Showing 9 results for Midwifery
Mis Nahid Golmakani, Mis Sedigheh Yousefzadeh,
Volume 9, Issue 1 (8-2012)
Abstract
Background and Objective: Evaluation is one of the most important parts of any academic program. One of the latest methods used for clinical assessment is Log book, in which clinical activities and techniques based on educational objectives are recorded to establish learning, recognize inaccessible objectives and provide students’ continuous evaluation. The aim of this study was to assess midwifery students’ perspective about clinical evaluation based on Log- book.
Material and Methods: this descriptive research was conducted on 72 senior midwifery students who had been evaluated once by traditional method. In the beginning of the semester, a Log book accompanied by two check list of clinical evaluation and self evaluation are delivered to students. The instruments’, a researcher-made questionnaire, content and face validity were confirmed by a few faculty members of the university. Using SPSS software, we reported frequencies, mean and standard division of the data and analyzed by statistical tests.
Results: The students’ viewpoint on the effectiveness of Log book is 71% (nearly desirable) in maternal and child health education, 67.6 %( relatively desirable) in prenatal training, 75.3% (desirable) in gynecology clinic and 74.2 %( nearly desirable) in labour department.
Conclusion: In terms of our results, midwifery students’ perspective about using Log book in clinical evaluation is positive therefore, we suggest it as an effective evaluation method.
Key words: Evaluation, Midwifery student, Log book
Zahra Sabzi, Hamideh Mancheri, Zahra Royani, Mohammad Aryaie, Seyedyaghoob Jafari, Ghorbanali Ahmadi,
Volume 12, Issue 1 (4-2015)
Abstract
Background and Objective: Subjective well-being, a field of positive psychology, attempts to assess the cognitive and emotional lives. Given the fact that nursing and midwifery students are exposed to stress in clinical settings, we aimed to assess subjective well-being to promote educational programs.
Material and Methods: This across-sectional study was conducted on 104 nursing and Midwifery students selected via simple random sampling, 2013. The instruments, filled out by students, were a demographic checklist and Kyeez subjective well-being questionnaire consisting of three domains of emotional, social and psychological. We used mean and standard deviation for data description and T-test and ANOVA for analysis.
Results: The mean score of subjective well-being was 203.20 in nursing and 210.21 in midwifery students. In nursing students, the Mean score in emotional, psychological and social domain was 44.05, 93.40 and 65.74, respectively, and it was 45.72, 94.78 and 69.55, respectively in midwifery students. Gender was the only variable associated significantly with subjective well-being of nursing students (P>0.05).
Conclusion: Given the high score of subjective well-being and that of its domains, we recommend applying some educational programs with the consideration of emotional, psychological and social aspect of students.
Zahra Sabzi, Hamideh Mancheri, Zahra Royani, Seyedyaghoob Jafari, Dr Mahnaz Modanloo,
Volume 12, Issue 2 (12-2015)
Abstract
Background and Objective: Nursing students are experiencing stress in related to academic and clinical training programs. Given the importance of promoting mental health and emotional intelligence in academic performance, the study of emotional intelligence and related factors could be the basis for strengthening this important variable by designing and implementing of effective training programs.
Material and Methods: This cross-sectional study was conducted on 125 nursing & midwifery students selected randomly in 2013. The instruments were a demographic checklist and Shyryng Sybrya Emotional Intelligence Questionnaire. The data was analyzed in SPSS16 using descriptive statistics (mean and standard deviation) and ANOVA, T- TEST (p&le 0.05).
Results: The mean of emotional intelligence was 109.12±12.27 in nursing and 113.32±13.26 in midwifery students. The total score and the score of all dimensions of Emotional Intelligence Questionnaire were not related significantly with some demographic factors such as age, residential place, interest to major and economic status (P>0.05), in both nursing and midwifery students. In nursing students, the meaningful relation was found just between Self-awareness dimension and gender (P=0.034) and grade point average (GPA) (P=0.049). The score of Self-awareness was higher in female students and in the students with higher GPA.
Conclusion: Regarding the relationship between some demographics and emotional intelligence, we can design and implement effective educational programs to boost this important component.
