An investigation of Australian midwifery curricula for obesity management and health behaviour change training.

INTRODUCTION: Fifty percent of Australian women enter pregnancy overweight or obese. Unfortunately, few women receive weight management advice from health professionals during pregnancy. The aim of this study was to investigate current midwifery curricula from Australian universities to identify strengths and deficits in the teaching of preconception and antenatal weight management. METHODS: Midwifery courses from 20 universities were identified. Of the 568 units taught at these universities, 252 course outlines were obtained. Data were coded using the qualitative analysis technique of Framework Analysis for the following main themes: 1) the effect of weight, diet and physical activity on health outcomes for women who are pregnant or planning a pregnancy; 2) weight management advice in any population; and 3) health behaviour change techniques in any context. RESULTS: Analysis revealed a variety of teaching methods and skills training that emphasised the importance of clinical judgement and autonomous clinical practice, in conjunction with critical enquiry and sourcing reputable evidence. There was little evidence, however, that weight management advice was taught explicitly to midwifery students in the curricula. DISCUSSION: A greater emphasis on skilling midwifery students to address weight gain during pregnancy, and behavioural techniques to achieve this, is required.

"Change-makers in midwifery care": Exploring the differences between expectations and outcomes-A qualitative study of a midwifery net-based education programme in the Somali region.

OBJECTIVE: The aim of this study is to explore midwifery educators' expected outcomes in the net-based master's programme, the programmes' realised outcomes and the reported difference regarding the increased choices for the graduates and the effect on their agency. DESIGN: In this case study, we focused on a net-based master's programme in sexual and reproductive health in Somalia. Somalia suffers from a shortage of skilled birth attendants and there is a need for building up the capacity of midwifery educators. SETTING AND PARTICIPANTS: Data was collected in focus group discussions at the start of the programme and eight months after the students graduated. The data were analysed through the lens of the choice framework, which is based on the capability approach. FINDINGS: Findings show that many of the graduates' expectations were met, while some were more difficult to fulfil. While the midwives' choices and resource portfolios had improved because of their role as educators, the social structure prevented them from acting on their agency, specifically in regards to making changes at the social level. Several of the positive developments can be attributed to the pedagogy and structure of the programme. CONCLUSION: The flexibility of net-based education gave the midwifery educators a new educational opportunity that they previously did not have. Students gained increased power and influence on some levels. However, they still lack power in government organisations where, in addition to their role as educators, they could use their skills and knowledge to change policies at the social level.

Mindfulness in a Graduate Nursing Curriculum: A Randomized Controlled Study.

This study evaluated a mindfulness-based stress reduction intervention for graduate nursing students. Forty-four participants engaged in 20 weekly, 1.5-hour sessions of mindfulness training. There were no statistically significant effects on participants' stress levels or quality of life, yet there was a statistically significant increase in overall mindfulness (P < .05).

One University Making a Difference in Graduate Education: Caring in the Online Learning Environment.

As online education gains momentum, strategies to promote student engagement, develop social presence, and create a virtual community are essential for students' successful learning. A university with a philosophy grounded in caring developed two strategies for the graduate online education setting. These two strategies intentionally promote caring for self and others as a means to foster engagement, social presence, and a vibrant online community. One strategy was online Caring Groups, that is, small groups of four to five nursing students created each semester in one of the students' required courses in the online setting. The second strategy was the creation of two Caring Connections online sites, one for master of science in nursing students and one for doctorate in education nursing students. The sites were developed external to required courses to provide support for the online students throughout the graduate programs. Each site provides an ongoing space for students and faculty to post and discuss inspirational quotes, self-care tips, music, and photographs. The online Caring Groups and Caring Connections sites will be described, including how they were created, how they are used by students, how faculty support students, lessons learned, and how Caring Groups are integrated into the curriculum.

Establishing a Master׳s for Europe--A transnational model for higher education.

BACKGROUND AND CONTEXT: Over the last 50 years leading international organisations have been emphasising the key role that midwives play in the provision of quality care for women and babies throughout the pregnancy continuum. Midwifery education, however, generally remained at pre-university level until recently when Bachelors' programmes were developed. In Europe this development was taken further with the awarding of a European Union Lifelong Learning Programme grant to a consortium of five universities in four countries to develop a joint Master's degree in midwifery. The first students, drawn not only from the countries of the partner institutions but also from other European countries and from countries outside of Europe, commenced their studies in 2009. DOES THE PROGRAMME MEET ITS OBJECTIVES AND THOSE SET OUT IN THE LANCET SERIES?: The objectives of the programme were in line with the requirements for effective midwifery care and evidence based practice as discussed in the Lancet series. THREATS AND CHALLENGES TO SUSTAINABILITY: As an EU funded project all the goals were met. However, in terms of its long-term sustainability problems arose due to the need for universities to rationalise programmes. The number of students has remained steady but low with the projected growth not taking place thus it has been impossible to perceive an impact on midwifery practice and the health of women and children where graduates are working. CONCLUSION: Despite limitations, the programme serves as an exemplary model of how a Master's programme in midwifery can be successfully built through a collaboration of interested parties from different countries, and can be applied at a global level in other regions of the world, with sufficient political and economic support.

