Browning Natalie, Henry Amanda
School of Women's and Children's Health, UNSW Medicine, Level 1 Women's Health Institute Royal Hospital for Women, Barker Street, Randwick, NSW 2031, Australia; Central Queensland University, 6 Finsbury Place, Townsville, QLD 4810, Australia.
School of Women's and Children's Health, UNSW Medicine, Level 1 Women's Health Institute Royal Hospital for Women, Barker Street, Randwick, NSW 2031, Australia; Department of Women's and Children's Health, St George Hospital, Gray Street, Kogarah, NSW 2217, Australia.
Nurse Educ Pract. 2023 Mar;68:103569. doi: 10.1016/j.nepr.2023.103569. Epub 2023 Feb 10.
To document current teaching methods, curriculum, and perceived educational preparation related to the teaching of life-limiting fetal conditions, termination, and perinatal palliative care to Australian student midwives.
Australian women receiving a diagnosis of a life-limiting fetal condition are generally offered a choice between termination of pregnancy and perinatal palliative care. Midwives are often involved with caring for these women. What Australian student midwives are being taught about life-limiting fetal conditions, termination of pregnancy, and perinatal palliative care during their entry-to-practice program is unknown.
This study utilised a mixed-methods descriptive approach for data collection and analysis.
Academic Leads of all Australian entry-to-practice midwifery programs received a questionnaire exploring topics taught, teaching time, teacher role, and perceived effectiveness of student preparation. Data was analysed statistically and thematically.
Twelve of 24 Academic Leads responded (50%); only five stated their programs taught all three areas. More respondents taught about termination of pregnancy (10/12) than perinatal palliative care (7/12). On average 5.8 ( ± 2.8) total hours was spent teaching about life-limiting fetal conditions, termination of pregnancy, and perinatal palliative care during the entire midwifery program, with a range of 1 - 10 h. The free-text data identified three central themes: lack of value within the curriculum; disconnect between the university and the placement hospital; and preparation for practice. Most (10/12) Academic Leads did not believe student midwives are prepared to care for affected families.
Entry-to-practice midwifery programs vary considerably in their education surrounding life-limiting fetal conditions, however teaching hours overall were low and most Academic leads did not feel (or know if) their students were adequately prepared. Further research is required to determine if early career midwives find their university education in life-limiting fetal conditions adequate preparation for practice, and to then remediate identified deficiencies.
记录与向澳大利亚助产专业学生讲授危及生命的胎儿疾病、终止妊娠及围产期姑息治疗相关的当前教学方法、课程设置及感知到的教育准备情况。
被诊断患有危及生命的胎儿疾病的澳大利亚女性通常可在终止妊娠和围产期姑息治疗之间做出选择。助产士经常参与照料这些女性。目前尚不清楚澳大利亚助产专业学生在其入职实践课程中关于危及生命的胎儿疾病、终止妊娠及围产期姑息治疗都学到了什么。
本研究采用混合方法描述性方法进行数据收集和分析。
向所有澳大利亚入职实践助产课程的学术负责人发放问卷，探讨所教授的主题、教学时间、教师角色以及学生准备情况的感知效果。对数据进行统计和主题分析。
24名学术负责人中有12人回复（50%）；只有5人表示他们的课程涵盖了所有这三个领域。讲授终止妊娠的受访者（10/12）多于讲授围产期姑息治疗的受访者（7/12）。在整个助产课程中，讲授危及生命的胎儿疾病、终止妊娠及围产期姑息治疗的总时长平均为5.8（±2.8）小时，范围为1至10小时。自由文本数据确定了三个核心主题：课程缺乏价值；大学与实习医院之间脱节；实践准备。大多数（10/12）学术负责人认为助产专业学生没有准备好照料受影响的家庭。
入职实践助产课程在围绕危及生命的胎儿疾病的教育方面差异很大，然而总体教学时长较低，且大多数学术负责人认为（或不知道）他们的学生是否准备充分。需要进一步研究以确定早期职业助产士是否认为他们在大学接受的关于危及生命的胎儿疾病的教育足以应对实践，并进而弥补已发现的不足。
