Explore the vast range of titles available.

Health professionals are challenged with physical, chemical, and psychological hazards. The major areas in which nurses perform hazardous tasks were are injection, cleaning, patient care, bed making, cleaning and dressing of wounds, medication administration, and performing operations. During performing these activities, healthcare providers are exposed to many types of occupational hazards. So, there is a dearth of information on the prevalence of occupational hazards among nursing and midwifery students in this study area. This study aims to assess exposure to occupational health hazards among nursing and midwifery students during clinical practice at Mekelle University. Institutional-based cross-sectional study design was conducted from February to June 2017. The study participants were selected nursing and midwifery students of Mekelle University who had ever been attached for clinical practice. A sample of 151 students was recruited by a simple random sampling technique proportionate to their size. The data were collected using a self-administered questionnaire. The collected data were coded, entered, and cleaned by SPSS version 22 for analysis. Finally, the result was presented in the form of text, table, and figures. A total of 151 students had participated with a response rate of 100%. The prevalence of psychosocial hazards, mechanical hazards, biological hazards, and physical hazards was 140 (92.7%), 128 (84.8%), 100 (66.2%), and 100 (66.2%), respectively. About 46 (29.8%) had good knowledge, and 57 (37.7%) of them had poor knowledge of the occupational hazard. Psychosocial hazard was the most common occupational hazard among nursing and midwifery students. The majority of the students have poor knowledge concerning occupational hazards. To build a skilled nurse and midwife, it is mandatory to train all students before clinical practice about safe work practices and proper use of personal protective equipment.

Aims To examine the mediating effect of resilience between social support and compassion fatigue among intern nursing and midwifery students during COVID-19. Background Compassion fatigue has become exceedingly common among intern nursing and midwifery students, especially during the COVID-19 pandemic. Social support and resilience can help intern nursing and midwifery students control their negative emotions, reduce compassion fatigue, and increase their well-being. However, the mediating effect of resilience between social support and compassion fatigue remains unclear. Design A multicentre cross-sectional survey. Methods A total of 307 intern nursing and midwifery students were recruited from November 2020 to February 2021 in tertiary grade A hospitals in China. Structural equation modelling was applied to analyse the mediating effects of resilience between social support and compassion fatigue. The Social Support Rating Scale, the 10-item Connor-Davidson Resilience Scale, and the Chinese version of the Compassion Fatigue Short Scale were used to collect data. The hypothetical path model was tested by using IBM SPSS version 26.0 and AMOS version 26.0 software. Results Intern nursing and midwifery students had moderate compassion fatigue. Social support positively affected resilience ( β  = 0.514, p  < 0.01). Social support negatively affected compassion fatigue ( β  = − 0.310, p  < 0.01), while resilience negatively affected compassion fatigue ( β  = − 0.283, p  < 0.01). Resilience played a mediating role between social support and compassion fatigue. Conclusion Social support can directly affect the compassion fatigue of intern nursing and midwifery students during COVID-19 and indirectly through resilience. Stronger resilience can reduce compassion fatigue. Accordingly, resilience-based interventions should be developed to reduce compassion fatigue.

This study aimed to explore midwifery students’ thoughts on midwifery continuity models of care and the benefits for women and midwives. The World Health Organization recommends continuity of care for pregnant women because it leads to favorable outcomes such as a higher likelihood of having a spontaneous vaginal birth and a positive birth experience. However, midwifery continuity models are rare in Sweden and few midwifery students are exposed to such models during their clinical placements. Therefore, students’ attitudes towards these models are largely unknown. A qualitative Swedish national study. Digital interviews involving 16 midwifery students were carried out in 2023. Data were analyzed using reflexive thematic content analysis according to Braun and Clark. The study revealed the main theme: “Midwifery continuity models of care are a perfect complement for women, families and midwives in Swedish maternity care”. This main theme was supported by the following themes: Increased knowledge of midwifery continuity of care would strengthen interest; Working in a midwifery continuity model of care should be based on midwives’ preferences; and Convincing evidence of midwifery continuity of care for women. The study highlighted the importance of offering women and midwives the opportunity to participate in a midwifery continuity care model and providing support for midwifery students to feel prepared for this approach. Continuity of care was seen as the future model of care. Midwifery students expressed a desire for better conditions for women in maternity care and a sustainable way of working for midwives. •Continuity of midwifery care was viewed as a perfect complement for women, families, and midwives.•Work experience and an introduction program support readiness for continuity of midwifery care.•Important to offer women and midwives the opportunity to choose different care paths in maternity care.•Woman-centered care was proposed as the future model of care.

