Recognition and management of critical illness by midwives: implications for service provision

Abstract

This study has yielded important insights into midwives' management of critical illness. Possible mechanisms to enhance the quality of service provision, and midwife support in this area are highlighted.

Simulation based learning in midwifery education: A systematic review

“…Training covered umbilical cord prolapsed, 42 vaginal breech delivery, 21 pre-eclampsia, 31,43 PPH, 15,28,44 shoulder dystocia, 20,24,27,30,45 and combinations of the above. 5,25,26,[32][33][34]37,42,46 Notably, there were no studies of non-technical skills (leadership, teamwork, situation awareness, decision making) in undergraduate midwifery but a number that examined teamwork skills in a multi-professional setting. 29,[31][32][33][34]36,44,47,48 Pedagogical approach Reported pedagogical approaches also varied, ranging from low to high fidelity (Table 1).…”

“…29,[31][32][33][34]36,44,47,48 Pedagogical approach Reported pedagogical approaches also varied, ranging from low to high fidelity (Table 1). Verbal and paper and pencil approaches were described, 5,39 virtual electronic based scenarios, 15,38,49 and manikin based studies. 10,13,14,16,18,20,22,23,31,32,34,37,41,44,45 Standardised patients, for example a female playing the part of a woman during birth, were reported 7,17,43 and combination approaches (e.g.…”

“…[5][6][7][8] Nurses studying midwifery skills e.g. postpartum haemorrhage (PPH) and labour management.…”

High dependency care in an obstetric setting in the UK

“…Despite the increased numbers using our unit, it would be wrong to think it had been easy to set up and run. Qualitative studies have highlighted the difficulties faced by midwives in caring for the critically ill mothers [18] and Dr Crawford also alluded to this in expressing the unease of working in an HDU environment. In latter years, we have found that the input from our Lead Figure 3 Histogram depicting the duration of stay in the high dependency unit during the audit period July 03-June 07.…”

Continuing professional development for sports coaches: a road less travelled

“…The interviews, which were digita lly recorded, were conducted in an area free from distraction. At the close of each interview, the researcher provided a summary of the coach's response to verify understanding and accuracy (Bench, 2007). This summary afforded the main researcher the opportunity to highlight the most salient points raised by the coach at each pertinent point in the interview and to ensure congruence between the researcher's interpretatio n and the coach's intention.…”