Midwifery education in New Zealand: Education, practice and autonomy

Gilkison, Andrea; Pairman, Sally; McAra‐Couper, Judith; Kensington, Mary; James, Liz

doi:10.1016/j.midw.2015.12.001

Cited by 25 publications

(13 citation statements)

References 4 publications

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“…3 Primary, secondary, and tertiary services are integrated to meet the individual needs of each woman and her family through a woman-centered midwife-led model. 35 Women who develop complications and require specialist care are referred to these services by their LMC. Maternity care is government funded.…”

Section: New Zealandmentioning

confidence: 99%

“…Women can choose to give birth at home, in freestanding maternity units, or in hospital; 3.3% of women gave birth at home and 9.1% in birthing centers in 2012 . Primary, secondary, and tertiary services are integrated to meet the individual needs of each woman and her family through a woman‐centered midwife‐led model . Women who develop complications and require specialist care are referred to these services by their LMC.…”

Section: Introductionmentioning

confidence: 99%

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A Survey of University Students’ Preferences for Midwifery Care and Community Birth Options in 8 High‐Income Countries

Stoll

Downe

Edmonds

et al. 2020

J Midwife Womens Health

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Introduction: Midwifery care is associated with positive birth outcomes, access to community birth options, and judicious use of interventions. The aim of this study was to characterize and compare maternity care preferences of university students across a range of maternity care systems and to explore whether preferences align with evidence-based recommendations and options available. Methods: A cross-sectional, web-based survey was completed in 2014 and 2015 by a convenience sample of university students in 8 high-income countries across 4 continents (N = 4569). In addition to describing preferences for midwifery care and community birth options across countries, this study examined sociodemographic characteristics, psychological factors, knowledge about pregnancy and birth, and sources of information that shaped students' attitudes toward birth in relation to preferences for midwifery care and community birth options. Results: Approximately half of the student respondents (48.2%) preferred midwifery-led care for a healthy pregnancy; 9.5% would choose to give birth in a birthing center, and 4.5% preferred a home birth. Preference for midwifery care varied from 10.3% among women in the United States to 78.6% among women in the United Kingdom. Preferences for home birth varied from 0.3% among US women to 18.3% among Canadian women. Women, health science students, those with low childbirth fear, those who learned about pregnancy and birth from friends (compared with other sources, eg, the media), and those who responded from Europe were significantly more likely to prefer midwifery care and community birth. High confidence in knowledge of pregnancy and birth was linked to significantly higher odds of community birth preferences and midwifery care preferences. Discussion: It would be beneficial to integrate childbirth education into high school curricula to promote knowledge of midwifery care, pregnancy, and childbirth and to reduce fear among prospective parents. Community birth options need to be expanded to meet demand among the next generation of maternity service users.

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Section: New Zealandmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Survey of University Students’ Preferences for Midwifery Care and Community Birth Options in 8 High‐Income Countries

Stoll

Downe

Edmonds

et al. 2020

J Midwife Womens Health

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“…Requirements for a nursing degree prior to midwifery also exist in Iceland (Gottfreðsdóttir & Nieuwenhuijze, 2018). Many other countries, such as Ireland, England, Netherlands, New Zealand and Canada, however, provide three or four year Bachelor of Midwifery degrees as entry to practice as a midwife (Butler, Hutton, & McNiven, 2016;Gilkison, Pairman, McAra-Couper, Kensington, & James, 2016;Gottfreðsdóttir & Nieuwenhuijze, 2018;Luyben et al, 2017). Midwives, prepared to full scope of practice and not having nursing qualifications, means that models of maternity care are developed that support midwifery philosophy and provide woman-centred care.…”

