Journal of midwifery & women's health最新文献

{"title":"Evaluation of Educational Activity About Preeclampsia With Traditional Midwives in the Remote Petén Department of Guatemala.","authors":"Kimberly Garcia, Cheryl Armstrong, Jill Johnson, Lisa Taylor-Swanson, Eli Iacob, Kayla Madsen, Emily Flynn, Ashlee Taft Nelson","doi":"10.1111/jmwh.70050","DOIUrl":"10.1111/jmwh.70050","url":null,"abstract":"<p><strong>Introduction: </strong>The Guatemalan Ministry of Health has offered traditional midwives (TMs) training programs in Spanish since 1955. Many Guatemalan TMs speak indigenous dialects, with limited reading and writing skills, and may not fully comprehend this information. Additionally, TMs have previously requested instruction on how to measure blood pressure in order to improve outcomes for women developing preeclampsia. Prompt diagnosis of preeclampsia would enable TMs to make more timely decisions for transport to a hospital. The purpose of this quality improvement project therefore was to develop culturally sensitive oral educational activities in the native language of participants to improve their knowledge of preeclampsia and improve their skills in assessing blood pressure.</p><p><strong>Process: </strong>The project used an action research methodology based on Leininger's cultural care theory. Trainers employed a variety of teaching methods such as repetition, triangulation, role-plays, storytelling, hands-on practice, return demonstrations, and pictorial Preeclampsia Reminder Cards. During a 2-week period in August 2024, 179 TMs attended educational activities about preeclampsia in 11 groups located in the remote Petén. A 26-item written pretest and posttest was used to evaluate changes in knowledge about preeclampsia. An 11-item checklist was used to assess ability to correctly measure blood pressure.</p><p><strong>Outcomes: </strong>Among 179 TM participants, 49% were found to have limited reading and writing skills. Following the education methods, however, the group demonstrated a significant improvement in knowledge when comparing the 26-item pretest (N = 179, mean [SD], 16.02 [4.04]) with the posttest (mean [SD], 21.5 [4.69]); t₁₇₈ = 12.262; P < .001. Some participants with limited reading and writing skills were provided 1:1 assistance writing down answers they provided to the tests. Additionally, 94% correctly demonstrated all 11 items on a blood pressure assessment checklist. The majority of participants reported the educational activity was useable, feasible, and satisfying.</p><p><strong>Discussion: </strong>The success of these methods in educating TMs in remote Guatemala has wide-reaching implications for improving maternal and infant health outcomes in low- and middle-income countries.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"212-221"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145530988","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":"Wellness Curriculum to Promote Resilience.","authors":"Julie Knutson, Sarah Kleinman, Elizabeth Kettyle, Elisabeth Howard","doi":"10.1111/jmwh.70044","DOIUrl":"10.1111/jmwh.70044","url":null,"abstract":"<p><p>Burnout as a public health crisis has gained attention in recent years. Integrating a wellness curriculum into training programs can reduce burnout and cultivate the awareness and skills needed to support a sustainable career in health care. The faculty midwives within the residency program in obstetrics and gynecology at The Warren Alpert Medical School of Brown University have implemented a successful, evidence-based wellness curriculum for residents that focuses on the emotional, physical, and psychological needs of learners. Participants report that this program increases work satisfaction and reduces burnout. The initiative could be modified across many disciplines of clinical training, and with midwife learners, to decrease stress during an academically rigorous and emotionally overwhelming time and provide trainees with tools that will sustain their sense of well-being throughout their careers.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"242-248"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145403420","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":"An Escape Room Educational Experience: Unlocking Midwifery Knowledge.","authors":"Erin Morelli, Linda Ghampson, Jill Langan, Michelle Telfer","doi":"10.1111/jmwh.70071","DOIUrl":"10.1111/jmwh.70071","url":null,"abstract":"<p><p>This intrapartum escape room learning experience was initially developed as an in-person, summative assessment for midwifery students completing their first intrapartum course prior to beginning their intrapartum clinical rotation. The goal of this experience was to assess the knowledge and skills gained in the course through an innovative, engaging experiential learning activity that consolidates this knowledge in an interactive environment. This learning format leverages constructivist and adult learning theories, requiring students to draw upon prior knowledge to collaboratively solve puzzles related to key midwifery intrapartum