursing honours program. Within Australia, the majority of programs were offered in both Midwifery and Nursing streams, however only Nursing in New Zealand. Four studies met inclusion criteria and described strengths and challenges of the current offerings., Discussion: Challenges included: logistical issues related to low/decreasing enrolments and resource. Students identified burdens associated with student driven research and balancing the multiple demands of clinical roles. Opportunities were seen in terms of providers professional interactions between academic and clinical sites. Students viewed honours programs as an opportunity to actively partake in research and determine their commitment to further research training including Doctor of Philosophy (PhD)., Conclusion: Progressing the professional status of both Midwifery and Nursing is based on discrete professional research and evidence. Honours programs provide a research focused degree to prepare nurses and midwives, but challenges are present., Competing Interests: Declaration of Competing Interest There are no conflict of interest declared in this project., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aim: This study investigated the experiences of rural midwives in the Southern region of Aotearoa New Zealand, focussing on practices and challenges in caring for pregnant individuals displaying signs of pre-eclampsia (PE)., Method: Conducted as part of the University of Otago's Trainee Intern Healthcare Evaluation Project, investigating the efficacy of the soluble FMS-like tyrosine kinase 1 (sFlt-1)/placental growth factor (PlGF) ratio test, this exploratory study employed qualitative research methods. Twenty-three midwives from nine locations across the Southern region were interviewed by trainee intern doctors (TIs) using a semi-structured interview protocol. Thematic analysis was applied to the data., Results: The study highlighted the challenging context of rural midwifery, emphasising diverse working conditions, geographic complexities and the impact of the midwifery shortage. Midwives' decision making about PE depended on location, experience, scientific evidence, holistic model of care and the constant concern about PE. A model illustrating midwifery decision making in PE management was developed., Conclusion: Rural midwives in Aotearoa New Zealand's Southern region managing PE cases face complex challenges. The model derived from this study illustrates the delicate balance that rural midwives navigate, emphasising the need for strategies to support their practice and preserve Aotearoa New Zealand's distinctive maternity care model., Competing Interests: The authors declare that there is no conflict of interest., (© PMA.)

Rural practice presents unique challenges and skill requirements for midwives. New Zealand and Scotland face similar challenges in sustaining a rural midwifery workforce. This paper draws from an international multi-centre study exploring rural midwifery to focus on the education needs of student midwives within pre-registration midwifery programmes in order to determine appropriate preparation for rural practice. The mixed-methods study was conducted with 222 midwives working in rural areas in New Zealand (n = 145) and Scotland (n = 77). Midwives’ views were gathered through an anonymous online survey and online discussion forums. Descriptive analysis was used for quantitative data and thematic analysis was conducted with qualitative data. ‘Future proofing rural midwifery practice’ using education was identified as the overarching central theme in ensuring the sustainability of rural midwives, with two associated principle themes emerging (i) ‘preparation for rural practice’ and (ii) ‘living the experience and seeing the reality’. The majority of participants agreed that pre-registration midwifery programmes should include a rural placement for students and rural-specific education with educational input from rural midwives. This study provides insight into how best to prepare midwives for rural practice within pre-registration midwifery education, in order to meet the needs of midwives and families in the rural context. [ABSTRACT FROM AUTHOR]

The Midwifery Development Education Service was established in the Birthing Unit at Middlemore Hospital in South Auckland New Zealand in 2007. The service is unique in the New Zealand midwifery context for the way it operates as a collaboration between the education and health provider to optimise the clinical learning experience of student midwives. This paper reports on the evaluation of the Midwifery Development Education Service that was undertaken in 2015. The evaluation captured the views and experience of students and midwives who had been involved with, or had worked alongside, the service. A mixed-method approach was adopted for the evaluation study, comprising of an anonymous on-line survey, qualitative interviews and focus group discussion. Considerable satisfaction with the service was identified. This article draws attention to participants’ perceptions of the service as supporting student midwives; the significance of quality time in the provision of the clinical midwifery education; the situating of the service at a unique vantage point (overseeing the needs of the university and the hospital) and its impact upon the learning culture of education within the unit. A potential tension is also identified between the provision of a supportive learning environment and the assessment of student performance. [ABSTRACT FROM AUTHOR]

Aim: This research was developed to measure to what extent healthcare students began their training with compassionate attributes. Background: Compassion can be defined as an awareness of others and desire to help, using a non-judgmental approach (Wispe, 1991). Having compassionate health-care workers makes clients feel valued and has always been the expectation of clients and their families. The significance of compassion in health care cannot be underestimated, as highlighted in research from a number of different health disciplines (Bramley & Matiti, 2014; Hall, 2013; Radley & Figley, 2007). Research methods: In 2016, a total of 146 students enrolled in the first semester of nursing, midwifery and social work at the Waikato Institute of Technology (Wintec) in Hamilton, participated in the research. The researchers used a self-administered "compassion to others" psychometric scale to measure compassionate attributes (Pommier, 2010). Data were analysed using the SPSS and ANOVA for descriptive statistics and predictive information. Findings: The results indicated that beginning nursing, midwifery and social work students showed compassionate attributes, eg kindness and common humanity. The mean compassion score for nursing was 82.31 (SD=13.92), midwifery 83.91 (SD=9.56) and social work 85.75 (SD=7.81). These differences were not considered statistically significant. Conclusions: This research found that at entry level, health-care students demonstrate compassion. This information could be used by educators to strengthen and maintain compassion attributes by maintaining and reinforcing the values, hopes and aspirations that brought the students into the profession. [ABSTRACT FROM AUTHOR]