Asieh Sadat Baniaghil, Shohreh Ghasemi, Masumeh Rezaei Aval , Nasser Behnampour,
Volume 17, Issue 0 (4-2020)
Abstract
Background: Patient interview is the most common professional activity of clinicians. Effective interview can strengthen clinician-patient relationship and improve treatment outcomes. In some studies, such as saboori et al. (87-86) and Managheb et al. (2010), the Calgary-Cambridge model-based learning skill is effective in interviewing skills, while in other studies including Rezvani (2014), communication skills based on the Calgary-Cambridge model did not mention effective interviewing skills. This study aimed to evaluate the effects of communication skills training through the Calgary-Cambridge model on interviewing skills among midwifery students.
Methods: This two-group pretest-posttest randomized controlled field trial was conducted in 2017–2018. The number of participants was thirty including the students in the sixth and eighth semester of bachelor of midwifery conveniently recruited from Golestan University of Medical Sciences, Gorgan, Iran. Initially, their interviewing skill was assessed using Evan and colleague’s History-taking Rating Scale. Then, they were randomly allocated to a control (15) and to an intervention group (15) through stratified randomization based on their interviewing skill scores and their academic semester. Participants in the control group did not receive any communication skills training, while those in the intervention group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly (16 hours). Interviewing skills in the control and in the intervention groups was re-assessed respectively four weeks after pretest and four weeks after the intervention. Exclusion criteria were unilateral withdrawal from the study, two or more absences from communication skills training sessions, and failure to attend the communication skills assessment session. Therefore, one student in the control group and one student in the experimental group were excluded. Data were analyzed using SPSS software (v. 18.0).
Results: The pretest mean score of interviewing skills in the intervention and the control groups was 33.71±7. 342 and 33.64±6.021 respectively, with no significant between-group difference (P = 0.978). At posttest, the mean score of interviewing skills in the intervention and the control groups was 54.50±8.169 and 33.93±5.399 respectively and the between-group difference was statistically significant (P < 0.001).
Conclusions: Communication skills training through Calgary-Cambridge model is effective in significant improving midwifery students’ interviewing skills. The Calgary-Cambridge model could be used as part of the midwifery educational curriculum to improve the skills of interviewing midwifery students.
Asieh.sadat Baniaghil, Shohreh Ghasemi, Masumeh Rezaei Aval, Nasser Behnampour,
Volume 17, Issue 2 (4-2020)
Abstract
Background: Communication skills are of top priority for health care provider's professional traits and communication is an essential part of the midwifery care. Many studies of midwifery and midwifery students' communication skills are poor and average. This study aimed to evaluate the effects of communication skills training through the Calgary Cambridge model on communication skill among midwifery students.
Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software.
Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122.43±9.40 and 122.29±7.81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122±8.06 and 120±8.08 and the between-group difference was not significant (P=0.51).
Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students’ communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model.
John Bright Agyemang, Abigail Kusi-Amponsah Diji, Richard Adongo Afaya, Hanson Boakye, Evans Oduro, Albert Amagyei, Joana Kyei-Dompim,
Volume 17, Issue 2 (4-2020)
Abstract
Background: The knowledge and attitudes of nurses and midwives, as well as nursing and midwifery students on pediatric pain are crucial in the management of hospitalized children’s pain. However, few studies have addressed the preparedness of nursing and midwifery students to manage children’s pain based on their knowledge and attitudes. This study therefore assessed nursing and midwifery students’ knowledge and attitudes pertaining to children’s pain management.
Methods: This descriptive cross-sectional study was conducted on 554 nursing and midwifery students who were in their last year at four nursing and midwifery training institutions in city Ghana in 2018-2019. Data were collected over a three-month period using the Pediatric Nurses’ Knowledge and Attitudes Survey regarding pain (PNKAS). Data analyzed by the SPSS version 25 and presented using descriptive statistics and independent T test and one-way ANOVA.
Results: Participants had an average PNKAS score of 42.1% (range: 21.4% to 81.0%). The nursing and midwifery students in either public (44.1%±7.9%) or private (43.7%±9.6%) university had significantly higher scores than those in a public nursing and midwifery training college (40.3%± 6.9%) (p<.001).
Conclusion: Nursing and midwifery students in the study generally had insufficient knowledge and attitudes toward children’s pain. There is an urgent need to intensify education in this area so as to adequately prepare these students to cater to the pain needs of vulnerable children and their families. Future studies should focus on how student’s theoretical knowledge and attitudes are linked to their pediatric pain assessment and management practices.
