The doctorate of nursing practice and entry into midwifery practice: Issues for consideration and debate.

The American College of Nurse-Midwives represents two cadres of midwifery professionals: certified nurse-midwives who are educated in both midwifery and nursing, and certified midwives who are educated in the discipline of midwifery. Certified nurse-midwives are designated by nursing professional organizations as advanced practice nurses. The United States nursing profession is advancing toward adoption of the Doctor of Nursing Practice degree, as the entry into practice credential for advanced practice nursing. There is no evidence to date to demonstrate differences in clinical practice outcomes between certified nurse-midwives and certified midwives. A secondary analysis of data from a series of compensation and benefits surveys did not demonstrate differences in salaries between respondents who held a practice-focused doctoral degree compared to a master's degree. The requirement of the practice-focused nursing doctoral degree for entry into midwifery practice for certified nurse-midwives would require additional evidence to support both a professional and a business case for such a change in policy. It would also require consideration of the professional and business impact that such a policy would have on certified midwives who do not hold the nursing credential. Equivalent entry into practice pathways would need to be developed.

Competence for basic midwifery practice: Updating the ICM essential competencies.

OBJECTIVE: To obtain consensus amongst midwifery experts globally about the essential competencies for basic midwifery practice. DESIGN: A modified Delphi approach, involving a three-round online survey. PARTICIPANTS: Midwifery leaders, educators and regulators in all ICM regions, along with representatives of organisations affiliated to ICM. METHODS: The research team worked closely with a Core Working Group and a Task Force. An initial set of competencies and components was developed through a content analysis of existing competency documents and presented to participants in Round 1 of the survey. Items identified as essential by at least 85% of participants were endorsed. Remaining items and new items identified by participants were returned to participants in Rounds 2 and 3 for further rating. FINDINGS: The study achieved a wide sample representative of midwifery experts across all ICM regions and countries, language groups, and income categories. Only a small number of competencies relating to the wider role of the midwife were endorsed as essential competencies. Competencies and components relating to professional and personal attributes were extended. Although most competencies and components relating to core midwifery practice were endorsed as essential competencies, several were rejected relating to abortion-related care, cancer screening, infertility, and gynaecology. Findings are, nevertheless, highly consistent with the scope of practice delineated in the current 2010/2013 version of the ICM Essential Competencies for Basic Midwifery Practice. KEY CONCLUSIONS AND IMPLICATIONS FOR PRACTICE: The extension of professional and personal attributes reflects the recent emphasis on respectful midwifery care. The rejection of most of the additional competencies and components relating to the wider role of the midwife and endorsement of most of those considered to relate to core midwifery practice indicates that the scope of midwifery practice remains essentially unchanged through 2017.

A Rapid Assessment Tool for affirming good practice in midwifery education programming.

OBJECTIVE: to design a criterion-referenced assessment tool that could be used globally in a rapid assessment of good practices and bottlenecks in midwifery education programs. DESIGN: a standard tool development process was followed, to generate standards and reference criteria; followed by external review and field testing to document psychometric properties. SETTING: review of standards and scoring criteria were conducted by stakeholders around the globe. Field testing of the tool was conducted in Myanmar. PARTICIPANTS: eleven of Myanmar׳s 22 midwifery education programs participated in the assessment. FINDINGS: the clinimetric tool was demonstrated to have content validity and high inter-rater reliability in use. KEY CONCLUSIONS: a globally validated tool, and accompanying user guide and handbook are now available for conducting rapid assessments of compliance with good practice criteria in midwifery education programming.

Task Analysis as a Resource for Strengthening Health Systems.

