Using Imagery for Role Transition of Midwifery Students

Abstract

The University of Texas Collaborative Nurse-Midwifery Education Program uses various strategies to facilitate transition from competent nurse to graduate student and then to beginning midwife practitioner. Guided imagery is the mainstay of the strategies used throughout the five semesters of the program. Proactive intervention facilitated by a nurse-counselor takes place in a group, supported as needed by individual counseling. The principles of psychosynthesis and role theory are the theoretic foundations for the intervention. Evaluation of the intervention indicated that it was received enthusiastically by most students.

Midwifery students' perceived independence within the core competencies expected of the midwifery community upon graduation: an Italian study

“…The perception of poor independence is not only a source of uncertainty for women's safety but it is also for the students both before and after graduation, given that when professionals do not feel fully competent, their decision-making process may be inaccurate and ineffective (Brown & Edelmann 2000). They can also suffer from stress and frustration (Keller Kvale & Romick 2000). After graduation, achieving these core competencies and developing new competencies can make them feel even less independent.…”