A powerful midwifery vision: Dutch student midwives' educational needs as advocates of physiological childbirth

Suzanne M. Thompson; Marianne J. Nieuwenhuijze; Lisa Kane Low; Raymond De Vries

doi:10.1016/j.wombi.2018.12.010

A powerful midwifery vision: Dutch student midwives' educational needs as advocates of physiological childbirth

Suzanne M. Thompson^*, Marianne J. Nieuwenhuijze, Lisa Kane Low, Raymond De Vries

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Background: In order to internalize the midwifery philosophy of care and to learn how to advocate for physiological childbirth, student midwives in the Netherlands need learning experiences that expose them to physiological childbirth practices. Increased hospital births, wide variation in non-urgent referrals and escalating interventions impact on learning opportunities for physiological childbirth. Midwifery educators need to find ways to support student agency in becoming advocates of physiological childbirth.

Objective: To gather students' opinions of what they need to become advocates of physiological childbirth.

Methods: Focus groups with student midwives (n = 37), examining attitudes regarding what educational programs must do to support physiological childbirth advocacy.

Results: Students reported feelings of personal power when the midwifery philosophy of care is internalized and expressed in practice. Students also identified dilemmas associated with supporting woman-centered care and promoting physiological childbirth. Perceived hierarchy in clinical settings causes difficulties, leading students to practice in accordance with the norms of midwife preceptors. Students are supported in the internalization and realization of the midwifery philosophy of care, including physiological childbirth, if they are exposed to positive examples of care in practice and have opportunities to discuss and reflect on these in the classroom.

Key conclusion: Midwifery education should focus on strategies that include navigating dilemmas in practice and helping students to express the midwifery philosophy of care in communication with other professionals and with women. Preceptors need to be supported in allowing student midwives opportunities to realize the midwifery philosophy of care, also when this differs from preceptor practice. (C) 2018 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

Original language	English
Pages (from-to)	e576-e583
Number of pages	8
Journal	Women and Birth
Volume	32
Issue number	6
DOIs	https://doi.org/10.1016/j.wombi.2018.12.010
Publication status	Published - Dec 2019

Keywords

Physiological childbirth
Student midwives
Midwifery philosophy of care
Power
Role models
MATERNITY CARE
LED CARE
COLLABORATION
HIERARCHY
VIEWS

Access to Document

10.1016/j.wombi.2018.12.010

Cite this

@article{12f8b632a3b348299023146d594f9a7f,

title = "A powerful midwifery vision: Dutch student midwives' educational needs as advocates of physiological childbirth",

abstract = "Background: In order to internalize the midwifery philosophy of care and to learn how to advocate for physiological childbirth, student midwives in the Netherlands need learning experiences that expose them to physiological childbirth practices. Increased hospital births, wide variation in non-urgent referrals and escalating interventions impact on learning opportunities for physiological childbirth. Midwifery educators need to find ways to support student agency in becoming advocates of physiological childbirth.Objective: To gather students' opinions of what they need to become advocates of physiological childbirth.Methods: Focus groups with student midwives (n = 37), examining attitudes regarding what educational programs must do to support physiological childbirth advocacy.Results: Students reported feelings of personal power when the midwifery philosophy of care is internalized and expressed in practice. Students also identified dilemmas associated with supporting woman-centered care and promoting physiological childbirth. Perceived hierarchy in clinical settings causes difficulties, leading students to practice in accordance with the norms of midwife preceptors. Students are supported in the internalization and realization of the midwifery philosophy of care, including physiological childbirth, if they are exposed to positive examples of care in practice and have opportunities to discuss and reflect on these in the classroom.Key conclusion: Midwifery education should focus on strategies that include navigating dilemmas in practice and helping students to express the midwifery philosophy of care in communication with other professionals and with women. Preceptors need to be supported in allowing student midwives opportunities to realize the midwifery philosophy of care, also when this differs from preceptor practice. (C) 2018 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.",

keywords = "Physiological childbirth, Student midwives, Midwifery philosophy of care, Power, Role models, MATERNITY CARE, LED CARE, COLLABORATION, HIERARCHY, VIEWS",

