Journal of midwifery & women's health最新文献

{"title":"Precepting Through Perinatal Emergencies: A Simulation-Based Training for Midwifery Educators.","authors":"Susanna R Cohen, Kimberly Calkins, Jennifer E Kaiser, Heidi Breeze Harris, Elizabeth Auricchio, Julie Blumenfeld","doi":"10.1111/jmwh.70024","DOIUrl":"https://doi.org/10.1111/jmwh.70024","url":null,"abstract":"<p><p>The growth of the midwifery model of care depends on the preparation of new midwives, which necessitates skilled midwifery clinical preceptors. The University of Utah, Rutgers University, and PRONTO International supported by the New Jersey Department of Health, created the Precepting Through Perinatal Emergencies Workshop. We developed this sustainable in-person and virtual preceptor educational content through iterative feedback and pilot testing with active New Jersey midwifery preceptors. The preceptor training centered around introducing preceptors to evidence-based educational tools like the Educational Time Out, a teaching strategy using guided discovery learning concepts, goal setting, peer coaching strategies, and adult learning theories to enhance communication and debriefing skills. The in-person, highly interactive workshops included didactic lessons, role-plays, and 2 high-fidelity person-centered simulation scenarios and debriefs using the model developed by PRONTO International. The initial workshop's success led us to create a facilitation workshop for preceptors to learn how to train others and 3 online asynchronous modules to augment the learning. Midwifery preceptors who completed the facilitator training were equipped with the requisite skills, knowledge, and supplies needed to repeat the training in their home facilities.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145056624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Generative Artificial Intelligence in Midwifery Education: Balancing Innovation, Ethics, and Academic Integrity.","authors":"Megan Koontz, Stefanie Podlog","doi":"10.1111/jmwh.70021","DOIUrl":"https://doi.org/10.1111/jmwh.70021","url":null,"abstract":"<p><p>Applications driven by large language models (LLMs) are reshaping higher education by offering innovative tools that enhance learning, streamline administrative tasks, and support scholarly work. However, their integration into education institutions raises ethical concerns related to bias, misinformation, and academic integrity, necessitating thoughtful institutional responses. This article explores the evolving role of LLMs in midwifery higher education, providing historical context, key capabilities, and ethical considerations. Using insights from a US-based midwifery program, it highlights strategies for responsible LLM integration, including faculty development, classroom applications, and policy updates. The discussion addresses challenges such as mitigating bias, preventing plagiarism, and fostering critical thinking while ensuring that LLM-fueled applications remain a tool rather than a substitute for student learning. Practical approaches, including faculty training and student guidance, offer a replicable framework for leveraging LLM tools in professional health education while maintaining academic standards and equity.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145034941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparison of Synthetic Osmotic Dilators and Pharmacologic Agents for Cervical Ripening in Induction of Labor: A Systematic Review and Meta-Analysis.","authors":"Gi Wook Ryu, Sun-Young Park","doi":"10.1111/jmwh.70017","DOIUrl":"https://doi.org/10.1111/jmwh.70017","url":null,"abstract":"<p><strong>Introduction: </strong>Given the rising number of studies on synthetic osmotic dilators, there is a lack of comprehensive reviews for their use compared with other commonly used cervical ripening methods. This study aimed to examine the maternal and neonatal safety and efficacy in cervical ripening and labor induction using synthetic osmotic dilators compared with pharmacologic agents (prostaglandin E₁, prostaglandin E₂, oxytocin) for labor induction.</p><p><strong>Methods: </strong>A systematic review and meta-analysis of randomized controlled trials (RCTs) and cohort studies was conducted, using MEDLINE, Embase, CINAHL, and Cochrane Library databases search. Two reviewers independently screened studies and assessed the risk of bias with Risk of Bias 2 and Risk Of Bias In Nonrandomized Studies - of Interventions tools. Relative risks (RRs) and mean differences (MDs) were calculated with 95% CIs.</p><p><strong>Results: </strong>Eleven studies (8 RCTs, 3 cohort; 2355 participants) showed no statistically significant differences in safety outcomes between synthetic osmotic dilators and pharmacologic agents, including maternal infection (RR, 1.27), postpartum bleeding (RR, 0.87), neonatal infection (RR, 1.19), low Apgar scores (RR, 0.74), and admission to neonatal intensive care unit (RR, 1.06) (all P > .05). Efficacy outcomes were comparable for vaginal birth rates (RR, 0.98) and Bishop score changes (MD, 0.0) (both P > .05). Synthetic osmotic dilators reduced uterine hyperstimulation (RR, 0.45) and digestive symptoms (RR, 0.15) but required more artificial rupture of membrane (RR, 1.57) (all P < .05).</p><p><strong>Discussion: </strong>Synthetic osmotic dilators are a safe, effective, and viable option for labor induction, reducing maternal risks of uterine hyperstimulation. These findings have implications for incorporating the clinical use of synthetic osmotic dilators for cervical ripening into international guidelines. As evidence supports their efficacy and safety, educating nurses and midwives in the use of synthetic osmotic dilators for labor induction is required.