Development and testing of a decision aid to achieve shared decision-making for routine labor induction.

BACKGROUND: This quality improvement project aimed to create a decision aid for labor induction in healthy pregnancies at or beyond 39 weeks that met the needs of pregnant people least likely to experience shared decision-making and to identify and test implementation strategies to support its use in prenatal care. METHODS: We used quality improvement and qualitative methods to develop, test, and refine a patient decision aid. The decision aid was tested in three languages by providers across obstetrics, family medicine, and midwifery practices at a tertiary care hospital and two community health centers. Outcomes included patients' understanding of their choices, pros and cons of choices, and the decision being theirs or a shared one with their provider. RESULTS: Patient interview data indicated that shared decision-making on labor induction was achieved. Across three Plan-Do-Study-Act cycles, we interviewed a diverse group of 24 pregnant people: 20 were people of color, 16 were publicly insured, and 15 were born outside the United States. All but one (23/24) reported feeling the decision was theirs or a shared one with their provider. The majority could name induction choices they had along with pros and cons. Interviewees described the decision-making experience as empowering and positive. Nine medical providers tested the decision aid and gave feedback. Providers stated the tool helped improve the quality of their counseling and reduce bias. CONCLUSION: This project suggests that using an evidence-based and well-tested decision aid can help achieve shared decision-making on labor induction for a diverse group of pregnant people.

Lactation Education for Resident Obstetricians: Promoting Breastfeeding Advocates for the Future.

Obstetrics and gynecology residency training programs are historically lacking in breastfeeding education and advocacy. Healthy People 2020 supports interventions that promote breastfeeding as a primary care strategy with significant health benefits to the newborn and woman. Midwives are well poised to engage obstetrics and gynecology residents in lactation education. A few educational interventions have been described in the literature to increase knowledge, confidence, and behavior related to lactation among residents. This article describes a breastfeeding education curriculum developed by midwifery faculty at Boston University School of Medicine. The project included 3 lectures and a simulation center workshop covering topics including lactogenesis, prenatal, intrapartum, and postpartum interventions that promote or limit lactation, hands-on latch assistance, hand expression, use of breast pumps and storage of human milk, and common disorders of lactation. Postintervention evaluations demonstrated improvements in knowledge and confidence. Providing breastfeeding education to resident physicians may be an intervention to promote patient breastfeeding education and support and close the gap of disparities in breastfeeding rates.

Online Birth Plans and Anticipatory Guidance: A Critical Review Using Web Analytics and Crowdsourcing.

We assessed the content of online birth plans using Web analytics and crowdsourcing to identify the most commonly accessed online birth plans. We analyzed the first 14 websites of 6 different searches across time. We repeated this search using 200 individuals recruited by a commercial crowdsourcing service. We identified the 12 URLs that appeared most frequently from all searches then categorized the content by relevance to stages of labor or newborn care. Twenty-five different URLs with customizable birth plans were identified by clinical and crowdsourced searches, with considerable overlap. Among the most commonly identified birth plans, we found prompts for outdated practices in a minority (18%-37%). The majority of online birth plans can be positive tools for shared decision making.

Midwives in medical student and resident education and the development of the medical education caucus toolkit.

Midwives have been involved formally and informally in the training of medical students and residents for many years. Recent reductions in resident work hours, emphasis on collaborative practice, and a focus on midwives as key members of the maternity care model have increased the involvement of midwives in medical education. Midwives work in academic settings as educators to teach the midwifery model of care, collaboration, teamwork, and professionalism to medical students and residents. In 2009, members of the American College of Nurse-Midwives formed the Medical Education Caucus (MECA) to discuss the needs of midwives teaching medical students and residents; the group has held a workshop annually over the last 4 years. In 2014, MECA workshop facilitators developed a toolkit to support and formalize the role of midwives involved in medical student and resident education. The MECA toolkit provides a roadmap for midwives beginning involvement and continuing or expanding the role of midwives in medical education. This article describes the history of midwives in medical education, the development and growth of MECA, and the resulting toolkit created to support and formalize the role of midwives as educators in medical student and resident education, as well as common challenges for the midwife in academic medicine. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.

Orally administered misoprostol for induction of labor with prelabor rupture of membranes at term.

Prelabor rupture of membranes (PROM) occurs in approximately 8% to 10% of women with term pregnancies. The management of PROM continues to be controversial. Approaches include expectant management and immediate induction of labor. The use of orally administered misoprostol for the management of women with PROM may provide significant advantages when they choose immediate induction of labor. This literature review presents current evidence that supports the use of oral misoprostol for women with PROM, including the benefits of a decreased interval time from PROM to vaginal birth, good safety profile, and reductions in the use of oxytocin augmentation and epidural anesthesia. In addition to clinically proven benefits to women of oral misoprostol for PROM, it also has the potential to reduce chorioamnionitis by reducing the number of sterile vaginal examinations performed thereby reducing the risk of ascending bacteria. Women have also reported acceptability and satisfaction when using oral misoprostol for immediate induction of labor. This review of literature discusses what is known about the use of orally administered misoprostol for the management of term PROM and makes recommendations for clinical use.

A radio-education intervention to improve maternal knowledge of obstetric danger signs.