An editorial is presented which discusses about the nursing education, academics, the research performances, the use of different criteria of publications, impact on academic careers, adopting method of social process and policy makers to enhance research. It talks about scholarships, the methods that includes identifying professors in the roles, the publications by them and their performances.

Health professional educators have long grappled with how to teach the more elusive art of practice alongside the science (a term that encompasses the sort of professional knowledge that can be directly passed on). A competent practitioner is one who knows when, how and for whom to apply knowledge and skills, thereby making the links between theory and practice. They combine art and science in such a way that integrates knowledge with insight. This participatory hermeneutic study explored the experience of teachers and students of implementing a narrative-centred curriculum in undergraduate midwifery education. It revealed that when real life narratives were central to the learning environment, students' learning about the art of midwifery practice was enhanced as they learned about midwifery decisions, reflected on their own values and beliefs and felt an emotional connection with the narrator. Further, art and science became melded together in the context specific wisdom of practice (phronesis). [ABSTRACT FROM AUTHOR]

The Australasian Birth Trauma Association (ABTA) is a registered charity operating in Australia and New Zealand, whose mission is to work for safer births and better healing from birth trauma. The ABTA was founded in 2016. It operates voluntary peer-to-peer support, publishes free education resources, and works to increase understanding of and reduce stigma around birth-related trauma. The ABTA is the first charity in Australasia solely dedicated to supporting women, birthing people, partners and families after birth-related trauma, with a focus on listening to the voice of the consumer and responding to the unmet needs of families. The organisation advocates for a multidisciplinary approach to healthcare, and draws on the expertise of a clinical advisory committee comprising a range of health professionals (midwives, obstetricians, psychologists, psychiatrists, other medical surgeons, physiotherapists and more) and health law specialists. The ABTA has also established a 'community think-tank', to draw on perspectives of women, birthing people, partners and others who have a lived experience of birth trauma. [ABSTRACT FROM AUTHOR]

Pressures in terms of the availability of quality, real-life clinical experiences for students have resulted in increased interest in the use of simulation in a variety of healthcare disciplines. Te wahi whanau: The birth place is a Virtual Birth Centre (VBC) that was created in Second Life in 2009 as part of the Second Life Education in New Zealand (SLENZ) initiative. It was introduced to midwifery students at two New Zealand polytechnics, with the aim of exposing the students to a birth centre environment and providing them with an opportunity to practise midwifery through immersion and engagement in a number of clinical scenarios. It has been just over two years since the development of the VBC, yet it is no longer used in the midwifery programs in which it was introduced. Using the VBC as a case study, we recount its development and critically reflect on the factors impacting on its ongoing utilisation. We believe our reflections offer useful insight into issues relating more broadly to the sustainability of MUVE-based teaching and learning projects and initiatives. [ABSTRACT FROM AUTHOR]

A 2-round Delphi study involving 85 then 105 midwifery experts from Australia and New Zealand has identified 5 priority themes for strengthening midwifery education. The themes are: (1) enabling success of First Peoples/Māori midwifery students; (2) increasing the visibility and influence of midwifery within regulation, accreditation and university governance; (3) determining how best to deliver the clinical practicum component of programmes; (4) reviewing midwifery programmes to enhance design, content and delivery; and (5) ongoing education and support for the midwifery workforce. Collaborative work is needed to design and action projects addressing these priorities. [ABSTRACT FROM AUTHOR]

Problem: In countries where education programmes are assessed as meeting international standards there is limited knowledge about the challenges facing midwifery education., Background/aim: The positive impact of quality midwifery education on maternal and newborn health is acknowledged by the World Health Organisation. However, there is limited research identifying the issues faced in providing quality midwifery education. The aim of this study was to identify the challenges and determine priority projects to strengthen midwifery education across Australia and New Zealand., Methods: A two-round Delphi study with experts in midwifery education was undertaken., Findings: In round one, 85 participants identified an initial 366 issues for midwifery education. Through thematic content analysis these were categorised into 89 statements reflecting five major themes: In round two, 105 midwifery experts from Australia n=86 (79%) and New Zealand n=23 (21%) rated the 89 statements in order of priority. Across the combined data (Australia and New Zealand) a total of 19 statements gained consensus of ≥80%., Discussion: Five priority themes were identified including; (1) enabling success of First Peoples/Māori midwifery students; (2) increasing the visibility and influence of midwifery within regulation, accreditation and university governance; (3) determining how best to deliver the clinical practicum component of programmes; (4) reviewing midwifery programmes to enhance design, content and delivery; and (5) ongoing education and support for the midwifery workforce., Conclusion: In Australia and New Zealand, it is imperative that collaborative work is undertaken to design and action identified projects addressing these priorities., (Copyright © 2020 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.)