The impact of COVID-19 on midwifery students is anticipated to be multi-faceted. Our aim was to explore Australian midwifery students' experiences of providing maternity care during the COVID-19 pandemic. In a cross-sectional study 147 students were recruited through social media. Data were collected through an online survey and semi-structured interviews. Surveys were analysed using descriptive statistics; interviews and open text responses were interpreted through qualitative analysis. Findings revealed students found communication from hospitals and universities to be confusing, inconsistent and they relied on mass media and each other to remain updated. Moving to online learning and being isolated from peers made learning difficult. During clinical placements, students felt expendable in terms of their value and contribution, reflected in essential equipment such as personal protective equipment not always being available to them. Witnessing perceived compromised midwifery care increased students' emotional burden, while personal household responsibilities and financial concerns were problematic. One silver lining witnessed was women's appreciation of an improved ‘babymoon’, with fewer visitors, allowing uninterrupted time to establish breastfeeding and connection with their baby. Findings may guide management of midwifery education during future pandemics or health crises for universities and hospitals. •Students felt sidelined, expendable and excluded from the clinical area.•Potential changes to course requirements caused anxiety regarding program completion.•Inconsistency of advice, policy and protocols caused confusion for students.•Student empathy for women in their care increased their own emotional burden.

To conduct a systematic review and synthesis of qualitative studies to explore the significant factors that enhance midwifery students’ learning experiences and development of self-efficacy in clinical placement. Midwifery education programs leading to registration as a midwife require students to achieve academic, clinical, and professional competence. Clinical placement comprises a significant part of the program as students work and are assessed under the direct supervision of the Registered Midwife or preceptor. This learning and teaching partnership aims to enable the transfer of knowledge, skills, and behavior, i.e., competence, while providing the opportunity for students to become socialized into the midwifery practice culture. Against this background, characterized by the shortage of midwives, declining fertility rates, and a stressful environment, students learn to become a midwife and develop self-efficacy. Self-efficacy is the belief in one’s ability to master challenges, which is described as a component in learning theories. There seems to be a need to identify factors that contribute to this development. A qualitative systematic literature review. A systematic database search was conducted to identify primary peer reviewed qualitative literature published between 2000 and 2021 that has explored what enhances midwifery students' learning during their clinical placement. The databases searched included CINAHL (EBSCO), Medline (Ovid), Embase (Ovid), PsycINFO (Ovid), JBI Joanna Briggs Institute (Ovid), SveMed+ , and Web of Science. The search yielded a total of 354 results, of which 22 met the inclusion criteria. The relevant findings from the 22 studies were thematically analyzed and presented in the results. The analysis revealed two descriptive themes – ‘A nurturing relationship’ and ‘Predictability in the learning process, contextual factors. In addition, one analytic theme emerged – ‘Gaining access to and belonging in an enabling educational and working culture'. The relationship with the preceptor is a prerequisite for midwife students learning process and achievement of self-efficacy. A learning culture appears to be the fertile ground in which midwife students thrive and where they develop the self-efficacy needed to meet the demands of clinical placement.

To explore Australian midwifery students’ learning experiences with death and their learning needs for these encounters. Midwives care for women who experience perinatal grief and loss. The care required in these events is complex and clinically challenging. There is limited understanding of midwifery student learning requirements regarding bereavement care and preparation for clinical encounters involving perinatal death. A descriptive qualitative study was undertaken. Four focus groups were conducted with student participants. Data were collected using an audio-recorded and then transcribed verbatim. Data were analysed using the Braun and Clarke framework, reflexive thematic analysis drew coherent stories from the raw data. The data of 17 participants was analysed. Unified meaning-patterns across the four student cohorts emerged as three themes: 1) Ill-equipped for perinatal mortality; 2) Caught amidst divergent viewpoints of perinatal mortality; and 3) Identifying learning needs for death-related clinical care. Variations across the cohorts were evident. Participants felt unprepared for perinatal mortality due to gaps in academic learning, practical skills and exposure to death experiences during placements. They often faced restrictions on involvement in perinatal death care. Participants strongly desired specific training on perinatal death and better-supported clinical experiences. The findings highlight the need for support and resources to create meaningful learning opportunities in this area. This study highlights the perceived inadequacies in the preparedness of midwifery students for clinical encounters of perinatal mortality. It calls for comprehensive and tailored educational interventions to address the identified gaps and better equip students for future practice.

