icm presentation 2
DESCRIPTION
This presentation is taken form my thesis and was delivered at the ICM presentation in Glasgow 2008. I hope to add the sound recording to this as soon as possible.TRANSCRIPT
Speaker: Carolyn McIntoshSpeaker: Carolyn McIntosh
Master in Midwifery Master in Midwifery thesis presentationthesis presentation
Currently:Currently:Rural midwife Rural midwife Midwifery Lecturer Midwifery Lecturer Otago New Zealand.Otago New Zealand.
Funding support from Otago Funding support from Otago Polytechnic research grantsPolytechnic research grants
Ethical approval from Otago Ethical approval from Otago Polytechnic ethics committeePolytechnic ethics committee
Qualitative descriptive studyQualitative descriptive study Four focus groups from around the Four focus groups from around the
South Island of New ZealandSouth Island of New Zealand
Aim of studyAim of study To identify how particular To identify how particular
groups of rural midwives groups of rural midwives from around the South from around the South Island of New Zealand Island of New Zealand informed their practiceinformed their practice
• to discover if they had any issues with informing practice
• what they would like to see in the future
Reality of rural midwifery practice Reality of rural midwifery practice in New Zealandin New Zealand
Diverse - no real ‘norm’- evolved and Diverse - no real ‘norm’- evolved and evolvingevolving
Local service meets needs of the local Local service meets needs of the local community and developed around the community and developed around the service providers in the area.service providers in the area.
Might be:Might be:– Local practice groups Local practice groups
OrOr
– Individual midwives or midwives working in pairsIndividual midwives or midwives working in pairs Limited opportunities to meet with other Limited opportunities to meet with other
midwives or other health professionals midwives or other health professionals Geographical isolationGeographical isolation
How did the midwives inform How did the midwives inform practicepractice
Journals Journals – MidirsMidirs– NZCOMNZCOM
BooksBooks Formal study / Formal study /
workshopsworkshops
– Practice groupsPractice groups– Other groupsOther groups
On study daysOn study days
““The greatest benefit of it for me was The greatest benefit of it for me was sharing things with, other midwives, sharing things with, other midwives, midwives in a room, partly through not midwives in a room, partly through not having that, was one of the having that, was one of the inspirations for starting to convene inspirations for starting to convene these meetings here, I was not really these meetings here, I was not really meeting many other midwives meeting many other midwives otherwise, which is the best way of otherwise, which is the best way of getting information”getting information”
On connecting with On connecting with colleaguescolleagues
““I have to say personally I gain most of I have to say personally I gain most of my knowledge from my colleagues, from my knowledge from my colleagues, from working with more experienced, or highly working with more experienced, or highly experienced, other midwivesexperienced, other midwives””
““Even from team to team we often learn Even from team to team we often learn different things from each other, which is different things from each other, which is good, it’s all knowledge sharinggood, it’s all knowledge sharing” ”
Rural Midwife
RuralMidwives Rural
Facility
RuralGPs
StandardsReview
committeeRegionalMidwives
PerinatalAuditGroup
Obstetricians
AccessHoldersGroup
Rural Midwife
SpecialistServices
Rural GP Rural facility
Nursing Staff
OtherRural
MidwivesOne hour
away
Two hours away
Social learning theorySocial learning theory
VgotskyVgotsky Social interaction plays a fundamental role in Social interaction plays a fundamental role in
learning.learning.
BanduraBandura We learn through modeling others behaviour, We learn through modeling others behaviour,
attitudes and outcomes of this behaviour.attitudes and outcomes of this behaviour.
LaveLave Learning is embedded within activity, context and Learning is embedded within activity, context and
culture.culture.