Introduction: This research aimed to identify what supports and what hinders job autonomy for midwives in New Zealand., Methods: Registered midwives participated in an open-ended, online survey in 2019. Anonymised participants were asked to describe an incident when they felt they were using their professional judgement and/or initiative to make decisions and the resultant actions. The data was analysed thematically., Findings: The participants identified that autonomy is embedded within midwifery practice in New Zealand. Self-employed midwives who provide continuity of care as Lead Maternity Carers, identified they practice autonomously 'all the time'. The relationship with women and their family, and informed decision making, motivated the midwife to advocate for the woman - regardless of the midwife's work setting. Midwifery expertise, skills, and knowledge were intrinsic to autonomy. Collegial relationships could support or hinder the midwives' autonomy while a negative hospital work culture could hinder job autonomy., Discussion: Midwives identified that autonomous practice is embedded in their day to day work. It strengthens and is strengthened by their relationships with the woman/whanau and when their body of knowledge is acknowledged by their colleagues. Job autonomy was described when midwifery decisions were challenged by health professionals in hospital settings and these challenges could be viewed as obstructing job autonomy., Conclusion: The high job autonomy that New Zealand midwives enjoy is supported by their expertise, the women and colleagues that understand and respect their scope of practice. When their autonomy is hindered by institutional culture and professional differences provision of woman-centred care can suffer., (Copyright © 2020 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: More than 300,000 babies are born in Australia each year, with almost 20% of newborns requiring some form of neonatal resuscitation at birth. The most common first responders to a neonatal resuscitation emergency are midwives. While the Australian and New Zealand Council on Resuscitation guides midwives' practice during a neonatal resuscitation, each state and territory uses varying strategies to train and assess midwives proficiency in neonatal resuscitation., Aim: To examine the neonatal resuscitation training requirements for midwives and raise awareness for the lack of consistency in training in Australia., Discussion: A significant variation was found in the teaching methods and frequency of training for neonatal resuscitation across Australia. Neonatal resuscitation is mandated through a state-wide guideline or policy in only four of the states with seven formal neonatal resuscitation training programs used across seven states and territories. Although a multi-modal approach to learning is present in all of the programs, the combination of teaching methods differ., Conclusion and Recommendations: A standardised, evidence-based training program is required to ensure consistency in training for midwives in Australia. Multi-modal learning is common across all current training programs; however, the best combination of multi-modal teaching methods needs to be determined. Neonatal resuscitation training needs to occur at least annually, as recommended by the Australian and New Zealand Council on Resuscitation., (Crown Copyright © 2020. Published by Elsevier Ltd. All rights reserved.)

Background: Becoming a competent midwife is a complex process. The aim of midwifery education is to support the development of competence in midwifery skills, knowledge and to prepare graduates to meet the responsibilities inherent in the midwifery role., Aim: To explore the experiences of our alumni midwives, ask how well they perceived their midwifery programme had prepared them for beginning midwifery practice and to identify any curriculum changes, or postgraduate study topics, that would support the transition to midwifery practice., Methods: An online survey was conducted with alumni of a Bachelor of Midwifery programme (New Zealand) who graduated between 2011 and 2014. The quantitative data were analysed using descriptive statistics, and a general inductive approach was used to develop themes from the qualitative data in the comment boxes., Findings: Forty-two alumni viewed becoming a midwife as a blend/combination of: (1) gaining the knowledge and practical skills required for the profession; (2) management skills in areas of running a business, working with other people, navigating local procedures and processes effectively, and balancing work with personal life; (3) gaining confidence in one's competence, and (4) having support along the way., Discussion: Competence in current evidence-based midwifery knowledge and practice is important in educating midwifery students. However, to transition to practice, a supportive environment is needed to assist midwives to develop self-management, business skills, and the confidence to negotiate and collaborate with colleagues and other health professionals., Conclusions: Not only did midwifery knowledge and practice skills matter for alumni, but also the acquisition of management skills, strategies for building confidence, and ongoing support. Content that facilitates these requirements should be included in midwifery programmes to support the transition from student to practitioner., (Copyright © 2018. Published by Elsevier Ltd.)

Midwives in New Zealand work within a unique cultural context. This calls for an understanding and appreciation of biculturalism and the equal status of Mãori and Europeans as the nation's founding peoples. This paper is the second of two papers that explore the notions of cultural safety and competence. Exploration and discussion take place in the New Zealand context, yet have transferable implications for midwives everywhere. This second paper focuses on midwifery education and practice.