Section: Literature Reviewmentioning

confidence: 99%

Double degree destinations: Nursing or midwifery

et al. 2020

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Background: Double degrees in nursing and midwifery have evolved in Australia as a proposed solution to possible impending shortages of qualified midwives in the healthcare workforce. The double degree is seen as a more acceptable option in non-metropolitan areas in particular. Concern has been expressed however, about dilution of midwifery philosophy and graduates' opportunities in respect of future clinical practice. Aim: This study aimed to provide a better understanding of motivations and intentions of students who undertake the Bachelor of Nursing Science/Bachelor of Midwifery double degree. Methods: A cross-sectional survey design was employed at four universities that offered double degrees in nursing and midwifery in three states of Australia. Students enrolled in first and fourth year of a double degree and graduates of a double degree were invited to complete an online survey comprised of Likert scales and items requiring free text responses. Quantitative data was analysed using SPSS and thematic analysis was used to analyse the qualitative data. Findings: Participants indicated a clear preference for midwifery as a career with this preference increasing for each cohort at each stage of study. Discussion: Primary reasons for selecting a double degree were perceived increased opportunity for employment and use of nursing skills to enhance midwifery practice in a population with growing co-morbidities. A strong identification with midwifery philosophy and identity was also demonstrated. Conclusion: An understanding of motivations and career intentions of students undertaking double degree studies can inform future program development and workforce planning.

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“…These competencies encompass the core elements of how "a registered midwife is expected to practise and what she is expected to be capable of doing" (Midwifery Council of New Zealand, 2007, p.1). Gilkison, Pairman, McAra-Couper, Kensington and James (2016), in their review of the New Zealand midwifery education model, believe the model produces "competent, confident midwives able to work across the scope of practice on their own responsibility" (p.33). However, the concepts of competence and confidence are not mutually assured and may vary at the point of graduate registration (Davis, Foureur, Clements, Brodie, & Herbison, 2012).…”

Section: Developing Midwifery Competence To Enter the Registermentioning

confidence: 99%

“…Clark and Holmes (2007) in a qualitative exploratory study of UK nursing students suggest that competence is linked to confidence in clinical skills and argue that situations which build the graduates' confidence will impact positively on their competence. I graduated from the new model of midwifery education that Gilkison et al (2016) discuss and felt I had achieved the competencies needed to be entered into the Register of Midwives; however, my confidence was low when transitioning to a graduate. This was predominately related to clinical skills and autonomous decision making.…”

Section: Developing Midwifery Competence To Enter the Registermentioning

confidence: 99%

Developing confidence in competence: My experience of the Midwifery First Year of Practice programme

Chapman¹

2018

nzcomjnl

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Competence comes in various forms and is identified as a core component of professional clinicians (Hodges & Lingard, 2012), with maintaining competence identified as a vital characteristic of the professional midwife (Calvert, Smythe, & McKenzie-Green, 2017). The Midwifery Council of New Zealand (2005) defines competence as, "the ongoing capacity to integrate knowledge, skills, understanding, attitudes, and values within the professional framework of the Midwifery Scope of Practice" (p.6). Within midwifery there is an expectation that midwives can work competently in all areas at all times (Edwards et al., 2016); however, the need and motivation to maintain overall competence depends on the midwife (Calvert et al., 2017). Confidence is often related to competence; however, they do not always co-exist. Confidence is defined as a feeling of self-assurance arising from an appreciation of a person's own abilities or qualities (Oxford Dictionary of English, 2010). The concept of confidence is an essential part of the transition from undergraduate student to midwife, through gaining confidence in their demonstrated competence. Factors such as the influence of colleagues, perceived autonomy and a sense of familiarity can contribute to enhancing confidence (Bedwell, McGowan, & Lavender, 2015).

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Midwifery education in New Zealand: Education, practice and autonomy

Cited by 25 publications

References 4 publications

A Survey of University Students’ Preferences for Midwifery Care and Community Birth Options in 8 High‐Income Countries

A Survey of University Students’ Preferences for Midwifery Care and Community Birth Options in 8 High‐Income Countries

Double degree destinations: Nursing or midwifery

Developing confidence in competence: My experience of the Midwifery First Year of Practice programme

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