Undergraduate Program of Midwifery Education, Estu Utomo Boyolali School of Health Science, Tentara Pelajar Street no. 12, Mudal, Boyolali 57351 Indonesia.
Department of Medical Education and Family Medicine Graduate Program, Faculty of Medicine, Gadjah Mada University, Radiopoetro Building 6th floor, Farmako Street no. 1, Sekip Utara, Jogjakarta 55281 Indonesia.
BMC Nurs. 2015 Apr 22;14:22. doi: 10.1186/s12912-015-0072-z. eCollection 2015.
The philosophy of midwifery education is based on the 'Women-centred care' model, which provides holistic care to women. Continuity of care (CoC) is integral to the concept of holistic women-centred care and fundamental to midwifery practice. The objective of this study was to determine any differences in students' understanding of midwifery care philosophy between students who underwent the CoC learning model and those who underwent the fragmented care learning model.
We used a quasi-experiment design. This study was conducted by all final year midwifery students at two schools of midwifery in Indonesia. Fifty four students from one school attended 6 months of clinical training using the CoC learning model. The control group was comprised of 52 students from the other school. These students used the conventional clinical training model (the fragmented care learning model). The independent T-test using SPSS was used to analyse the differences between the two groups of students in terms of understanding midwifey care philosophy in five aspects (personalized, holistic, partnership, collaborative, and evidence-based care).
There were no significant differences between the groups before interventon. There were significant differences between the two groups after clinical training (p < 0.01). The mean post-clinical score of students using all five aspects of the CoC clinical learning model (15.96) was higher than that of the students in the control group (10.65). The CoC clinical learning model was shown to be a unique learning opportunity for students to understand the philosophy of midwifery. Being aligned with midwifery patients and developing effective relationships with them offered the students a unique view of midwifery practice. This also promoted an increased understanding of the philosophy of women-centred care. Zero maternal mortality rate was found in the experiment group.
The results of this study suggest that clinical trainingwith a CoC learning model is more likely to increase students' understanding of midwifery care philosophy. This in turn improves the quality ofclinical care, thereby enhancing overall health benefits for women.
助产教育哲学基于“以妇女为中心的护理”模式，为妇女提供全面护理。连续护理（CoC）是整体以妇女为中心护理概念的组成部分，也是助产实践的基础。本研究的目的是确定在接受连续护理学习模式和碎片化护理学习模式的学生中，他们对助产护理哲学的理解是否存在差异。
我们使用了准实验设计。这项研究在印度尼西亚的两所助产学校的所有最后一年助产学生中进行。一所学校的 54 名学生参加了为期 6 个月的以 CoC 学习模式为基础的临床培训。对照组由另一所学校的 52 名学生组成。这些学生使用传统的临床培训模式（碎片化护理学习模式）。使用 SPSS 的独立 T 检验分析两组学生在五个方面（个性化、整体、伙伴关系、协作和基于证据的护理）理解助产护理哲学方面的差异。
干预前两组之间没有显著差异。临床培训后两组之间有显著差异（p < 0.01）。使用 CoC 临床学习模式的所有五个方面的学生的临床培训后平均分（15.96）高于对照组的学生（10.65）。CoC 临床学习模式为学生提供了一个独特的学习机会，以了解助产哲学。与助产患者保持一致并与他们建立有效的关系，为学生提供了对助产实践的独特视角。这也促进了对以妇女为中心的护理哲学的理解。实验组发现母婴死亡率为零。
这项研究的结果表明，以 CoC 学习模式为基础的临床培训更有可能增加学生对助产护理哲学的理解。这反过来又提高了临床护理质量，从而提高了妇女的整体健康效益。