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a National Certification Board Reboot and Readiness Course.","authors":"Melicia Escobar, Caitlin Givens, Katie DePalma, Heather M Bradford","doi":"10.1111/jmwh.70022","DOIUrl":"https://doi.org/10.1111/jmwh.70022","url":null,"abstract":"<p><p>Pass rates for the American Midwifery Certification Board (AMCB) national certification examination (NCE) are declining. Accreditation Commission for Midwifery Education-accredited midwifery education programs are challenged to meet institutional pass rate goals and support graduates seeking to enter the midwifery workforce. There are financial, emotional, and social consequences for graduates who do not pass the AMCB NCE that undermine their success. A large, distance-based nurse-midwifery/women's health nurse practitioner program is successfully improving its AMCB NCE pass rates via an innovative, structured, and tuition-free Boards Reboot & Readiness course. Designed for at-risk students and graduates, the course emphasizes a trauma-informed approach, focusing on self-reflection, community building, content review, and high-intensity faculty support. Student feedback and outcomes have informed iterative enhancements and revisions.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145002330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a Cocurricular Program to Prepare New Graduate Midwives for Rural Practice.","authors":"Shannon Pirrie, E Brie Thumm, Katherine J Kissler, Jessica L Anderson, Lindsey Bischoff, Denise C Smith","doi":"10.1111/jmwh.70019","DOIUrl":"https://doi.org/10.1111/jmwh.70019","url":null,"abstract":"<p><p>Limited maternity care access is a significant challenge affecting rural communities across the United States and Colorado, and midwives are a viable solution to closing these gaps. The Health Resources and Services Administration's MatCare grant program was designed to increase access to midwifery care for underserved populations through support for midwife trainees who will work in rural and underserved communities after graduation. We operationalized the MatCare aims to create the Colorado Rural Midwifery Workforce Expansion Program. In this program, the students follow the rural midwifery track and complete the Preparation for Rural Professional Practice (PRPP) curriculum. The PRPP is a cocurricular program that provides future rural midwives with additional didactic and clinical training opportunities, leadership development, and mentorship that will support the growth of midwifery in rural areas. A rural workforce preparation program equips midwives with specialized knowledge and skills that support their integration into rural environments. Midwives have the potential to improve access to health care when employed as primary maternity care providers.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145002294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence-Based Suturing Education for Midwives.","authors":"Amanda Love Yeager, Cynthia Nypaver","doi":"10.1111/jmwh.70018","DOIUrl":"https://doi.org/10.1111/jmwh.70018","url":null,"abstract":"<p><p>Perineal repair is a skill that student nurse-midwives must achieve competency in before graduating and entering practice. Students and new midwives often express a lack of confidence in their ability to undertake perineal repair. This article aims to share one public university nurse-midwifery program's experience developing and implementing a suturing education program with an interprofessional approach. We designed a workshop that optimized student confidence and competence in suturing by incorporating the best evidence. Components of this workshop included interprofessional education, leveraging of technology, online preparatory materials for students to reference and practice before attending, allowing time for in-person practice and return demonstration with instructor feedback, and evaluation of student competence at the end of the session. The lack of evidence for best practices in suturing education for student midwives highlights interprofessional suturing education-where midwives, medical students, and obstetric interns learn together-as a promising area for future research. Optimizing student competence through interprofessional education enhances new midwives' skills and confidence and fosters collaboration and trust among professions with shared clinical responsibilities, ultimately improving outcomes for providers and patients.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144994922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Midwifery Students for the Certification Examination by Debunking Prevalent Test-Taking Myths.","authors":"Kendra Faucett","doi":"10.1111/jmwh.70016","DOIUrl":"https://doi.org/10.1111/jmwh.70016","url":null,"abstract":"<p><p>Nationally, midwifery educators are often perplexed when graduates from their programs are not successful on the American Midwifery Certification Board (AMCB) certification examination. Often, these students are excellent clinically and have a deep foundational knowledge. During examination reviews with professors, they may be able to explain a concept well orally but struggle to pick the correct answer. Emerging cognitive science can be applied to test-taking heuristics to better understand how students make choices on multiple-choice tests. Helping students understand and develop metacognition and using a trauma-informed pedagogy will give educators a new lens for teaching test-taking strategies. By applying a new method, midwifery educators can dispel common test-taking myths, help their students understand their cognitive bias when taking tests, and ultimately build students' confidence when approaching high-stakes tests. By changing their approach to test-taking advice, educators can help more students pass the certification on the first attempt and increase the speed at which new graduates are ready to enter the workforce.