Abdolhussein Shakurnia, Ata Ghadiri, Maedeh Hamidi, Niloofar Jelodar,
Volume 19, Issue 1 (1-2022)
Abstract
Background: Human papillomavirus (HPV) is one of the most important causes of cervical cancer. It is essential to evaluate the knowledge and attitude of people about HPV infection in the community, especially among midwifery students who will act as health professionals in the society. This study aimed to determine the knowledge and attitude of midwifery students toward HPV infection and cervical cancer.
Methods: This cross-sectional study was done on midwifery students at Jundishapur University of Medical Sciences in Ahvaz (Iran) in 2019. 141 midwifery students were recruited through census. The knowledge and attitude of 112 eligible midwifery students toward HPV infection were assessed using a self-administered questionnaire. The validity and reliability of the questionnaire were confirmed. Data were analyzed in SPSS16 using the chi-square test and the Pearson’s correlation coefficient at statistical significance of 0.05.
Results: Mean age of midwifery students was 21.6±2.4 years. Of 112 students, only 38 (33%) had desirable knowledge about HPV infection. The majority of students (77.7%) had a positive attitude towards HPV infection. The knowledge and attitude of midwifery students in different academic years did not differ significantly (P>0.05).
Conclusion: There is insufficient knowledge about HPV infection and cervical cancer prevention among midwifery students at the Jundishapur University of Medical Sciences in Ahvaz. Therefore, it is recommended to incorporate HPV-related educational programs in order to increase students' awareness.
Ezgi Şahi̇n, Saadet Yazici,
Volume 19, Issue 2 (9-2022)
Abstract
Background: The research was carried out to examine the effect of a parenting preparation course given to midwifery students during an academic semester on the preferred mode of delivery, fear of childbirth, and traumatic birth perception.
Methods: This was a quasi-experimental study with a pretest-posttest design that included 47 second-year students enrolled in the parenting preparation course. Students took the parenthood preparation course, 2 hours a week, for 14 weeks. Data were collected using a descriptive information form, the pre-pregnancy fear of birth scale, and the perception of traumatic birth scale. Paired t-test and chi-square test were used to evaluate intragroup and intergroup differences. The data were analyzed using SPSS 22.0 software at a statistical significance of 0.05.
Results: The mean age of the students was 20.13±0.67 years. The mean score of pre-pregnancy fear of childbirth was 40.46±9.37 in the pretest and 23.61±6.79 in the posttest. In addition, the mean score of traumatic childbirth perception decreased from 77.34±25.15 in the pretest to 39.44±13.78 in the posttest. The number of students who preferred cesarean section decreased significantly, while the number of students who preferred vaginal delivery increased after the preparation course.
Conclusion: Parenting preparation classes can contribute to the reduction of fear of childbirth and the perception of traumatic childbirth in women.
Yasaman Ahmadian , Tahmineh Dadkhahtehrani , Nafisehsadat Nekuei , Maryam Nasirian ,
Volume 21, Issue 1 (4-2024)
Abstract
Background: Mutual rights in the medical system have always been considered an important component of medical ethics. Observance of midwives' rights could affect the quality of their services. This study was conducted to determine the methods for improving the observance of midwives' rights from the perspective of midwives and related managers.
Methods: This cross-sectional study was performed on 346 midwives and 19 hospital managers in 9 hospitals in Isfahan (Iran) 2018 -2019. The sample was selected from the midwives using the census method and from the managers using the purposive method. Data were collected using a questionnaire containing demographic, managerial-organizational, and individual methods to improve the observance of midwives' rights. Findings were analyzed using descriptive/inferential statistics (T- test) in SPSS v. 18 software.
Results: Managerial-organizational and individual methods from the perspective of midwives and managers (total view) were not significantly different (P>0.05). The most important managerial-organizational method to improve the observance of midwives' rights included "increasing the level of awareness of midwifery staff about their rights and their recognition" with a mean and standard deviation (SD) of 4.32 ± 0.78, and one of the most important individual methods was to "improve work conscience" with a mean and SD of 4.35 ± 0.80.
Conclusion: Managerial-organizational and individual methods are important to increase the observance of midwives' rights in the hospital. In order to improve midwifery services and midwives' health, hospital managers must make the necessary efforts to increase the observance of midwives' rights by considering related factors.