concepts, thus reinforcing their learning through active participation and discussion. Course evaluations completed by students indicate a high level of student engagement, community building, and perceived learning value. The escape room format effectively highlighted both individual and group strengths and learning gaps, providing a comprehensive assessment of students' knowledge base for beginning student clinical experiences. The article reviews the use of escape rooms in midwifery education and explains how to develop different types of puzzles to meet the learning objectives of courses and how to connect the puzzles into a full educational escape room experience. The materials needed, logistics, and design for how to achieve this learning modality are discussed.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"275-282"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145746376","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":"Midwifery Students' Experiences of Clinical Education: What Helps and What Hurts.","authors":"Amy Alspaugh, Julie Blumenfeld, Laura D Lindberg","doi":"10.1111/jmwh.70070","DOIUrl":"10.1111/jmwh.70070","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical education is a cornerstone of midwifery training. Although international studies highlight the importance of preceptor support, predictability, and a positive learning environment, little is known about which aspects of clinical education in the United States best support or hinder student learning.</p><p><strong>Methods: </strong>We conducted a national, cross-sectional survey of certified nurse-midwives and certified midwives certified between 2019 and 2024. Eligible participants were recruited via email through the American Midwifery Certification Board. The survey included 46 items, including 23 items about their clinical education experiences and 23 items about their current practice and demographic characteristics. In this article, we have analyzed 3 open-ended questions that asked participants to describe the best and worst parts of their clinical education using reflexive thematic analysis.</p><p><strong>Results: </strong>We received 640 completed surveys resulting in a response rate of 16%. From our analysis, we identified 3 themes. The first was the centrality of the preceptor as a make-or-break component of clinical education. Participants overwhelmingly emphasized the central role of preceptors in influencing the quality of their experiences, describing supportive mentors as crucial to building confidence, independence, and professional growth. Conversely, negative preceptor behaviors, including bullying and discrimination, hindered learning. The second theme, the need for diversity in setting and care to produce a full-scope midwife, highlighted the various clinical experiences needed to create a full-scope midwife. The third theme described participants' desire for clinical education that fits within their lives.</p><p><strong>Discussion: </strong>Findings demonstrate that the quality of clinical education hinges on supportive preceptors and diverse learning environments; yet students frequently encounter mistreatment and systemic barriers. Midwifery programs and professional organizations must enhance oversight of clinical placements, invest in accessible preceptor training, and provide structured support for students navigating challenging sites. Strengthening clinical education is essential to sustaining a well-prepared, resilient midwifery workforce that can provide equitable, evidence-based care.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"187-194"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145897153","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":"Innovative Teaching Approaches to Integrating Substance Use Disorder Training into Midwifery and Women's Health Nurse Practitioner Education Programs.","authors":"Kirby Adlam, Erin Farah, Patrick Thornton, Kelly Rosenberger, Kristen Hufford-Tims, Pam Pearson, Gina Juliano, Melissa Acuna, Summer Hinthorne, Kylea Liese","doi":"10.1111/jmwh.70038","DOIUrl":"10.1111/jmwh.70038","url":null,"abstract":"<p><p>Substance use disorder (SUD) is the most common cause of pregnancy-associated deaths for women in Illinois. In this article, we describe how to provide multimodality education and teaching opportunities in SUD and medication for opioid use disorder, incorporate community outreach to offer new experiential clinical learning opportunities, and enhance preceptor relationships to bolster educational partnerships as an innovative approach to incorporating SUD education into midwifery programs. Our teaching efforts identify the most vulnerable communities and create an innovative, midwifery-led solution to provide much-needed culturally aligned care addressing health disparities of those in rural and underserved communities. We highlight our utilization of an online education and training platform that students enroll in to obtain foundational knowledge in medication management for opioid use disorder, describe how we expanded clinical partnerships with providers actively providing medication management for opioid use disorders, and discuss how we evaluated those experiences and provided teaching/learning opportunities for students to present material across multiple cohorts of students. This innovative approach to integrating education for medication management of SUD through the above teaching modalities highlights our ability to meet the needs of our patients and prepare the future midwifery workforce with the clinical skills necessary for the work needed in clinical settings across the United States.