Midwifery students’ understanding and knowledge of normal birth before ‘delivery’ of curriculum

To generate new knowledge that describes and explains the views and understanding, regarding midwifery and normal birth, that newly enrolled midwifery students hold at the commencement of their midwifery education. A qualitative descriptive approach was used in conjunction with an anonymous question...

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Veröffentlicht in:Midwifery 2018-03, Vol.58, p.77-82
Hauptverfasser: Davison, Clare, Geraghty, Sadie, Morris, Sara
Format: Artikel
Sprache:eng
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Zusammenfassung:To generate new knowledge that describes and explains the views and understanding, regarding midwifery and normal birth, that newly enrolled midwifery students hold at the commencement of their midwifery education. A qualitative descriptive approach was used in conjunction with an anonymous questionnaire. A tertiary University in Western Australia Eighteen postgraduate midwifery students (PG), and twenty undergraduate midwifery students (UG), completed the questionnaire.Postgraduate midwifery students with a nursing background had a pronounced medical terminology and philosophy, as opposed to undergraduate midwifery students. Midwifery educators will need to ensure the teaching of midwifery philosophy and normal birth at the commencement of midwifery courses, before historical perspectives and anatomy and physiology. Students need to be aware that birth is not reliant on risk management or student's personal values, otherwise it will be difficult for new midwifery students to understand birth as a normal, physiological process. •Student’s beliefs and perceptions prior to learning are influenced by their previous experiences and the influence of the media.•Students have preconceived ideas and a lack of understanding of the role of the midwife.•Students need to be aware that birth is not reliant on risk management orstudent’s personal values.•New midwifery student need to understand birth is a normal, physiological process.
ISSN:0266-6138
1532-3099
DOI:10.1016/j.midw.2017.12.015