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Case study learning: A woman-centred approach to curriculum development
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Posters / Women and Birth 26 (2013) S22–S41
vey clearly indicated the immediate need for ongoing support and provision of continued education opportunities for midwives of all experience levels caring for women with identified psychosocial risk factors. A short 7 min DVD on ‘identifying lost opportunities, techniques and challenges when conduct the antenatal psychosocial asssesment’ has been developed locally to be used a teaching resource. The evaluations from the first one-day workshop were very positive with a high level of satisfaction. The post-workshop evaluation (4–6 weeks later) indicated that all respondents have applied strategies from the workshop in their work practices with an overall eg. The percentage of participants feeling confident in ‘Responding to a woman who answers ‘Yes’ to EDS question 10 (self harm/suicide)’ increased from 44% to 88%. Additional findings will be presented. http://dx.doi.org/10.1016/j.wombi.2013.08.204 Case study learning: A woman-centred approach to curriculum development Karen Munro ∗ , Debra Clay University of Tasmania, Launceston, Australia The aim of the project was to develop a midwifery curriculum for predominately online delivery, using the ANMC Competency Standards for the Midwife as a framework. Description of the innovation As with all midwifery curricula, the ANMC competency standards form an integral part of student assessment and performance. The UTAS curriculum was developed using the same over arching framework as the competency standards – woman centred care – with an underpinning of the principles of primary health care. This was achieved by integrating theory, knowledge and skills into case studies rather than fragmented, discreet modules of ‘standalone’ theory and practice. The ANMC Competency Standards domains of Legal and Professional Practice, Midwifery Knowledge and Practice, Midwifery as Primary Health Care and Reflective and Ethical Practice were threaded through the case studies to highlight the significance of the standards to midwifery practice. Student feedback was highly positive. A case study were developed to introduce students to the context in which womenlive, preconception care, normal antenatal, intrapartum and postnatal midwiferycare. The midwifery students followed ‘Belinda and Michael’ for two semesters developing an understanding of foundational midwifery knowledge. Five case studies were developed to demonstrate the complexity of high risk, collaborative maternity care. This innovation allowed a woman centred approach to complex care as it demonstrated the connections between many of the complex issues that women may experience. These case studies also spanned over two semesters and covered the antenatal, intrapartum, and postnatal periods. This learning approach could be adopted for use in other tertiary midwifery schools. Midwifery students are provided with an integrated curriculum in which the standards are imbedded. Critical thinking and clinical reasoning skills are enhanced by providing a holistic approach to learning and teaching. This innovation supports midwifery philosophy and has had very positive feedback from clinical practice. http://dx.doi.org/10.1016/j.wombi.2013.08.205
Continuity of care in pregnancy: Saving lives Kerry Peart Barwon Health, Victoria, Australia This poster provides a clinical case examination of a model of continuity of care that cares for women with all risk factors in pregnancy and birth. Midwifery care provides a safety net for those women who present with an array of complex social and health issues during their pregnancy and allows midwives the opportunity to case manage the myriad of complex factors that impinge upon some women’s pregnancy. The author will argue that consistency of midwifery care giver improves the outcomes for these families by providing the interface with a range of maternity caregivers in the public health sector. http://dx.doi.org/10.1016/j.wombi.2013.08.206 Dar a luz ‘To bring to the light’ a pilot study of English and Spanish birth pain narratives Stephanie Power ∗,1 , Fiona Bogossian 1 , Jennifer Strong 2 , Roland Sussex 3 1 School of Nursing and Midwifery, University of Queensland, Brisbane, Australia 2 School of Health & Rehabilitation Sciences, University of Queensland, Australia 3 Centre for Educational Innovation and Technology, University of Queensland, Australia
Pain is mostly a subjective experience, which relies considerably on communication through language, yet is often difficult to convey. Pain language is therefore an important aspect of understanding and assessing another’s pain and may be mediated by culture, and other factors, for example, previous pain experiences and personality. Standardised pain assessment tools such as the McGill Pain Questionnaire (MPQ), Acceptance Symptom Assessment Scale (ASAS) and the Visual Analogue Scale (VAS) rely on eliciting pain words according to a pre-determined criterion and may not adequately describe pain, particularly in complex pain phenomena such as labour. In a Western hospital context, the Partogram is the clinically accepted tool used during labour. Although this visual record monitors the progress of labour, it does not capture the pain phenomenon nor the cultural context in which it occurs. Rather assessment, interpretation and responses to pain largely rest with the individual midwife’s expertise and intuition. This pilot study will examine pain narratives, specifically the language of labour (words, expressions, non-verbal behaviour) and the role of culture, to gain a comprehensive linguistic and cultural understanding of the birth experiences of English and Spanish speaking mothers. Ten to sixteen women will be interviewed using a qualitative ethnolinguistic approach. A semi-structured Multicultural Childbirth Pain Experience (MCPE) Interview will be utilised, which asks women to reflect upon and describe their child birth with a focus on labour pain. Pain language will be analysed using Computer Assisted Data Analysis (CADA) and themes identified with narrative data analysis. The accurate assessment of pain is important to effectively respond to the needs of the individual birthing woman. The outcomes of this pilot study will inform further research into birth pain, bring into focus experienced midwives’ understanding, expertise and intuition of the phenomenon of labour, and further develop cultural sensitivity, awareness and communication skills to help inform the next generation of midwives. http://dx.doi.org/10.1016/j.wombi.2013.08.207
