Speakers: Eunice Iluobe Akhigbe and Ridwan Abdusalam
Facilitator: Linda Wylie
Neonatal jaundice is a common but potentially serious condition caused by elevated bilirubin levels, which, if left untreated, can lead to kernicterus, an irreversible neurological disorder. While advances in neonatal care have improved management, myths and misconceptions continue to delay timely healthcare-seeking behavior, particularly in underserved communities.
This study explores the impact of cultural beliefs on neonatal jaundice management, emphasizing the critical role of midwives in community education, early diagnosis, and timely medical intervention. A review of clinical data, community health reports, and maternal health education programs highlights key misconceptions, including: The belief that jaundice is harmless and does not require medical attention. The misconception that sunlight exposure alone can cure jaundice, delaying hospital visits. Cultural remedies discouraging breastfeeding, leading to dehydration and worsening hyperbilirubinemia.
To combat these challenges, this study recommends:
- Community education campaigns to promote awareness of neonatal jaundice risks and medical care.
- Midwife training and engagement to strengthen their role in addressing myths and guiding caregivers.
- Integration of traditional and medical practices through collaboration with community leaders.
- Improved access to phototherapy and neonatal care, especially in rural areas.
- Mother-to-mother peer support networks, such as the Wellbeing Foundation Mamacare WhatsApp groups.
- Policy advocacy for neonatal jaundice screening programs at birth and early postnatal visits.
By addressing misconceptions through midwife-led education and advocacy, this approach enhances early intervention, reduces neonatal complications, and improves health outcomes for vulnerable populations.
Speakers: Pronita Raha, Joy Kemp and Judith McAra-Couper
Facilitator: Elisa Segoni
Development of midwife faculty is key for quality midwifery education but globally the quality and availability of programmes to develop midwife faculty is variable. In Bangladesh, where international-standard midwifery education is still new, faculty do not yet meet the ICM midwife teacher standard. Faculty are nurse-midwives, though the new generation of direct-entry midwives will soon take up positions in education. This presentation describes a peer-mentorship programme for midwifery faculty in Bangladesh, enabling them to teach the new curriculum through non-didactic pedagogical approaches in theory and practice settings.
In 2021, twenty national peer-mentors received online preparation by midwifery faculty from New Zealand. A series of national and local stakeholder briefings took place at key points throughout the programme, COVID-19 permitting. From 2022-2024 peer-mentors conducted in-person quarterly visits to midwifery education institutions in Bangladesh, providing mentorship to 370 midwifery faculty and monitoring the quality of midwifery education. A digital community of practice was created to connect faculty with the peer-mentors, with each other and with teaching resources. Baseline and endline data were collected using a checklist based on WHO midwifery educator competencies, then entered onto a digital dashboard; qualitative data were collected by survey questionnaire then analysed thematically.
A process evaluation of the programme in 2024 found that peer-mentorship had been effective in enabling faculty to implement the curriculum, to improve the learning environment and increase students’ exposure to midwife-led care models in practice. The programme may not be generalisable across all midwifery education institutions or outside of Bangladesh.
Speaker: Yvonne Meyer
Facilitator: Celine Lemay
Sages-femmes dans certaines publications. C’est le cas pour l’inscription de notre activité professionnelle au patrimoine immatériel UNESCO où, dans l’annonce en français, le mot sage-femme est absent du titre. Comment sont présentées les sages-femmes ailleurs ? Neuf documents ont été repérés qui ont pour titre l’art, les soins, la pratique, les sciences ou la profession de sage-femme. Les résumés de ces documents seront présentés, ainsi que l’analyse réalisée, basée sur les critères de soins centrés sur le patient (Rycroft-Maloine, 2004). Les résultats montrent que toutes ces formulations sont polysémiques et qu’elles n’ont pas exactement la même portée. Par contre, toutes présentent haut et fort les sages-femmes et ce qui les caractérise. Si UNESCO avait titré « Les soins de sage-femme : connaissances, savoir-faire et pratiques », les sages-femmes seraient visibles partout dans le monde francophone.
The theme of the intervention is motivated by a regrettable problem of visibility of midwives in certain publications. This is the case for the inclusion of our professional activity in UNESCO’s intangible heritage list, where, in the French announcement, the word sage-femme is absent from the title. How are midwives presented elsewhere? Nine documents have been identified that deal with the art, care, practice, science or profession of midwifery. Summaries of these documents will be presented, along with the analysis carried out, based on the criteria of patient-centred care (Rycroft-Maloine, 2004). The results show that all these formulations are polysemous and do not have exactly the same scope. However, they all make a strong case for midwives and what characterises them. If UNESCO had published the title « Les soins de sage-femme: connaissances, savoir-faire et pratiques » (‘Midwifery: knowledge, skills and practices’), midwives would be visible throughout the French-speaking world.
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