Addressing the midwifery workforce crisis: evaluating an employment model for undergraduate midwifery students at a tertiary maternity hospital in Melbourne, Australia

Background and aims

In Victoria, maternity services are under significant strain due to increased numbers of women giving birth and critical workforce shortages. Hospitals have experienced challenges in adequately staffing maternity units, particularly on postnatal wards. In 2008, a tertiary maternity hospital in Melbourne introduced a model where undergraduate midwifery students were employed as Division 2 nurses (SMW_Div2) (enrolled nurses), to work in the postnatal area only. This study explored the pilot employment model from the perspective of the SMW_Div2 and hospital midwives.

Methods

A web-based survey was administered to hospital midwives and the SMW_Div2s in the employment model in January 2010. The survey explored the views of midwives and SMW_Div2s regarding the perceived impact of the model on workforce readiness, recruitment and retention, and clinical competence and confidence.

Findings

Forty-seven of 158 midwives (30%) and five of nine SMW_Div2s employed in the model responded to the survey. Both groups considered the model to have benefits for the organisation, including increased: student workforce readiness; clinical confidence and competence; and organisational loyalty. Both groups also considered that the model would facilitate: workforce recruitment; a teaching and learning culture within the organisation; and enhanced partnerships between students, hospitals and universities. Caution was expressed regarding workload and the need for ongoing support for SMW_Div2s working in the model.

Discussion and conclusion

SMW_Div2s and midwives were positive about the introduction of the paid employment model at the Women's. The findings are consistent with evaluations of similar programs in the nursing setting. The employment model has potential short and long term individual and organisational advantages, which is important in the context of increasing births and workforce shortages. Progression of such models will be contingent on the collaboration and cooperation of the various stakeholders involved in maternity workforce and education.     

DR communication in the South African context: A conceptual paper

Within the disaster risk reduction field the term that is used to encompass all pre- and post-disaster phases such as disaster planning, preparedness, prevention, mitigation, warning, impact, rescue, relief, rehabilitation, reconstruction and recovery (Van Niekerk, 2008, p. 367), is disaster risk reduction, response and recovery, shortly referred to as DR⁴. DR⁴ communication refers to communication, management applied during the disaster management phases.     

School Context and Individual Acculturation: How School Composition Affects Latino Students’ Acculturation*

Understanding how schools—a key context for children—shape students' cultural trajectories is important since these trajectories are tied to youth development and achievement. This study assessed how the size of the school's group of acculturated Latino and non‐Latino students influenced the acculturation of 1,720 Latino 5th‐grade students from urban public schools in the Southwest United States. A longitudinal secondary data analysis revealed that controlling for wave 1 acculturation, youths in schools with larger proportions of linguistically acculturated students were more acculturated at wave 2 than youths in schools with smaller proportions of such students. This effect was independent of Latino students' baseline acculturation level and was found even in schools with minority proportions of more acculturated students.     

‘Politics is social work with power’: training social workers for elected office

Training social workers for leadership roles in electoral campaigns and political offices increases the profession’s effectiveness in promoting public policy that reflects our professional values and commitment to social justice. This research describes and evaluates an educational experience in the US that prepares social work practitioners and students to run for elected office; to work in leadership positions at the local, state, and federal levels; and serve as effective advocates for social change. Participants’ plans for future political engagement before and after the training were compared. Following the training, participants are more likely to plan to be politically active in general. Their intentions to work on campaigns, run for office, and engage with elected officials increased. These results can inform education in other social work settings.     

‘Somebody Else's Roadmap’: Lived Experience of Maudsley and Family‐based Therapy for Adolescent Anorexia Nervosa

The Maudsley and more recent family‐based therapy manualised approaches are positioned by some as the gold standard, evidence‐based therapy for adolescent anorexia nervosa (AN). However, a significant proportion of adolescents and their families either discontinue this therapy and/or find that it simply does not work for them. These adolescents and families are under‐represented in the literature on therapeutic interventions for adolescent AN. This paper begins to address this gap with an in‐depth qualitative case study that explores the lived experience of Maudsley family therapy (MFT)/family‐based therapy (FBT) for one female adolescent (age 14 years) and her family over the period of 3 years (ages 11–14). Although initially handing over the responsibility for her eating was comforting and reinstated a sense of control in the family system, these experiences were not maintained. When she did not progress past the first phase of FBT, she and her family experienced the approach as blaming. She felt silenced and family alliances were weakened. This paper analyses how the family members negotiated and preserved their identities within this disabling context.     

If you plant it,they will come: quantifying attractiveness of exotic plants for winter-active flower visitors in community gardens

Urban community gardens are potentially important sites for urban pollinator conservation because of their high density, diversity of flowering plants, and low pesticide use (relative to agricultural spaces). Selective planting of attractive crop plants is a simple and cost-effective strategy for attracting flower visitors to urban green spaces, however, there is limited empirical data about which plants are most attractive. Here, we identified key plant species that were important for supporting flower visitors using a network-based approach that combined metrics of flower visitor abundance and diversity on different crop species. We included a metric of ‘popularity’ which assessed how frequently a particular plant appeared within community gardens. We also determined the impact of garden characteristics such as size, flower species richness, and flower species density on the abundance and diversity of flower visitors. Two plant species, Brassica rapa and Ocimum basilicum were identified as being particularly important species for supporting flower visitor populations. Flower species richness had a strong positive effect on both the abundance and diversity of flower visitors. We suggest that gardeners can maximise the conservation value of their gardens by planting a wide variety of flowering plants including attractive plants such as B. rapa and O. basilicum.

     

Master status or intersectional identity? Undocumented students’ sense of belonging on a college campus

ABSTRACT

Research on undocumented students in the United States often focuses on the challenges they face navigating postsecondary education, rooted in their precarious legal status. The observed influence of legal status on undocumented students’ sense of belonging and academic progress provides compelling evidence that being undocumented functions as a master status – a salient identity that conditions students’ educational incorporation. Yet, this research tends to highlight legal status while deemphasizing or excluding other identities. Our study takes an intersectional approach. Using focus group data with undocumented students at a Hispanic-Serving Institution, we show that students rarely identify legal status in isolation or implicate it as the sole source of adversity. Instead, students’ reveal a sense of belonging rooted in multiple dimensions of identity including ethnicity and class. This study reconsiders the utility of the master status concept in favour of an intersectional one for a comprehensive picture of undocumented students’ educational incorporation.