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144983588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers to Birth Center Integration Into the Perinatal Health System in New Jersey: A Qualitative Analysis.","authors":"Rebecca H Ofrane, Slawa Rokicki, Julie Blumenfeld, Leslie Kantor","doi":"10.1111/jmwh.70010","DOIUrl":"https://doi.org/10.1111/jmwh.70010","url":null,"abstract":"<p><strong>Introduction: </strong>When compared with hospitals, evidence has shown that freestanding birth centers are a high-value but underused birth setting offering midwifery care for individuals with low-risk pregnancies. However, systemic barriers limit birth center accessibility, especially for pregnant people of color, who fear bias and disempowerment in the hospital setting. This qualitative study is an expansion of previous research exploring the financial barriers facing birth centers in New Jersey. The aim of this study is to further describe barriers to improved birth center integration into the broader health system in New Jersey.</p><p><strong>Methods: </strong>Semistructured interviews were conducted with professionals from 4 sectors: birth center or health system, policy-adjacent philanthropy or research, statewide departments, and health insurance. Coding and reflexive thematic analysis resulted in 4 systemic barriers.</p><p><strong>Results: </strong>The identified systemic barriers to birth center access are (1) widespread lack of understanding of birth center care, (2) workforce and care network integration concerns, (3) state-related licensure and Medicaid process burdens, and (4) geographic and transportation infrastructure limitations.</p><p><strong>Discussion: </strong>This research provides further analysis and insights on the barriers to birth center access and suggests important areas for systemic policy and practice improvements. Results align with limited national studies and can spur a well-integrated perinatal system of care.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144983551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Telehealth Simulations with Generative Artificial Intelligence in Midwifery Education: Practice for Person-Centered and Culturally Responsive Care.","authors":"Hannah Cole McGrew, Kendra Faucett, Regina G Russell, Jo Ellen Holt, Jannyse Tapp, Julia Steed, Julia Phillippi","doi":"10.1111/jmwh.70015","DOIUrl":"https://doi.org/10.1111/jmwh.70015","url":null,"abstract":"<p><p>The International Confederation of Midwives Essential Competencies and the American College of Nurse-Midwives Core Competencies for Basic Midwifery Practice include essential skills needed for safe entry-level practice and provision of person-centered care to individuals from diverse backgrounds. However, opportunities for midwifery students to interact with diverse patient populations may be limited, especially in homogenous areas. Education programs struggle to recruit standardized patients from wide-ranging social, cultural, ethnic, and religious backgrounds. In addition, midwifery students may lack skills or experience in providing culturally responsive care, potentially affecting patients and exacerbating health disparities. This article reports on the pilot use of an online artificial intelligence (AI) simulation platform to prepare midwifery students for person-centered telehealth with culturally and socially diverse, underserved patients. The platform used generative technology to produce interactive avatars with detailed histories and allowed spontaneous and adaptive conversations between the virtual patient and midwife-in-training. Ease of use, avatar fidelity, ability to incorporate diverse cultural elements, student learning, time, and cost in the development were assessed. Case development requires collaboration and an iterative approach. Similar to traditional simulation, AI-based simulations require careful planning, pre- and debriefing discussions, and continuous improvement efforts for maximal student learning. Generative AI-based simulations can enable efficient, flexible preparation for patient-centered, culturally appropriate telehealth.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144983643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community-Led Priorities for Re-Envisioning Midwifery Education to Better Support Black and Indigenous Students.","authors":"Molly Altman, Sumaya Uthmaan, Takara Washington, Binta Niang, Cecilia Gilmore, Victoria Fletcher, Letitia Salazar Monk, L'Oréal O Kennedy","doi":"10.1111/jmwh.70014","DOIUrl":"10.1111/jmwh.70014","url":null,"abstract":"<p><strong>Introduction: </strong>Midwifery education has historically been framed from a lens of Whiteness, which has caused harm for students from racially minoritized (marginalized) backgrounds. To diversify the midwifery workforce, education programs need to support and graduate students who represent the communities being served. The purpose of this project was to develop community-led priorities to re-envision midwifery education to better support Black and Indigenous students.</p><p><strong>Methods: </strong>This project was codeveloped and implemented by a Community Accountability Council of community stakeholders who have experienced impacts from midwifery education or the midwifery profession. We used the Research Prioritization by Affected Communities protocol to develop community-led priorities with 4 stakeholder groups: prospective midwifery students, current midwifery students, alumni from midwifery programs, and community birthworkers.</p><p><strong>Results: </strong>The priorities culminated in the following overall themes: (1) need to center Black and Indigenous students within midwifery education; (2) need for inclusive, expansive midwifery education; and (3) need for structures to support planning for admission, retention, and graduating from midwifery education programs.</p><p><strong>Discussion: </strong>The priorities developed in this project created a roadmap for educators and preceptors to re-envision their programs and teaching methods to better support students of color, which will ultimately help diversification of the midwifery workforce. We hope that midwifery programs consider using these priorities to create safer and more supportive avenues to becoming a midwife.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}