Task analysis is a descriptive study methodology that has wide application in the health professions. Task analysis is particularly useful in assessment and definition of the knowledge, skills, and behaviors that define the scope of practice of a health profession or occupation. Jhpiego, a US-based nongovernmental organization, has adapted traditional task analysis methods in several countries in assessment of workforce education and practice issues. Four case studies are presented to describe the utility and adaptability of the task analysis approach. Traditional task analysis field survey methods were used in assessment of the general and maternal-child health nursing workforce in Mozambique that led to curriculum redesign, reducing the number of education pathways from 4 to 2. The process of health system strengthening in Liberia, following a long history of civil war conflict, included a traditional task analysis study conducted among 119 registered nurses and 46 certified midwives who had graduated in the last 6 months to 2 years to determine gaps in education and preparation. An innovative approach for data collection that involves "playing cards" to document participant opinions (Task Master, Mining for Data) was developed by Jhpiego for application in other countries. Results of a task analysis involving 54 nurses and 100 nurse-midwives conducted in Lesotho were used to verify the newly drafted scope and standards of practice for nurses and to inform planning for a competency-based preservice curriculum for nursing. The Nursing and Midwifery Council developed a 100-question licensing examination for new graduates following a task analysis in Botswana. The task analysis process in each country resulted in recommendations that were action oriented and were implemented by the country governments. For maximal utility and ongoing impact, a task analysis study should be repeated on a periodic basis and more frequently in countries undergoing rapid change in development of workforce policy.

Assessment of provider competence and quality of maternal/newborn care in selected Latin American and Caribbean countries.

OBJECTIVE: To obtain a snapshot of the maternal and newborn care provided by different types of maternal and child health providers in Latin America and the Caribbean (LAC) to 1) better inform advocacy and programmatic strategies and interventions to improve the quality of those services in the region, and 2) determine the need for more rigorous study of the issues. METHODS: A rapid assessment of 83 health workers providing antepartum, intrapartum, and immediate postpartum and newborn care (within two hours of birth) in eight LAC countries was conducted in November and December of 2011. Health workers were observed by two-person expert maternal/newborn clinician teams using pretested forms based on international quality-of-care standards. A total of 105 care encounters were observed, primarily in urban, public, referral-level settings. Providers of care included obstetricians, midwives, generalist physicians, medical residents, registered nurses, auxiliary nurses, and students of medicine, midwifery, and nursing. RESULTS: Hand washing, as an indicator of quality of antepartum care, was observed in only 41% of the observed encounters. Labor management often lacked certain elements of respectful maternity care across all provider groups. Several clinical tasks of high importance in the identification and prevention of common complications of antepartum, intrapartum, and immediate postpartum/newborn care were not documented as performed during the observation periods. Providers self-reported limited competence (ability to perform to a defined level of proficiency) in manual removal of the placenta, bimanual compression of the uterus, and newborn resuscitation. CONCLUSIONS: The findings suggest that 1) the quality of maternal and newborn care and 2) the competence of maternal and child health providers in the diverse selection of LAC countries that were studied require substantial attention.

Assessment of provider competence and quality of maternal/newborn care in selected Latin American and Caribbean countries / Evaluación de la competencia de los proveedores y la calidad de la atención materna y del recién nacido en países de América Latina y el Caribe

OBJECTIVE: To obtain a snapshot of the maternal and newborn care provided by different types of maternal and child health providers in Latin America and the Caribbean (LAC) to 1) better inform advocacy and programmatic strategies and interventions to improve the quality of those services in the region, and 2) determine the need for more rigorous study of the issues. METHODS: A rapid assessment of 83 health workers providing antepartum, intrapartum, and immediate postpartum and newborn care (within two hours of birth) in eight LAC countries was conducted in November and December of 2011. Health workers were observed by two-person expert maternal/newborn clinician teams using pretested forms based on international quality-of-care standards. A total of 105 care encounters were observed, primarily in urban, public, referral-level settings. Providers of care included obstetricians, midwives, generalist physicians, medical residents, registered nurses, auxiliary nurses, and students of medicine, midwifery, and nursing. RESULTS: Hand washing, as an indicator of quality of antepartum care, was observed in only 41% of the observed encounters. Labor management often lacked certain elements of respectful maternity care across all provider groups. Several clinical tasks of high importance in the identification and prevention of common complications of antepartum, intrapartum, and immediate postpartum/newborn care were not documented as performed during the observation periods. Providers self-reported limited competence (ability to perform to a defined level of proficiency) in manual removal of the placenta, bimanual compression of the uterus, and newborn resuscitation. CONCLUSIONS: The findings suggest that 1) the quality of maternal and newborn care and 2) the competence of maternal and child health providers in the diverse selection of LAC countries that were studied require substantial attention.

