Journal of midwifery & women's health
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J Midwifery Womens Health · Nov 2016
Evaluation of a National E-Mentoring Program for Ethnically Diverse Student Nurse-Midwives and Student Midwives.
The US racial profile is changing rapidly, yet the nursing and midwifery professions are not evolving accordingly. The lack of racial and ethnic diversity within these health professions negatively affects efforts to eliminate persistent health disparities. To address this issue, the Midwives of Color Committee (MOCC) of the American College of Nurse-Midwives (ACNM) created a national online mentoring program in 2011 to support midwifery students of color. An evaluation of the program is reported here. ⋯ This study suggests that the online mentoring program for student midwives of color currently being offered should continue but with enhancements to improve the face-to-face mentoring experience, including the use of computer-based technology. Other program improvements are also recommended. To be truly effective, mentoring programs must meet the needs of mentors and mentees; future evaluations should clarify their potential as an important tool for increasing diversity.
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J Midwifery Womens Health · Nov 2016
ReviewThe Impact of Racism and Midwifery's Lack of Racial Diversity: A Literature Review.
The United States is increasingly racially diverse. Racial disparities in maternal-child health persist. Despite national calls for workforce diversification, more than 90% of certified nurse-midwives are white. This systematic review examines how racism and midwifery's lack of racial diversity impact both midwives and their patients. ⋯ The midwifery profession and its patients stand to substantially benefit from diversification of the field, which requires addressing racism within the profession. Structural competency is a new theory that offers an effective framework to guide these efforts.
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J Midwifery Womens Health · Nov 2016
Incorporating Antiracism Coursework into a Cultural Competency Curriculum.
Creating a socially conscious educational environment is an imperative if health care practitioners are to have a significant impact on health inequities. The effects of practitioner bias, prejudice, and discrimination on health and health outcomes have been well documented in the literature. ⋯ As research on the effectiveness of this training has emerged, several authors have called for the integration of antiracism training into the cultural competency curriculum, but few have found effective ways of doing so. This article describes the approach of one midwifery program in order to inform clinical education programs across the spectrum of health care practitioners.
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J Midwifery Womens Health · Sep 2016
ReviewBacterial Vaginosis Screening and Treatment in Pregnant Women.
The American College of Obstetricians and Gynecologists, the Centers for Disease Control and Prevention, and the US Preventive Services Task Force recommend against routinely screening asymptomatic pregnant women for bacterial vaginosis (BV). Although asymptomatic BV has been associated with preterm birth, there is insufficient evidence demonstrating that treatment of asymptomatic BV improves outcomes. Conversely, women who have symptomatic BV should be treated to relieve their symptoms. This brief report provides an overview of BV, reviews the evidence regarding screening and treating BV in pregnant women, and summarizes treatment recommendations for pregnant women who have symptomatic BV.
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J Midwifery Womens Health · Sep 2016
National Partnership for Maternal Safety: Consensus Bundle on Venous Thromboembolism.
Obstetric venous thromboembolism is a leading cause of severe maternal morbidity and mortality. Maternal death from thromboembolism is amenable to prevention, and thromboprophylaxis is the most readily implementable means of systematically reducing the maternal death rate. Observational data support the benefit of risk-factor-based prophylaxis in reducing obstetric thromboembolism. ⋯ Safety bundles outline critical clinical practices that should be implemented in every maternity unit. The safety bundle is organized into 4 domains: Readiness, Recognition, Response, and Reporting and Systems Learning. Although the bundle components may be adapted to meet the resources available in individual facilities, standardization within an institution is strongly encouraged.