Cultural safety continuing professional development for midwifery academics: An integrative literature review

Fleming, Tania; Creedy, Debra; West, Roianne

doi:10.1016/j.wombi.2018.10.001

Cited by 13 publications

(7 citation statements)

References 11 publications

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“…Studies have recommended that faculty members should receive further support to teach the subject of cultural safety in their undergraduate courses. In addition, cultural safety lessons should be incorporated into the empowerment programs targeting health science instructors (77). According to the results of our study, midwifery students should be able to observe justice in their performance and avoid a biased performance of their duties.…”

Section: Discussionmentioning

confidence: 89%

Domains of competence in midwifery students:A basis for developing a competence assessment tool for Iranian undergraduate midwifery students

Firoozehchian

Zareiyan

Geranmayeh

et al. 2022

Preprint

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Background:Given the growing importance of competence-based midwifery education, this study was conducted to explain the domains of clinical competence in midwifery students. Methods: Qualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth. Results: Twenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20-56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 minutes. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories. Conclusion: The findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

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Section: Discussionmentioning

confidence: 89%

Domains of competence in midwifery students:A basis for developing a competence assessment tool for Iranian undergraduate midwifery students

Firoozehchian

Zareiyan

Geranmayeh

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…Studies have recommended that faculty members should receive further support to teach the subject of cultural safety in their undergraduate courses. In addition, cultural safety lessons should be incorporated into the empowerment programs targeting health science instructors [ 83 ]. According to the results of our study, midwifery students should be able to observe justice in their performance and avoid a biased performance of their duties.…”

Section: Discussionmentioning

confidence: 99%

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

et al. 2022

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Background Current study was conducted with the aim of explaining domains of clinical competence in undergraduate midwifery students so that it addresses the challenges in midwifery curriculum and improving clinical assessment methods in Iranian undergraduate midwifery students. Methods Qualitative approach and conventional content analysis were used in the design of the present study. The research setting included midwifery and nursing schools and hospitals and health centers affiliated to Tehran and Guilan universities of medical sciences in Iran. The target population consisted of undergraduate midwifery students in the fourth to eighth semesters of school, midwives working in hospitals and health centers, midwifery faculty members, and obstetricians. The participants were selected through purposive maximum variation sampling, which continued until data saturation. After in-depth semi-structured interviews, the content of the interviews was analyzed according to the steps proposed by Zhang & Wildemuth. Results Twenty-four people participated in this study, including seven midwifery students, seven midwives, nine midwifery and reproductive and sexual health faculty members, and one obstetrician. The participants were aged 20–56 years and their mean age was 39.75 years. Their level of education varied from midwifery student to PhD. The mean work experience of the participants was 13.62 years and the mean duration of the interviews was 48 min. The analysis of the data obtained from the experiences of the participants led to the formation of the four categories of ethical and professional function in midwifery, holistic midwifery care, effective interaction, and personal and professional development, along with ten subcategories. Conclusion The findings of the present study showed that clinical competence in midwifery students involves different domains that correspond well overall to the general definitions of clinical competence in different sources. These findings can be used as a basis for the design and psychometric assessment of a clinical competence assessment tool for undergraduate midwifery students.

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“…There appear to be no stakeholder‐derived international standards of professional behavior upon which to base culturally respectful curriculum in genetic counseling. However, examples of continuing professional development programs focused on cultural humility and cultural safety have been promoted in pharmacy and midwifery in Australia to address professionalism when working with indigenous Australian populations (Cox & Simpson, 2020; Fleming et al, 2019, 2020). These and other resources might provide some basis for identifying successful strategies for education of professional behavior and guidance to enhance the professional behavior of genetic counselors in training.…”

Section: Discussionmentioning

confidence: 99%

“…Slightly more than half of the participants did not know the answer to the question: "Is formal/didactic education (e.g., lectures, populations (Cox & Simpson, 2020;Fleming et al, 2019Fleming et al, , 2020.…”

Section: Genetic Counseling Curriculummentioning

confidence: 99%

An investigation of preceptors' perceptions of behavioral elements of “professionalism” among genetic counseling students

Delk

Bowling

Schroeder

et al. 2022

Journal of Genetic Counseling

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Professionalism in health care is a loosely defined but increasingly studied concept.In genetic counseling, "professional development" expectations for entry-level genetic counselors are described in the "Practice-Based Competencies for Genetic Counselors," but the teaching and evaluation of "professionalism" among genetic counseling students is relatively unexplored. This study investigated program leaders' and clinical supervisors' perceptions of professionalism demonstrated by genetic counseling graduate students to learn about their associated strengths and lapses. Members of program leadership and clinical supervisors atAccreditation Council for Genetic Counseling (ACGC) accredited genetic counseling graduate programs in the United States and Canada were surveyed regarding their observations of genetic counseling students for the years 2017-2019 regarding four domains of professional behavior: integrity, accountability/conscientiousness, teamwork, and patient care, with the Merriam-Webster definition of each behavior provided for each domain.Participants also provided open-text descriptions. Descriptive results showed that the 263 participants found all facets of these professional behaviors to be essential.Patient care had the highest importance and was the domain with the most strengths observed among genetic counseling students. Lapses in professional behavior were identified for self-awareness, time management, and thoroughness. Free responses noted that suggestions or strategies for education about professional behavior from ACGC may improve the professional behavior of genetic counseling students and in turn, genetic counselors. Participants voiced the importance of consideration of diverse professional and cultural backgrounds in setting the expectations for professional behavior among genetic counseling students and genetic counselors so that "professionalism" in genetic counseling is not defined through a White lens. Further investigation into challenges that genetic counseling students face regarding professional behavior during their graduate training and strategies for education about these behaviors will aid in the growth and improvement of the training of genetic

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Cultural safety continuing professional development for midwifery academics: An integrative literature review

Cited by 13 publications

References 11 publications

Domains of competence in midwifery students:A basis for developing a competence assessment tool for Iranian undergraduate midwifery students

Domains of competence in midwifery students:A basis for developing a competence assessment tool for Iranian undergraduate midwifery students

Domains of competence in midwifery students: a basis for developing a competence assessment tool for iranian undergraduate midwifery students

An investigation of preceptors' perceptions of behavioral elements of “professionalism” among genetic counseling students

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