Advance Care Planning in Obstetrics: Effectiveness of a Didactic Intervention on Provider Comfort and Knowledge

INTRODUCTION: Within obstetrics care, it can be difficult to discuss death and advances directives (AD). Recent maternal illnesses and deaths secondary to COVID-19 highlight the importance of these conversations. There is little available research regarding AD in obstetrics, especially within medical education. This study aimed to establish a baseline of obstetric provider comfort and knowledge with this material, provide education, and then reassess comfort and knowledge. METHODS: Institutional review board committee approval was waived for this study. A pre-intervention survey, including a unique identifier to allow for pairing of pre/post-surveys, was emailed to residents of a large university obstetrics and gynecology department with questions assessing comfort and knowledge of AD. The intervention was a 45-minute lecture covering definitions and local state laws relating to AD. A postsurvey, with identical questions to the presurvey, was sent 2 weeks after the intervention. Only paired responses were analyzed, using paired t test. RESULTS: Twenty-three residents (96% of program) participated in the presurvey;17 (71%) participated in the postsurvey. All were matched to presurvey responses and analyzed. In the presurvey, 41% of respondents were usually or always comfortable identifying surrogate decision makers, which increased to 82% in the postsurvey, a 41% difference (P =.01). With regards to the knowledge-based questions, the mean correct response was 56% in the presurvey and 87% in the postsurvey, a 31% difference (P <.001). CONCLUSION: A simple didactic intervention showed improvement in comfort and knowledge surrounding topics of AD for ob-gyn residents. Additional research relating to patient awareness of AD during pregnancy could be explored. [ FROM AUTHOR] Copyright of Obstetrics & Gynecology is the property of Lippincott Williams & Wilkins and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Stay Home, Stay Connected: Providing Supplemental Education and Psychosocial Support for Pregnant People

INTRODUCTION: The traditional medical model of prenatal care may miss opportunities for anticipatory guidance and psychosocial support for pregnant people. We describe Stay Home, Stay Connected (SHSC), a virtual, service-learning, pregnancy support group that supplements routine prenatal care. METHODS: Stay Home, Stay Connected was implemented during the acute COVID-19 pandemic and updated in January 2022 in keeping with relaxation of COVID-19 restrictions. The program consists of monthly small-group sessions with 8–10 pregnant people at similar gestational age, led by an obstetric provider (eg, physician, midwife) and medical, midwifery, and social work students. Recorded group classes on mental health and wellness are available on-demand. In our IRB-exempt assessment of SHSC patients from January 2022 to October 2022, we obtained consent and collected surveys at enrollment and after sessions to assess participants' reasons for joining and overall satisfaction. RESULTS: Since program updates, 80 patients have participated in 5 small groups, led by 4 providers and 8 students. Of the 80 patients registered for SHSC, 65 (81%) completed the enrollment survey. The top reasons for joining SHSC were desire for extra support, more information about pregnancy, and connection with other patients. The majority of participants who completed satisfaction surveys, reported sessions were helpful to their learning (32/34, 94%) and feeling supported (25/26, 96%). All participants surveyed reported they would recommend SHSC to other pregnant patients. CONCLUSION: A virtual service-learning pregnancy support group remains feasible and acceptable for participants after the acute COVID-19 pandemic. We are continuing to expand and develop SHSC to fulfill unmet needs in pregnancy. [ FROM AUTHOR] Copyright of Obstetrics & Gynecology is the property of Lippincott Williams & Wilkins and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Learning throughout the storm

Newly qualified midwives highlight the lessons they learnt during their final year of training during the global pandemic

Online learning experiences among nursing and midwifery students during the Covid-19 outbreak in Ghana: A cross-sectional study.

As a result of the COVID-19 pandemic, schools in Ghana were compelled to suspend routine learning activities and shut down to avert a possible public health crisis. As such, online learning was introduced as a temporary measure to ensure continuity in learning. For nursing and midwifery students who are usually more engaged in face-to-face practical learning, it will be interesting to ascertain how they experienced online learning during the COVID-19 pandemic in a technologically deprived country. Hence, data was collected from March to June 2021 using online methods and a cross-sectional study design among students of nursing and midwifery training colleges in the five regions of Northern Ghana. Logistic regression and descriptive analysis were conducted using SPSS (version 22) to determine the association between (1) socio-demographic factors, (2) internet exposure and accessibility factors, and the outcome variable; students' experiences. The results for 318 students revealed that pleasant experiences were below average (42.8%) and that reliable college internet connectivity, older age, year of study, and residence in southern Ghana were significant predictors of pleasant experiences. However, high cost of data and home distractions were identified as the main challenges to online learning. Therefore, it is important for nursing and midwifery training colleges in northern Ghana to establish robust information and communication technology infrastructure on their campuses to ensure reliable internet connectivity.

100 years of progress

The 2030 Agenda for Sustainable Development, adopted by all United Nations member states in 2015, provides a blueprint for the wellbeing of people and the planet. Te crises in Ukraine, Syria and Afghanistan demonstrate the challenges of providing high-quality sexual, reproductive, maternal and newborn healthcare in areas of confict and mass human migration;women (including midwives), adolescent girls and newborns are especially vulnerable in humanitarian emergencies. Te ICM's Push Campaign aims to accelerate progress on reducing maternal and neonatal mortality, advance sexual and reproductive health rights, address key barriers to women's leadership in the global health workforce, and shift underlying gender norms that undervalue women's rights, lives and work.