Transformers: changing the face of nursing and midwifery in the media.

AIM: This paper reports an educational strategy designed to sensitise and empower students about the impact of media representations of nursing and midwifery on their public image. BACKGROUND: Numerous studies continue to reveal that stories about nursing and midwifery presented in the mainstream media are often superficial, stereotypical and demeaning. Inaccurate portrayals of nursing damage our professional reputation with the public and potential consumers. It also sends the wrong message to future nursing students. Images are a powerful conductor of misinformation, suggesting to others that nurses are not important agents for social change. METHODS: In 2012, a small team of academics designed a photography competition and judging process for undergraduate and postgraduate students of nursing and midwifery enrolled at a regional Australian university. RESULTS: The winning entries were photographs of high quality and conveyed rich meaning. They provide an interesting and positive counterpoint to derogatory images often propagated by mainstream media. CONCLUSION: There is benefit in extending this project so that it: appeals to more students, builds leadership skills, leads to wider social change and benefits society. The intention is to develop the process of student engagement as an educational intervention, and explore experiences and outcomes with stakeholders.

Problem-based learning and clinical practice: The nurse practitioners' perspective.

This paper reports the findings of a phenomenological study which explored the lived experience of the nurse practitioner (NP) who had been educated through a problem-based learning (PBL) approach and the meaning of that education on the NPs current clinical practice. This was accomplished through the use of in-depth interviews to gather information from 13 practicing NPs. It was found that information obtained in the PBL classroom could be directly applied to professional practice providing the NP with the skills needed for clinical decision making with a holistic viewpoint and satisfaction in clinical practice. The analysis both supports and challenges the current research on perceptions, experiences, satisfaction, and outcomes related to PBL.

The Shenandoah University Midwifery Initiative: a model for midwifery education.

There has been a significant decline in the number of nurse-midwifery education programs in the United States in the past decade. This decline presents a challenge as the profession seeks to respond to the Pew Foundation's call to increase access to midwifery care in the United States. Collaborative arrangements between universities that house nurse-midwifery programs and other universities in the region could be an effective strategy to increase access to nurse-midwifery education, thereby increasing access to nurse-midwifery care.

Mastering a masters.

A need for greater theoretical knowledge and evidence on which to base their care led Annette Briley and Joy Kemp to undertake a Masters degree. They offer their personal experiences of balancing work, study and home life and encourage other midwives to apply for further education courses.

The integration of holistic nursing practices and complementary and alternative modalities into curricula of schools of nursing.

CONTEXT: Schools of nursing in the United States have responded to the increasing consumer use of complementary and alternative modalities and consumer demand for health professionals knowledgeable in complementary and alternative modalities by incorporating holistic nursing practices and complementary and alternative modalities into their curricula. OBJECTIVE: To determine the extent to which US schools of nursing have incorporated holistic nursing practices and complementary and alternative modalities into their curricula. DESIGN: Electronic web-based survey. SETTING: Surveys were sent to 585 US schools of nursing. PARTICIPANTS: Sample (n = 125) of deans and directors (or their designees) of Baccalaureate and higher degree US nursing programs at schools holding membership in the American Association of Colleges of Nursing (AACN). MAIN OUTCOME MEASURES: Demographics of US schools of nursing, percentages of schools who utilized the American Holistic Nurses' Association (AHNA) definition of holistic nursing practice and the Holistic Core Curriculum Guidelines, and percentage of complementary and alternative modalities incorporated into the curricula. RESULTS: Almost 60% (n = 74) of the responding schools used the definition of holistic nursing practice in their curricula and were familiar with the Holistic Nursing Core Curriculum. The majority (84.8%, n = 106) included complementary and alternative modalities in their curricula. CONCLUSIONS: The study provides preliminary evidence that US. schools of nursing are incorporating holistic nursing practices and complementary and alternative modalities into their curricula reflecting a response to increased consumer use of complementary and alternative modalities and consumer demand for health professionals who are knowledgeable about complementary and alternative modalities.

Introducing art therapy into the Christie Hospital, Manchester, UK, 2001-2002.

In September 2001, the author was invited by Dr. Wendy Makin (Macmillan Consultant in Palliative Care) and Andrea Sarginson (Volunteer Arts Worker) to introduce art therapy to the Christie Hospital as part of a postgraduate training course at the University of Sheffield. The aim of this paper is to explore how the project could help inpatients and outpatients to address their psychological needs and come to some understanding of their situation, following their diagnosis of cancer.

Midwifery basics. Antenatal care: the options available.

This new series of articles is aimed at student midwives. Its purpose is to provide them with a basic understanding of the main issues and concepts surrounding the delivery of antenatal care. Students will be encouraged to seek further information through a series of activities throughout the text. They will also be helped to link theory with practice by following 'Joanna' through her pregnancy.