OBJECTIVE: To examine whether a radio-education intervention (REI) is associated with improved maternal knowledge of pregnancy danger signs (PDS) in Nicaragua. METHODS: This cross-sectional pilot study used pretests and posttests to evaluate whether an REI was associated with improved knowledge of PDS among 77 pregnant and postpartum women in Nicaragua. RESULTS: The total number of PDS identified by study participants increased from 130 before the intervention to 200 after the intervention, an increase of 53.8% (Wilcoxon signed-rank test (z) = -4.18; P < 0.00001). The three PDS for which participant knowledge increased significantly after the intervention were 1) swelling of the face and hands, 2) convulsions, and 3) vaginal bleeding. Participants who 1) reported having a sister who had experienced a pregnancy complication, 2) lived in an urban setting, and 3) had more than a sixth-grade education were significantly more likely to score higher on posttests related to knowledge of PDS than those without those attributes (90.9% versus 56.9% [Χ² (degrees of freedom) = 4.60 (1); P = 0.043; n = 76]; 75% versus 45.9% [Χ² = 6.8 (1); P = 0.009; n = 77]; and 62.5% (12+ years education) versus 79.3% (6-12 years) versus 50.0% (0-6 years education) versus 25.0% (no education) [Χ² = 8.11 (1); P = 0.044; n = 77] respectively). CONCLUSIONS: Exposure to the REI was associated with a significant increase in the ability to identify PDS. Further studies should establish whether this increase in knowledge of PDS is associated with increases in use of maternity care services and decreases in delays in seeking care.

A radio-education intervention to improve maternal knowledge of obstetric danger signs / Una intervención de educación por radio para mejorar el conocimiento materno de los signos de peligro obstétrico

OBJECTIVE: To examine whether a radio-education intervention (REI) is associated with improved maternal knowledge of pregnancy danger signs (PDS) in Nicaragua. METHODS: This cross-sectional pilot study used pretests and posttests to evaluate whether an REI was associated with improved knowledge of PDS among 77 pregnant and postpartum women in Nicaragua. RESULTS: The total number of PDS identified by study participants increased from 130 before the intervention to 200 after the intervention, an increase of 53.8% (Wilcoxon signed-rank test (z) = -4.18; P < 0.00001). The three PDS for which participant knowledge increased significantly after the intervention were 1) swelling of the face and hands, 2) convulsions, and 3) vaginal bleeding. Participants who 1) reported having a sister who had experienced a pregnancy complication, 2) lived in an urban setting, and 3) had more than a sixth-grade education were significantly more likely to score higher on posttests related to knowledge of PDS than those without those attributes (90.9% versus 56.9% [Χ² (degrees of freedom) = 4.60 (1); P = 0.043; n = 76]; 75% versus 45.9% [Χ² = 6.8 (1); P = 0.009; n = 77]; and 62.5% (12+ years education) versus 79.3% (6-12 years) versus 50.0% (0-6 years education) versus 25.0% (no education) [Χ² = 8.11 (1); P = 0.044; n = 77] respectively). CONCLUSIONS: Exposure to the REI was associated with a significant increase in the ability to identify PDS. Further studies should establish whether this increase in knowledge of PDS is associated with increases in use of maternity care services and decreases in delays in seeking care.

OBJETIVO: Analizar si una intervención de educación por radio se asocia con un mejor conocimiento materno de los signos de peligro durante el embarazo (SPE) en Nicaragua. MÉTODOS: Este estudio piloto transversal evaluó si la intervención se asociaba con un mejor conocimiento de los SPE en 77 mujeres embarazadas o puérperas de Nicaragua mediante evaluaciones previas y posteriores a la intervención. RESULTADOS: El número total de SPE reconocidos por las participantes en el estudio aumentó de 130 antes de la intervención a 200 después de esta, un aumento de 53,8% (prueba de los rangos con signo de Wilcoxon (z) = -4,18; P < 0,00001). Los tres SPE cuyo conocimiento aumentó significativamente entre las participantes después de la intervención fueron 1) la hinchazón de la cara y las manos, 2) las convulsiones y 3) la hemorragia vaginal. Las participantes que 1) notificaron que tenían una hermana que había presentado una complicación del embarazo, 2) vivían en un entorno urbano y 3) tenían un nivel educativo superior al sexto grado tenían significativamente más probabilidades de obtener una mayor puntuación en las evaluaciones posteriores relacionadas con el conocimiento de los SPE que las que no cumplían esas condiciones (90,9 frente a 56,9% [Χ² (grados de libertad) = 4,6 (1); P = 0,043; n = 76]; 75 frente a 45,9% [Χ² = 6,8 (1); P = 0,009; n = 77]; y 62,5% (más de 12 años de formación) frente a 79,3% (6 a 12 años), frente a 50,0% (0 a 6 años), frente a 25,0% (sin formación) [Χ² = 8,1 (1); P = 0,044; n = 77], respectivamente). CONCLUSIONES: La exposición a la intervención de educación por radio se asoció con un aumento significativo de la capacidad de reconocer los SPE. Sería preciso llevar a cabo otros estudios para establecer si este aumento de conocimientos en materia de SPE se asocia con un incremento en el uso de los servicios de atención a la maternidad y una disminución de las demoras en la búsqueda de atención.