OBJETIVO: Obtener una visión panorámica de la atención materna y del recién nacido prestada por diferentes tipos de proveedores de salud maternoinfantil en América Latina y el Caribe para 1) fundamentar mejor las estrategias e intervenciones de promoción de la causa y programáticas con objeto de mejorar la calidad de esos servicios en la región, y 2) determinar la necesidad de estudios más rigurosos sobre estos temas. MÉTODOS: En noviembre y diciembre del 2011, se llevó a cabo una evaluación rápida de 83 trabajadores sanitarios que prestaban atención antes del parto, intraparto, y posparto inmediata y del recién nacido (durante las dos horas posteriores al parto) en ocho países de América Latina y el Caribe. Los trabajadores sanitarios fueron observados por equipos de dos clínicos expertos en atención materna y del recién nacido mediante el empleo de instrumentos previamente puestos a prueba y basados en estándares internacionales de calidad de la atención. Se observaron 105 encuentros de atención que tuvieron lugar principalmente en centros de atención urbanos, públicos y de derivación. Los proveedores de atención fueron obstetras, parteras, médicos generalistas, médicos residentes, personal de enfermería titulado, personal auxiliar de enfermería, y estudiantes de medicina, partería y enfermería. RESULTADOS: El lavado de las manos, como indicador de la calidad de la atención antes del parto, solo se observó en 41% de los encuentros observados. El manejo del parto a menudo carecía de ciertos elementos de atención respetuosa a la maternidad en todos los grupos de proveedores. Durante los períodos de observación, no se pudo comprobar la realización de diversas tareas clínicas de alta importancia para detectar y prevenir las complicaciones comunes de la atención antes del parto, intraparto, y posparto inmediata y del recién nacido. Los proveedores autonotificaron limitada competencia (capacidad para operar a un nivel definido de habilidad) en la extracción manual de la placenta, la compresión bimanual del útero y la reanimación del recién nacido. CONCLUSIONES: Los resultados indican que 1) la calidad de la atención materna y del recién nacido y 2) la competencia de los proveedores de salud maternoinfantil en los países de América Latina y el Caribe estudiados requieren considerable atención.

Competency-based education: the essential basis of pre-service education for the professional midwifery workforce.

BACKGROUND: many articles published in the decade since promulgation of the Millennium Development Goals have acknowledged the distinct advantages to maternal and newborn health outcomes that can be achieved as a result of expanding access to skilled birth attendant (including midwifery) services. However, these advantages are often predicated on the assumption that the midwifery workforce shares a common definition and identity. Regrettably, a clear delineation of midwifery competencies is rarely addressed. A core set of midwifery competencies is essential to providing the high quality services that lead to the desirable health outcomes described in that body of research. Attribution of improved outcomes to access to midwifery cannot be made without a common understanding of a defined set of services provided to standard by the midwifery workforce across the inter-conceptional and childbearing time frame. The International Confederation of Midwives (ICM) has developed a clear list of competencies that delineate the domains of practice for the fully qualified, professional midwife. These domains frame the educational outcomes that must be conveyed within competency-based education programmes. PURPOSE: this article explores the concept of competency-based education for midwives; first exploring the concept of competency itself, then providing examples of what is already known about competency-based approaches to curriculum design, teacher preparation, teacher support and assessment of student learning. These concepts are linked to the ICM competencies as the unifying construct for education of individuals who share a common definition and identity as midwives.

An innovation in design of a school of nursing evaluation protocol.

Program evaluations in schools of nursing (SONs) serve the purpose of clearly demonstrating how the SON meets the quality standards established by governance, regulatory, and accreditation bodies. The authors describe the step-by-step process taken by a SON to develop a new model of an evaluation protocol that includes linkages to external criteria for evaluation of the plan itself. This analysis and feedback step is often neglected but is essential to the quality improvement process.

The International Confederation of Midwives essential competencies for basic midwifery practice. an update study: 2009-2010.