FIGO wish to advance practice of Obstetrics and Gynaecology through Education, Training and Research

One of the scientific sessions during the SOGP 18th International Hybrid Conference 2022 held at Karachi from February 25th to February 27th 2022 was devoted to management of Covid during pregnancy. SGOP andamp;FIGO Plenary session Dr. Jeane Conry President of FIGO was the guest speaker in this virtual session who talked about Covid 19 Challenges and Opportunities: The FIGO strategic Plan. [Extracted from the article] Copyright of Pulse International is the property of Knowledge Bylanes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Emergency remote teaching for interprofessional education during COVID-19: student experiences

This is the third in a series of articles exploring experiences of engaging with interprofessional education during the COVID-19 pandemic. This article focuses on experiences of emergency remote teaching from the student perspective, considering the enablers and barriers to effective learning and taking into account the logistical, technological and theoretical considerations for facilitating an authentic learning experience in line with professional standards. A global perspective of interprofessional education during lockdown is provided through case studies, providing an opportunity to benchmark against examples of best practice to ensure online interprofessional education is successful in preparing students to work within a multiprofessional, multi-agency team to provide high-quality care through effective team working. [ FROM AUTHOR] Copyright of British Journal of Midwifery is the property of Mark Allen Holdings Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

User-centered evaluation of Discord in midwifery education during the COVID-19 pandemic: Analysis of the adaptation of the tool to student needs.

INTRODUCTION: In the context of the COVID-19 pandemic in 2020, and in order to overcome the lack of face-to-face contact between students and teachers, the midwifery department of Grenoble (France) decided to use the Discord tool in the training of midwifery students. In order to evaluate the relevance of using instant messaging software for the education of future midwives, the tool was evaluated by the students. METHODS: We conducted, in January 2021, a user-centered online study with all midwifery students in training for the classes of 2020-2021, using the French translation of Anstey and Watson's Rubric for the Evaluation of eLearning Tools. This evaluation analyzed the different dimensions of Discord in the context of training: functionality, accessibility, technology, design, privacy and data protection, social presence, pedagogical presence, and cognitive presence. RESULTS: Discord had a good functionality for 75% of the students surveyed. They found Discord to be suitable for maintaining social links and creating serious games. But they did not find it useful for following courses or practical work. More than 80% of the midwifery students interviewed agreed that Discord can be adapted to different learning contexts. CONCLUSIONS: The department can continue to use Discord without reservation for the creation of serious games, as well as for maintaining links between students and teaching staff in the department. Discord has the characteristics of a social network, allowing students to connect with each other.

Abortion With Pills: Review of Current Options in The United States.

Interest in self-management approaches to abortion with pills in the United States preceded the coronavirus disease 2019 (COVID-19) pandemic and has accelerated during this global health crisis. Coupled with the unclear future of legal abortion in the United States, clinical care providers need to be aware of the range of self-managed abortion approaches and of the varying levels of engagement with the formal health care system they entail. This article is intended to serve as a resource to inform providers of the current landscape of abortion with pills in the United States, while also describing possible shifts in the future that may result due to the ongoing pandemic and the continuing erosion of access to abortion care and services.

A cross sectional study of midwifery students' experiences of COVID-19: Uncertainty and expendability.

The impact of COVID-19 on midwifery students is anticipated to be multi-faceted. Our aim was to explore Australian midwifery students' experiences of providing maternity care during the COVID-19 pandemic. In a cross-sectional study 147 students were recruited through social media. Data were collected through an online survey and semi-structured interviews. Surveys were analysed using descriptive statistics; interviews and open text responses were interpreted through qualitative analysis. Findings revealed students found communication from hospitals and universities to be confusing, inconsistent and they relied on mass media and each other to remain updated. Moving to online learning and being isolated from peers made learning difficult. During clinical placements, students felt expendable in terms of their value and contribution, reflected in essential equipment such as personal protective equipment not always being available to them. Witnessing perceived compromised midwifery care increased students' emotional burden, while personal household responsibilities and financial concerns were problematic. One silver lining witnessed was women's appreciation of an improved 'babymoon', with fewer visitors, allowing uninterrupted time to establish breastfeeding and connection with their baby. Findings may guide management of midwifery education during future pandemics or health crises for universities and hospitals.

Sustaining quality education and practice learning in a pandemic and beyond: 'I have never learnt as much in my life, as quickly, ever'.

The context of healthcare and of healthcare education has radically changed as a result of the Covid-19 pandemic. To identify positive strategies for midwifery education in this context, five case studies from the UK and beyond were conducted using an appreciative enquiry approach, from the perspectives of students, the maternity services, cross-university collaboration, and digital learning. A health system analysis was used to identify strategies to cope, adapt, and transform for the future, at the levels of individuals, teams, and the whole system. Findings showed that the implementation of effective responses was possible. Responding effectively and rapidly to a shock as profound as this pandemic requires courageous, respectful, evidence-based, innovative, collaborative, cross-sectoral working and leadership across education institutions, practice settings, the regulator, government, and with students themselves. Pre-existing trusting relationships and collaborative systems supported rapid responses. Effective digital learning requires a pro-active, student-centred approach, and addressing the problems of inequitable access to equipment and space. Joint problem-solving and focussing on the key outcomes that matter contribute to developing successful strategies and robust processes. The pandemic provides an opportunity for student midwives to be re-imagined as essential members of midwifery teams and not 'just students'. Transformative actions identified include whole-system working, tackling longstanding problems including racism, poverty, prejudice, and systemic discrimination, and keeping students at the heart of the education system.