Speaker: Jessie Johnson-Cash
Facilitator: Mutiara Dien Safitri
Background: Midwifery students juggle academic pressures, personal obligations, and the transition to clinical practice, often leading to burnout and stress. Activities that build resilience are beneficial in facilitating student engagement and promoting emotional wellbeing.
Objectives: This study evaluates the effectiveness of Student Midwife Support Circles (SMSC) as a co-curricular peer support activity, in building a sense of belonging and professional identity, and developing emotional wellbeing.
Methods: Participants were recruited from past and current midwifery students at a regional Australian university. A mixed-method approach used a cross-sectional online survey and individual interviews. Quantitative data (n=31) was reported as descriptives and compared based on attendance at the SMSCs. Qualitative data from both the survey (n=31) and interviews (n=3) was analysed using thematic analysis.
Results: Compared to students (n=9) who had not attended SMSCs, students who attended any number of SMSCs (n=22) reported greater compassion satisfaction and slightly higher self-efficacy. In addition, attendance significantly improved students’ views that support groups reduced stress whilst on placements, improved belonging to the profession and in becoming a better midwife, and increased student well-being. The thematic analysis confirmed these results, and the value of an academic run the support group.
Conclusions: Students who have been to any number of SMSCs have much more favourable views of the usefulness of these groups and there is some improvement in the satisfaction of care they provide and their confidence in dealing with challenges.
Speaker: Linda Sweet
Facilitator: Red Miller
Background: A migrant is a person who moves from one place to another, especially to find work or better living conditions. Some migrants come from refugee backgrounds with well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion. From 2019 to 2021, over 47% of women who accessed maternity care through Western Health were born in a country other than Australia, with over 60 languages identified as their first language.
Aim: To explore the culturally specific maternity care experiences of migrant women and to consider ways to improve care.
Methods: Four focus group discussions were conducted with women of three language groups: Oromo, Dinka, and Arabic. The focus groups were co facilitated by the research team and a bi-cultural worker, with an interpreter in attendance. Discussions were audio recorded, professionally transcribed and thematically analysed.
Results: Thirty-one women participated. All had at least one pregnancy in Australia. Key themes included communication (and miscommunication), cultural misconceptions, racism, loss of culture, and desire for continuity of care. All the women found maternity care in Australia generally satisfying and respectful; however, they offered some tangible ideas for improvement.
Discussion: Addressing cultural misconceptions and combating racism within healthcare settings is imperative to create a welcoming and inclusive environment for migrant women. Effective communication, accommodating linguistic diversity, and cultural nuances need to be prioritised. This includes providing interpreter services when needed and employing culturally competent staff who understand the traditions, beliefs, and practices of diverse communities.
Speaker: Sarah Esegbona-Adeigbe
Facilitator: Constance Odonkor
A woman is more likely to die in the UK during pregnancy if she is Black, a recent migrant and has had inadequate pregnancy care. Cultural influences on reduced attendance for pregnancy care has been connected to Black migrant maternal deaths for twenty years. My study’s findings show that migrant Black women are not asked about their culture when attending for pregnancy care and they either choose to hide or reveal their culture.
A persons’ culture is colourful and complex, an aura that is visible and invisible. The seen and unseen nature of culture makes it difficult to decipher an individuals needs, as culture may be practised differently depending on the environment and wider society.
Culture may influence all aspects of a persons’ life including their health seeking behaviour and healthcare decisions. The missed opportunity to explore migrant womens’ cultural needs during pregnancy means that important aspects of their health needs are unexplored and therefore, not included in their pregnancy care provision.
Speakers: Helen Bedford, Mike Parker and Amy Coates
Facilitator: Elisa Segoni
Our presentation showcases the design and implementation of a dynamic, co-created curriculum which integrates and optimises excellence for midwifery education. The Connected Curriculum (Fung 2017) underpins two distinctive UK midwifery pre-registration programmes (a three year undergraduate [BMidHons] and an integrated 4 year Masters [MMid]), founded on global evidence (Renfrew et al 2014) and meeting rigorous national (Nursing &; Midwifery Council 2019) and global (International Confederation of Midwives 2021) midwifery education standards.
Fung’s (2017) Connected Curriculum is values based. Learning through research and inquiry forms the central core, linked to six dimensions which enable connectivity to midwifery as follows a through line of research activity, supporting students to:
- connect with researchers/institutional research,
- make connections across subjects/out to the world,
- connect academic learning with workplace learning,
- produce outputs (assessments) directed at an audience,
- connect with each other, across phases/ with alumni.
This presentation has relevance and utility for a global audience of clinicians, educators and students within and beyond midwifery. It will also illustrate how an inclusive midwifery curriculum is operating within an institution characterised by:
- Gold/Sustainability recognition of embedding Baby Friendly Standards (UK Unicef BFI 2024)
- nationally rated Gold for teaching excellence (Office for Students 2024)
- high quality research (Research Excellence Framework 2024)
- strategic vision as a university for public good for local, national and international communities (University of York 2024)
The presentation/discussion will feature transferable implementation ideas for impact, showcasing a connected midwifery curriculum which enriches individual/collective student experience for midwifery excellence.