Posters / Women and Birth 26 (2013) S22–S41
vey clearly indicated the immediate need for ongoing support and provision of continued education opportunities for midwives of all experience levels caring for women with identified psychosocial risk factors. A short 7 min DVD on ‘identifying lost opportunities, techniques and challenges when conduct the antenatal psychosocial asssesment’ has been developed locally to be used a teaching resource. The evaluations from the first one-day workshop were very positive with a high level of satisfaction. The post-workshop evaluation (4–6 weeks later) indicated that all respondents have applied strategies from the workshop in their work practices with an overall eg. The percentage of participants feeling confident in ‘Responding to a woman who answers ‘Yes’ to EDS question 10 (self harm/suicide)’ increased from 44% to 88%. Additional findings will be presented. http://dx.doi.org/10.1016/j.wombi.2013.08.204 Case study learning: A woman-centred approach to curriculum development Karen Munro ∗ , Debra Clay University of Tasmania, Launceston, Australia The aim of the project was to develop a midwifery curriculum for predominately online delivery, using the ANMC Competency Standards for the Midwife as a framework. Description of the innovation As with all midwifery curricula, the ANMC competency standards form an integral part of student assessment and performance. The UTAS curriculum was developed using the same over arching framework as the competency standards – woman centred care – with an underpinning of the principles of primary health care. This was achieved by integrating theory, knowledge and skills into case studies rather than fragmented, discreet modules of ‘standalone’ theory and practice. The ANMC Competency Standards domains of Legal and Professional Practice, Midwifery Knowledge and Practice, Midwifery as Primary Health Care and Reflective and Ethical Practice were threaded through the case studies to highlight the significance of the standards to midwifery practice. Student feedback was highly positive. A case study were developed to introduce students to the context in which womenlive, preconception care, normal antenatal, intrapartum and postnatal midwiferycare. The midwifery students followed ‘Belinda and Michael’ for two semesters developing an understanding of foundational midwifery knowledge. Five case studies were developed to demonstrate the complexity of high risk, collaborative maternity care. This innovation allowed a woman centred approach to complex care as it demonstrated the connections between many of the complex issues that women may experience. These case studies also spanned over two semesters and covered the antenatal, intrapartum, and postnatal periods. This learning approach could be adopted for use in other tertiary midwifery schools. Midwifery students are provided with an integrated curriculum in which the standards are imbedded. Critical thinking and clinical reasoning skills are enhanced by providing a holistic approach to learning and teaching. This innovation supports midwifery philosophy and has had very positive feedback from clinical practice. http://dx.doi.org/10.1016/j.wombi.2013.08.205
Continuity of care in pregnancy: Saving lives Kerry Peart Barwon Health, Victoria, Australia This poster provides a clinical case examination of a model of continuity of care that cares for women with all risk factors in pregnancy and birth. Midwifery care provides a safety net for those women who present with an array of complex social and health issues during their pregnancy and allows midwives the opportunity to case manage the myriad of complex factors that impinge upon some women’s pregnancy. The author will argue that consistency of midwifery care giver improves the outcomes for these families by providing the interface with a range of maternity caregivers in the public health sector. http://dx.doi.org/10.1016/j.wombi.2013.08.206 Dar a luz ‘To bring to the light’ a pilot study of English and Spanish birth pain narratives Stephanie Power ∗,1 , Fiona Bogossian 1 , Jennifer Strong 2 , Roland Sussex 3 1 School of Nursing and Midwifery, University of Queensland, Brisbane, Australia 2 School of Health & Rehabilitation Sciences, University of Queensland, Australia 3 Centre for Educational Innovation and Technology, University of Queensland, Australia
Pain is mostly a subjective experience, which relies considerably on communication through language, yet is often difficult to convey. Pain language is therefore an important aspect of understanding and assessing another’s pain and may be mediated by culture, and other factors, for example, previous pain experiences and personality. Standardised pain assessment tools such as the McGill Pain Questionnaire (MPQ), Acceptance Symptom Assessment Scale (ASAS) and the Visual Analogue Scale (VAS) rely on eliciting pain words according to a pre-determined criterion and may not adequately describe pain, particularly in complex pain phenomena such as labour. In a Western hospital context, the Partogram is the clinically accepted tool used during labour. Although this visual record monitors the progress of labour, it does not capture the pain phenomenon nor the cultural context in which it occurs. Rather assessment, interpretation and responses to pain largely rest with the individual midwife’s expertise and intuition. This pilot study will examine pain narratives, specifically the language of labour (words, expressions, non-verbal behaviour) and the role of culture, to gain a comprehensive linguistic and cultural understanding of the birth experiences of English and Spanish speaking mothers. Ten to sixteen women will be interviewed using a qualitative ethnolinguistic approach. A semi-structured Multicultural Childbirth Pain Experience (MCPE) Interview will be utilised, which asks women to reflect upon and describe their child birth with a focus on labour pain. Pain language will be analysed using Computer Assisted Data Analysis (CADA) and themes identified with narrative data analysis. The accurate assessment of pain is important to effectively respond to the needs of the individual birthing woman. The outcomes of this pilot study will inform further research into birth pain, bring into focus experienced midwives’ understanding, expertise and intuition of the phenomenon of labour, and further develop cultural sensitivity, awareness and communication skills to help inform the next generation of midwives. http://dx.doi.org/10.1016/j.wombi.2013.08.207