OBJECTIVE: a 2-year study was conducted to update the core competencies for basic midwifery practice, first delineated by the International Confederation of Midwives in 2002. A competency domain related to abortion-related care services was newly developed. DESIGN: a modified Delphi survey process was conducted in two phases: a pilot item affirmation study, and a global field survey. SETTING: a global survey conducted in 90 countries. PARTICIPANTS: midwifery educators or clinicians associated with midwifery education schools and programmes located in any of the ICM member association countries. Additional participants represented the fields of nursing, medicine, and midwifery regulatory authorities. A total of 232 individuals from 63 member association and five non-member countries responded to one or both of the surveys. The achieved sample represented 42% of member association countries, which was less than the 51% target. However, the sample was proportionally representative of ICM's nine global regions. MEASUREMENTS: survey respondents expressed an opinion whether to retain or to delete any of 255 statements of midwifery knowledge, skill, or professional behaviour. They also indicated whether the item should be a basic (core) item of midwifery knowledge or skill that would be included as mandatory content in a programme of midwifery pre-service education, or whether the item could be added to the fund of knowledge or acquired as an additional skill by those who would need or wish to include the item within the scope of their clinical practice. FINDINGS: a majority consensus of .85 was required to accept the item without further deliberation. An expert panel made final decisions in all instances where consensus was not achieved. The panel also amended the wording of selected items, or added new items based on feedback received from survey respondents. The final document contains 268 items organised within seven competency domains.

The International Confederation of Midwives: Global Standards for Midwifery Education (2010) with companion guidelines.

OBJECTIVE: a 2-year study was conducted to develop Global Standards for Midwifery Education in keeping with core documents of the International Confederation of Midwives. Elements of the standards were based on evidence available in the published and unpublished literature. Companion Guidelines to assist in implementing the standards were also developed. DESIGN: a modified Delphi survey process was conducted in two rounds following item validation by a panel of midwifery education experts. SETTING: a global survey conducted in 88 countries. PARTICIPANTS: midwifery educators and clinicians associated with midwifery education located in any of the ICM member association countries. Additional participants included an Expert Midwifery Resource Group, other Key Stakeholders, midwifery regulators and policy makers. A total of 241 individuals from 46 ICM member association countries and ten non-member countries responded to one or both of the survey rounds. MEASUREMENTS: survey respondents expressed an opinion on whether to retain or to delete any of the proposed components of the standards. Version one had 109 proposed components and version two had 111 items for consideration. FINDINGS: a majority consensus of .80 was required to accept an item without further deliberation. The Education Standards Task Force (expert panel) made final decisions in the four instances where this level of consensus was not reached, retaining all four items. The panel also amended the wording of selected items or added new items based on feedback received from survey respondents. The final document contains 10 Preface items, 35 glossary terms, and 37 discrete standards with 27 sub-sections.

Quality considerations in midwifery pre-service education: exemplars from Africa.

OBJECTIVE: This paper uses comparisons and contrasts identified during an assessment of pre-service education for midwives in three countries in sub-Saharan Africa. The purpose of the paper is to stimulate discussion about issues that must be carefully considered in the context of midwifery educational programming and the expansion of the midwifery workforce. DESIGN AND SETTING: A mixed qualitative and quantitative participatory assessment was conducted in Ethiopia, Ghana and Malawi, in the context of a final review of outcomes of a USAID-funded global project (ACCESS). Quantitative surveys were distributed. Individual and focus group interviews were conducted. PARTICIPANTS: Participants included key informants at donor, government and policy-making levels, representatives of collaborating and supporting agencies, midwives and students in education programmes, and midwives in clinical practice. FINDINGS: Information is presented concerning the challenges encountered by those responsible for midwifery pre-service education related to issues in programming including: pathways to midwifery, student recruitment and admission, midwifery curricula, preparation of faculty to engage in academic teaching and clinical mentorship, modes of curriculum dissemination and teaching/learning strategies, programme accreditation, qualifications for entry-into practice and the assessment of continued competence. KEY CONCLUSIONS: Quality issues must be carefully considered when designing and implementing midwifery pre-service education programmes, and planning for the integration of new graduates into the health workforce. These issues, such as the availability of qualified tutors and clinical teachers, and measures for the implementation of competency-based teaching and learner-assessment strategies, are particularly relevant in countries that experience health manpower shortages. IMPLICATIONS FOR PRACTICE: This review highlights important strategic choices that can be made to enhance the quality of pre-service midwifery education. The deployment, appropriate utilisation and increased number of highly qualified midwifery graduates can improve the quality of maternal and newborn health-care service, and reduce maternal and newborn mortality.