author = "Thompson, {Suzanne M.} and Nieuwenhuijze, {Marianne J.} and Low, {Lisa Kane} and {De Vries}, Raymond",

note = "Funding Information: We would like to thank the student midwives who generously shared their insights with us during this study. We would also like to thank Zuyd University of Applied Sciences for their sponsorship of this project. Publisher Copyright: {\textcopyright} 2018 Australian College of Midwives",

year = "2019",

month = dec,

doi = "10.1016/j.wombi.2018.12.010",

language = "English",

volume = "32",

pages = "e576--e583",

journal = "Women and Birth",

issn = "1871-5192",

publisher = "Elsevier Science",

number = "6",

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T2 - Dutch student midwives' educational needs as advocates of physiological childbirth

AU - Thompson, Suzanne M.

AU - Nieuwenhuijze, Marianne J.

AU - Low, Lisa Kane

AU - De Vries, Raymond

N1 - Funding Information: We would like to thank the student midwives who generously shared their insights with us during this study. We would also like to thank Zuyd University of Applied Sciences for their sponsorship of this project. Publisher Copyright: © 2018 Australian College of Midwives

PY - 2019/12

Y1 - 2019/12

N2 - Background: In order to internalize the midwifery philosophy of care and to learn how to advocate for physiological childbirth, student midwives in the Netherlands need learning experiences that expose them to physiological childbirth practices. Increased hospital births, wide variation in non-urgent referrals and escalating interventions impact on learning opportunities for physiological childbirth. Midwifery educators need to find ways to support student agency in becoming advocates of physiological childbirth.Objective: To gather students' opinions of what they need to become advocates of physiological childbirth.Methods: Focus groups with student midwives (n = 37), examining attitudes regarding what educational programs must do to support physiological childbirth advocacy.Results: Students reported feelings of personal power when the midwifery philosophy of care is internalized and expressed in practice. Students also identified dilemmas associated with supporting woman-centered care and promoting physiological childbirth. Perceived hierarchy in clinical settings causes difficulties, leading students to practice in accordance with the norms of midwife preceptors. Students are supported in the internalization and realization of the midwifery philosophy of care, including physiological childbirth, if they are exposed to positive examples of care in practice and have opportunities to discuss and reflect on these in the classroom.Key conclusion: Midwifery education should focus on strategies that include navigating dilemmas in practice and helping students to express the midwifery philosophy of care in communication with other professionals and with women. Preceptors need to be supported in allowing student midwives opportunities to realize the midwifery philosophy of care, also when this differs from preceptor practice. (C) 2018 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

AB - Background: In order to internalize the midwifery philosophy of care and to learn how to advocate for physiological childbirth, student midwives in the Netherlands need learning experiences that expose them to physiological childbirth practices. Increased hospital births, wide variation in non-urgent referrals and escalating interventions impact on learning opportunities for physiological childbirth. Midwifery educators need to find ways to support student agency in becoming advocates of physiological childbirth.Objective: To gather students' opinions of what they need to become advocates of physiological childbirth.Methods: Focus groups with student midwives (n = 37), examining attitudes regarding what educational programs must do to support physiological childbirth advocacy.Results: Students reported feelings of personal power when the midwifery philosophy of care is internalized and expressed in practice. Students also identified dilemmas associated with supporting woman-centered care and promoting physiological childbirth. Perceived hierarchy in clinical settings causes difficulties, leading students to practice in accordance with the norms of midwife preceptors. Students are supported in the internalization and realization of the midwifery philosophy of care, including physiological childbirth, if they are exposed to positive examples of care in practice and have opportunities to discuss and reflect on these in the classroom.Key conclusion: Midwifery education should focus on strategies that include navigating dilemmas in practice and helping students to express the midwifery philosophy of care in communication with other professionals and with women. Preceptors need to be supported in allowing student midwives opportunities to realize the midwifery philosophy of care, also when this differs from preceptor practice. (C) 2018 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

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KW - Midwifery philosophy of care

KW - Power

KW - Role models

KW - MATERNITY CARE

KW - LED CARE

KW - COLLABORATION

KW - HIERARCHY

KW - VIEWS

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DO - 10.1016/j.wombi.2018.12.010

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SP - e576-e583

JO - Women and Birth

JF - Women and Birth

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