Communities of practiceCommunities of practiceLave and Wenger (1991);Lave and Wenger (1991); understanding the technology of practice is understanding the technology of practice is
more than learning to use tools; it is a way to more than learning to use tools; it is a way to connect with the history of the practice and to connect with the history of the practice and to participate more directly in its cultural life participate more directly in its cultural life (p.101).(p.101).
participation in the cultural practice in which participation in the cultural practice in which any knowledge exists is an epistemological any knowledge exists is an epistemological principle of learning. The social structure of principle of learning. The social structure of this practice, its power relations, and its this practice, its power relations, and its conditions for legitimacy define possibilities conditions for legitimacy define possibilities for learning (p.98). for learning (p.98).
Communities of practiceCommunities of practice
Communities of practice are groups of people Communities of practice are groups of people who share a concern or passion for who share a concern or passion for something they do and learn how to do it something they do and learn how to do it better as they interact regularly. better as they interact regularly.
(Wenger, 2008)(Wenger, 2008)
– Wenger, E. (2008). Communities of practice: a Wenger, E. (2008). Communities of practice: a brief introduction. Retrieved May 14brief introduction. Retrieved May 14,, 2008, from 2008, from
http://www.ewenger.com/theory/communities_of_http://www.ewenger.com/theory/communities_of_practice_intro.htmpractice_intro.htm
Sharing the learningSharing the learning
““And so really for myself, it would be nice And so really for myself, it would be nice to go with your colleagues so you can to go with your colleagues so you can disseminate the information together, but disseminate the information together, but we can’t do that because we would leave we can’t do that because we would leave the place empty”the place empty”
““The first support in a storm for me is The first support in a storm for me is always my collegial support”always my collegial support”
Networking through the Networking through the internet.internet.
““But certainly a rural midwives network But certainly a rural midwives network would be fantastic, that we could ring would be fantastic, that we could ring other people and say what do you think other people and say what do you think about this? about this? “ “
““Just share over the internet, a case study Just share over the internet, a case study from our area, this is what we found and from our area, this is what we found and how we managed ithow we managed it” ”
Supporting shared learning and Supporting shared learning and communities of practicecommunities of practice
Web 2.0 facilitates social networking in an Web 2.0 facilitates social networking in an online environment through various online online environment through various online toolstools
Facilitates connections between individuals Facilitates connections between individuals who have a shared understanding and shared who have a shared understanding and shared interestsinterests
Online resources facilitate information Online resources facilitate information sharing and collaboration in a variety of wayssharing and collaboration in a variety of ways– Otago Polytechnic have recently won funding to Otago Polytechnic have recently won funding to
produce an online resource to develop a produce an online resource to develop a midwifery community of practicemidwifery community of practice
http://ecomidwife.wetpaint.com/
http://mymidiblog.blogspot.com
http://del.icio.us/carolynmcintosh
http://www.youtube.com/carolynmcintosh
http://midirs.org/webinar
ConclusionConclusion Rural midwives inform practice in a variety of ways Rural midwives inform practice in a variety of ways
but prefer to share and acquire new information but prefer to share and acquire new information through communities of practicethrough communities of practice
Rural midwives have limited opportunities to Rural midwives have limited opportunities to engage with or develop communities of practiceengage with or develop communities of practice
Online social networking provides new and Online social networking provides new and exciting opportunities to facilitate this for rural exciting opportunities to facilitate this for rural midwives midwives
Links can be forged both nationally and Links can be forged both nationally and internationallyinternationally
ReferencesReferences
Bandura, A. (1977). Bandura, A. (1977). Social learning theory.Social learning theory. New Jersey: Prentice HallNew Jersey: Prentice Hall
Lave, J. Wenger, E. (1991). Lave, J. Wenger, E. (1991). Situated Situated learning: Legitimate peripheral learning: Legitimate peripheral participation.participation. Cambridge: Cambridge Cambridge: Cambridge University PressUniversity Press
Vgotsky, L., S. (1978). Vgotsky, L., S. (1978). Mind in societyMind in society (ed. (ed. M. Cole, V. John-Steiner, S. Scribner and M. Cole, V. John-Steiner, S. Scribner and E. Souberman). Cambridge, MA: E. Souberman). Cambridge, MA: Harvard University Press.Harvard University Press.