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"237-241"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067914/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145395969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design and Implementation of an Innovative Health Equity Curriculum.","authors":"Melicia Escobar, Heather M Bradford, Katie DePalma, Signey Olson, Kathryn Atkin, Jenna Benyounes, Lauren Arrington, Ebony Marcelle, Noelene K Jeffers, Joel Michael Reynolds, Julia Perry, Christina X Marea","doi":"10.1111/jmwh.70099","DOIUrl":"10.1111/jmwh.70099","url":null,"abstract":"<p><p>Health professional students must be trained to understand and address the structural and interpersonal drivers of health care inequities for diverse populations, particularly those who have experienced systematic oppression and discrimination. The medical, nursing, and midwifery care models have often neglected, mistreated, or outright exploited marginalized communities, particularly people who are Black, Indigenous, Latinx, disabled, larger bodied, economically oppressed, and gender diverse. Health professional students will emerge as clinicians within a health care system and society characterized by deep inequities in health care experiences. Students must have the competence to identify and respond to individual, family, and community health needs in the context of inequities. At one nurse-midwifery and women's health nurse practitioner program, the faculty designed and implemented an innovative health equity curriculum. The curriculum prepares future clinicians to provide socially and clinically appropriate care to all populations; identify structural and systemic barriers to health and wellness; seek to mitigate the harmful effects of bias, discrimination, and inequity in their care; and grow in self-awareness of their own role in mitigating bias and health inequities. This article describes the development and implementation of the curriculum, associated challenges and opportunities, and our vision for evaluation and expansion.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"222-228"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067924/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147438648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Interprofessional Approach to Teaching About Postpartum Depression.","authors":"Abigail Howe-Heyman, Joseph Schatz, Marissa DeCesaris Siegel","doi":"10.1111/jmwh.70056","DOIUrl":"10.1111/jmwh.70056","url":null,"abstract":"<p><strong>Introduction: </strong>Mental health conditions are the leading cause of pregnancy-related death in the United States. The purpose of this study was to explore the use of interprofessional simulation for postpartum depression management.</p><p><strong>Methods: </strong>Midwifery, women's health gender-related nurse practitioner, and psychiatric mental health nurse practitioner students participated in an interprofessional postpartum depression simulation. Full-time students enrolled at the university in 2024 and 2025 were eligible to participate in a study using a pre-posttest design. Attitudes toward and confidence in management of postpartum depression were assessed before and after the simulation using a modified version of the Revised Depression Attitude Questionnaire (R-DAQ).</p><p><strong>Results: </strong>There was a significant increase in modified R-DAQ scores following the intervention. Students' comments showed that they found the experience positive and that it helped improve their interprofessional communication and confidence in the management of postpartum depression.</p><p><strong>Discussion: </strong>This is the first known study assessing the efficacy of an interprofessional postpartum depression simulation. Limitations include a lack of longitudinal data, a single site, and the use of a modified rating scale. Interprofessional simulation can be an effective educational intervention to prepare advanced practice nursing students to manage postpartum depression.