Integration of the practice of active management of the third stage of labor within training and service implementation programming in Zambia.

INTRODUCTION: Postpartum hemorrhage (PPH) is the leading cause of pregnancy-related mortality (cited at 591 per 100,000 Zambian women), and is responsible for up to 60% of maternal deaths in developing countries. Active management of the third stage of labor (AMTSL) has been endorsed as a means of reducing the risk of PPH. The Ministry of Health/Zambia has incorporated the use of AMTSL into its reproductive health guidelines. METHODS: Midwives employed in five public hospitals and eight health centers were interviewed (N = 62), and 82 observations were conducted during the second through fourth stages of labor. RESULTS: Data from facilities in which oxytocin was available (62 births in 11 settings) indicated that a uterotonic was used in 53 of the births (85.5%); however, AMTSL was conducted in strict accord with the currently recommended protocol (a time-specific use of the uterotonic, controlled cord traction, and fundal massage) in only 25 (40.4%) of births. DISCUSSION: Midwives have concerns about risks of maternal to newborn HIV blood transfusion; it is doubtful that they will adopt the currently recommended practice of delayed cord clamping and cutting. Infrastructure issues and supply shortages challenged the ability to correctly and safely implement the AMTSL protocol; nevertheless, facilities were generally ready to support it.

Process and outcomes evaluation of retention strategies within a nursing workforce diversity project.

A commitment to enhancing the diversity of the nursing workforce is reflected in the recruitment and retention strategies designed by Stony Brook University with support of a grant received from the Department of Health and Human Services, Health Resources and Services Administration. Three specific student retention strategies are evaluated in terms of their influence on student inclusion and promotion of student success. A review of the cultural competence of teaching and learning strategies and the promotion of cultural self-awareness underpinned these strategies. A mentorship program designed to provide individual support for students, particularly for those engaged in distance learning, proved to be challenging to implement and underused by students. Students found other means of support in their workplace and through individual connections with the faculty. Instructional programs that enhanced individual skills in the use of computer hardware and software were particularly effective in promoting student success.

Demographic profiles of certified nurse-midwives, certified registered nurse anesthetists, and nurse practitioners: reflections on implications for uniform education and regulation.

TOPIC: There is wide variability in regulatory authority, basic education requirements, and titling for nurses in advanced practice roles, that is, certified nurse-midwives (CNMs), certified registered nurse anesthetists (CRNAs), and nurse practitioners (NPs). There is current advocacy for a common identity for advanced practice nurses (APNs), including uniform entry into practice requirements (the doctor of nursing practice [DNP]). METHODS: Membership survey data were extracted to generate a contemporary profile of characteristics of these categories of practitioners. RESULTS: The APN groups are similar in age (M = 47-48 years) and race (predominantly Caucasian), with the largest proportions of all groups clustering in the age range of 51-54 years. There are more men in the CRNA group (45%). CNMs have the highest proportion of doctoral degrees (4.7%). CRNAs command the highest annual average salary ($140,000). CONCLUSIONS: Membership survey data can monitor progress toward implementation of proposed educational and regulatory changes. The effect of these proposals on the availability of an experienced APN mentor workforce for DPN students and the availability of an APN workforce for clients remains largely unknown. Standardized indicators of performance and client outcomes may enhance current data collection of membership demographics and enable precise evaluation of outcomes and impact of APN care.

Communication strategies for nurses interacting with deaf patients.

Nurses play a pivotal role in promoting access to culturally competent health care services for those who experience linguistic and cultural barriers. Nursing strategies to facilitate and enhance the deaf community's access to health care services are provided.