Suggests feminist principles relevant to midwifery include affirmation of equal rights; derivation of individuals' value from their capacity to contribute to society, not from biology; and accordance to women of the same rights over their bodies as men have over theirs. Notes feminist theory and principles should underlie midwifery education and…

A survey of 199 midwifery students in England identified two classes of stress: the organization/learning experience and home/family. Three primary sources were insufficient time for coursework, conflicts between study and home/family demands, and facing life and death situations in practice placements. (SK)

Using journal writing to develop critical-reflection skills in students preparing to be midwives fosters the spirit of inquiry and the discovery of knowledge useful to practice. (SK)

Responses from 45% of 696 British midwives and interviews with 17 indicated that they identify their continuing education needs most frequently through interaction with colleagues. Their greatest needs were for professional issues and management topics; there is a demand for part-time and distance learning. (SK)

Critical incident analysis, combining actual experiences with structured reflection, can facilitate learning from clinical practice and develop interpersonal skills and self-awareness. (SK)

Nursing education should play an important role in developing culturally sensitive health care. Nurses and midwives should be trained in assessing health needs of different cultural groups and developing appropriate care. (SK)

At the University of Dundee (Scotland), distance learning is used to provide inservice opportunities for nurses and midwives. The modular courses feature problem-based and work-based learning, text-based study guides, and strategies to provide continuous learner support. (SK)

Responses from 83 of 120 British midwives showed that motivation for continuing education was strongest in regard to professional competence and innate desire for knowledge, less in regard to legal requirements for practice. Strongest motivators were internal and learning related. Social integration was the least important aspect of continuing…

An arts and humanities course for students in a midwifery diploma program explored images and concepts of childbirth, caring, and parenthood. Evaluation showed the 20 students gained insights into human experiences that will enhance practice. (SK)

A cohort of nurses and midwives completed a Hoste Grid (semantic differential scale) before and after a course on management of care delivery. Precourse positive expectations were shaken but not destroyed by the experience. Ways to address student fears and improve the evaluation process were identified. (SK)

A survey of 314 community nurses, midwives, and health visitors in Britain revealed the practitioners' need for continuing education to help them provide research-based instruction for learners preparing for community-health service. Most practitioners had to study on their own time at their own expense. (SK)

Responses from 39 of 108 nursing/midwifery schools and colleges determined that most calculate staff:student ratios (SSRs) by dividing total staff by total students. Seventeen different SSR formulae and 10 for full-time equivalency were identified. The need for definition and standardization was suggested. (SK)

National Vocational Qualifications assessment methods have the potential to fragment and damage learning. Holistic approaches to competence such as those used in Australia are more congruent with the needs of professional nurses, midwives, and health visitors in Britain. (SK)

Increased academic standards in midwifery education are causing conflict between research-based and traditional knowledge used in clinical assessments. Training of evaluators, frequent changes in clinical placements, and lack of contact between students and evaluators also impinge on the validity and reliability of assessments. (SK)

A 3-year evaluation is being undertaken to assess quality assurance processes for nursing and midwifery education in England. Issues that must be resolved are (1) the balance between qualitative and quantitative judgments of achievement of standards and (2) the tension between competency-based education and the development of professional…