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"204-211"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067922/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145544674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educating Midwives as Abortion Providers: Implementing Innovative Models for Standardized Training in Abortion Care.","authors":"Nicole Quinones, Samantha Auerbach, Nikki Lanshaw, Nikia Grayson, Julie Blumenfeld, Becca Neuwirth, Pamela Pearson, Ellen Chaney Solis, Robyn Nisi, Kylea L Liese","doi":"10.1111/jmwh.70043","DOIUrl":"10.1111/jmwh.70043","url":null,"abstract":"<p><p>The Dobbs v Jackson Women's Health Organization US Supreme Court decision significantly limited patients' access to abortion services, and the providers who can legally deliver this care. Currently 22 states license providers other than physicians to provide medication or procedural abortion. However, most midwives and advanced practice clinicians (APCs) do not receive abortion training in their educational programs despite endorsement from professional and health organizations both nationally and abroad. In response to the growing abortion access crisis, 4 accredited midwifery programs incorporated innovative abortion training into their curricula to integrate abortion into the full scope of midwifery practice. This article provides a framework for midwifery and APC programs to implement standardized education and training in abortion services that are trauma informed, culturally sensitive, and patient centered. We outline each program, implementation barriers and facilitators, and conclude with a discussion of mechanisms for overcoming barriers and recommendations for standardization across programs.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"255-263"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067921/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145746337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The CHOICES Black Midwifery Fellowship: An Innovative Model for Training Midwives in Reproductive Justice and Community-Centered Care.","authors":"Nikia D Grayson, Nicole Quinones, Kemetra King, Kiara Norman, Talita Wells Oseguera, Nekea Smith, Miajenell Peake, Alexis Dunn Amore","doi":"10.1111/jmwh.70028","DOIUrl":"10.1111/jmwh.70028","url":null,"abstract":"<p><p>The CHOICES Black Midwifery Fellowship Program is an exemplar of a transformative postgraduate model in midwifery education that extends beyond traditional training frameworks. The program is designed around 5 core pillars: full-scope reproductive health services education and training, Black feminist thought, leadership and mentorship, neonatal and postnatal care, and community and patient-centered care. By embedding these frameworks into the curriculum, the fellowship challenges the prevailing medicalized approach to birth that often neglects the unique needs of marginalized communities. This perspective equips fellows with a critical understanding of the social, political, and economic factors that influence health outcomes, enabling them to advocate effectively for their patients and communities. In addition to improving clinical outcomes, the fellowship has also played a crucial role in restoring trust between Black birthing people and the health care system. Historical injustices and ongoing systemic racism have led to deep-seated mistrust of mainstream health care institutions among many Black communities. By training Black midwives who understand and share the cultural and lived experiences of their patients, the CHOICES fellowship helps to bridge this trust gap. Fellows are taught to adopt a patient-centered approach that prioritizes informed consent, shared-decision-making, and respect for cultural practices. In this article we outline the structure, curriculum, and training activities of the CHOICES Black Midwifery Fellowship. Additionally, we review the challenges encountered and lessons learned during the implementation process.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"195-203"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13067918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lessons Learned From the Development of the First Certificate Program in Abortion Care in the United States.","authors":"Meghan Eagen-Torkko, Molly R Altman, Ellen Solis","doi":"10.1111/jmwh.70083","DOIUrl":"10.1111/jmwh.70083","url":null,"abstract":"<p><p>Development of innovative education programs in a time of demographic and economic pressures in higher education requires strategy and collaboration. This article explores the development, theory, and implementation of the first postgraduate certificate in abortion care in the United States, as well as implications for other innovative programs. Requirements for such programs include (1) needs assessments, (2) allyship and relationship-building with key stakeholders, (3) intentional use of theoretical foundation, (4) community relationships, and (5) expectation of the unexpected. Strategies used included leveraging professional relationships, identifying mutual interests, cultivating key allies in the relevant systems, and focusing on the role of nursing and midwifery in effectively addressing structural issues. Although this program relates to abortion care, the lessons learned are relevant to any innovative education program.</p>","PeriodicalId":94094,"journal":{"name":"Journal of midwifery & women's health","volume":" ","pages":"249-254"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145992407","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}