Studying for your Nursing Degree is PERFECT for anyone wanting to train to become a nurse or midwife. After reading this fully comprehensive guide you will understand: the structure and culture of higher education, and how nursing fits into it what to expect, and what will be expected of you, as a university student teaching and assessment methods within nursing, so that you can perform to the best of your ability in an academic environment how to manage your nursing studies in an effective way and make the most of the resources available to you. The books in our Critical Study Skills series will help you gain the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Packed with tasks and activities to help you improve your learning, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Uniquely, this book is written by an experienced education lecturer and an English for Academic Purposes (EAP) lecturer.

BACKGROUND: Medical, dental, nursing and midwifery students are at high risk for occupational exposure to blood-borne pathogens (BBPs) via sharp injuries such as needle stick injuries (NSIs). AIMS: The aim of this study was to determine the frequency of NSIs and the knowledge, attitude and practices of these students regarding their prevention. SETTINGS AND DESIGN: The clinical students at Shiraz University of Medical Sciences, Iran, were eligible to participate in a survey conducted by a self-administered questionnaire in 2004, asking them about NSIs during their clinical training undergraduate years. MATERIALS AND METHODS: A cross-sectional study evaluated NSIs and practices regarding protective strategies against BBPs in medical, dental, nursing and midwifery students at Shiraz University, Iran, in 2004. These students completed a self-administered questionnaire. STATISTICAL ANALYSIS: The data were entered into a personal computer using Epi-Info (version 2000). Chi-square and Fisher's exact tests for categorical variables and student t-test for continuous variables were performed, where appropriate, using SPSS version10. Alpha was set at the 5% level. RESULTS: The questionnaire was completed by 688 (53%) students. 71.1% (489/688) of the students had NSIs that most commonly (43.6%) occurred in patient rooms. 82% (401/489) of NSIs were not reported. 87.8% (604/688) of the students received information about standard isolation precautions and 86.2% of them had been vaccinated against hepatitis B. CONCLUSION: NSIs and non-reporting of NSIs were highly prevalent in these students. Education about the transmission of blood-borne infections, standard precautions and increasing availability of protection strategies must be provided.

To explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy. The global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for pre-registration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere. Cross-sectional, sequential, mixed methods study Nursing/nurse education leaders from across International Council of Nurses regions Exploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants’ knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes. Participants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation. Blended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact. Blended learning plays an effective part in the education of pre-registration nursing and midwifery students to help tackle global workforce shortages, but further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach.

The aim of the study is to create a Polish version of the sexuality attitudes and beliefs survey (SABS), to assess its cultural adaptation and psychometric properties and to utilize it to enable a cross-sectional study of the sexual attitudes and beliefs among Poland’s nursing and midwifery students. Non-random network sampling and the adapted SABS v. PL scale were employed for the latter purpose. A total of 570 nursing and midwifery students from two Polish universities completed the questionnaire. Cronbach's alpha coefficient was utilized to measure the internal consistency of the SABS scale, while exploratory factor analysis (EFA) was employed to determine its construct validity. The factors that most affect respondents' sexual attitudes and beliefs were identified through a stepwise multiple regression method and through an econometric model. An exploratory factor analysis of the SABS v. PL scale revealed an adequate fit and confirmed the 4-factor model. The Cronbach's alpha coefficient for SABS v. PL amounted to: α = 0.66. The study's student population had a mean SABS score of 41.65 ± 5.63, while the mean SABS item score varied between 2.55 ± 1.27 and 4.35 ± 1.07. The study's results show that the SABS v. PL questionnaire is a valid and reliable instrument. The work revealed that Polish nursing and midwifery students have attitudes and beliefs which negatively impact their ability to evaluate a person's sexual health concerns and provide relevant health counselling.