Janighorban M, Yousefi H, Yamani N
Department of Midwifery, Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Adult Nursing, Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
J Med Life. 2015;8(Spec Iss 4):72-81.
The organizations essentially affect empowerment of personnel through the preparation of the needed grounds for them. Also, the students may acquire the required potentials and capabilities in the educational organizations when the possibility is provided to them to access power and opportunity in educational environments. The present study aimed to explain the facilitators and impediment factors of structural empowerment in pregnancy and delivery care. According to Kanter's theory, this qualitative study was conducted with the participation of 15 superior midwifery students, ten academic teachers of midwifery, and two midwives employed in the educational hospitals. Data were collected by semi-structured interviews individually and in the group and analyzed by using a directed content analysis method. To explain the facilitators and impediment factors of empowerment in pregnancy and delivery care in the power structure, the access was provided to a support formed by three broad categories of support from the instructors, support from personnel, and support from a classmate. The access to resources was created with three broad categories of access to the appropriate clinical environment, to the laboratory of clinical skills and to information sources, and to information, forming with two broad categories of awareness of the educational objectives as well as legal and legitimate issues. One could prepare the ground for the midwifery students to access this empowerment in pregnancy and delivery cares more than ever by providing equipped clinical environments and the presence of all-inclusive supportive climate in such environments. Along with the efficient training of students in the laboratory.
这些组织主要通过为人员创造所需条件来影响其赋权。此外，当学生有机会在教育环境中获得权力和机会时，他们可能会在教育机构中获得所需的潜力和能力。本研究旨在解释妊娠和分娩护理中结构赋权的促进因素和阻碍因素。根据坎特的理论，这项定性研究由15名优秀助产专业学生、10名助产专业学术教师和两名在教学医院工作的助产士参与。通过半结构化访谈单独和分组收集数据，并使用定向内容分析法进行分析。为了解释权力结构中妊娠和分娩护理赋权的促进因素和阻碍因素，提供了由教师支持、人员支持和同学支持三大类组成的支持。通过获得临床环境、临床技能实验室和信息源以及信息这三大类资源，并形成对教育目标以及法律和合法问题的认识这两大类信息，为助产专业学生在妊娠和分娩护理中获得这种赋权创造了条件。通过提供设备齐全的临床环境以及在这样的环境中营造包容一切的支持氛围，比以往任何时候都更能为助产专业学生在妊娠和分娩护理中获得这种赋权奠定基础。同时在实验室对学生进行高效培训。
