The development of a theoretical model of midwifery competence in birth technology.

kenda crozier, Marlene Sinclair, W George Kernohan, sam porter

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Background. Concept analysis has identified three domains in the competent use of birth technology – interpersonal skills, professional knowledge and clinical proficiency – and tentative criteria for birth technology competence.Aim. Fieldwork was undertaken to observe, confirm and explore pre-defined attributes of birth technology competence.Method. The Swartz-Barcott and Kim (2000) hybrid model of concept development was expanded to include an ethnographic observation of theory in action.Findings. Key attributes of birth technology competence found in ‘real-world’ midwifery practice were skills in using the machines, decision-making and traditional midwifery skills.Conclusions. The confusion surrounding the use of technology in midwifery practice needs to be addressed by both professionals and educationalists. Midwives should be taught to value traditional midwifery skills alongside those of machine skills. The identification of a model of appropriate technology use is needed in midwifery.
LanguageEnglish
Pages119-124
JournalEvidence Based Midwifery
Volume5
Issue number4
Publication statusPublished - 2007

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Midwifery
Mental Competency
Theoretical Models
Parturition
Technology
Decision Making
Observation

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title = "The development of a theoretical model of midwifery competence in birth technology.",
abstract = "Background. Concept analysis has identified three domains in the competent use of birth technology – interpersonal skills, professional knowledge and clinical proficiency – and tentative criteria for birth technology competence.Aim. Fieldwork was undertaken to observe, confirm and explore pre-defined attributes of birth technology competence.Method. The Swartz-Barcott and Kim (2000) hybrid model of concept development was expanded to include an ethnographic observation of theory in action.Findings. Key attributes of birth technology competence found in ‘real-world’ midwifery practice were skills in using the machines, decision-making and traditional midwifery skills.Conclusions. The confusion surrounding the use of technology in midwifery practice needs to be addressed by both professionals and educationalists. Midwives should be taught to value traditional midwifery skills alongside those of machine skills. The identification of a model of appropriate technology use is needed in midwifery.",
author = "kenda crozier and Marlene Sinclair and Kernohan, {W George} and sam porter",
note = "Reference text: Benner P. (1984) From novice to expert: excellence and power in clinical nursing practice. Addison Wesley: Menlo Park, California. Burns RB. (2000) Introduction to research methods. Sage: London. Carter R, Neal B. (1995) Assessing competence in engineering project management: In: Edwards A, Knight P. (Eds.). Assessing competence in higher education. Kogan Page: Birmingham. Crozier K, Sinclair M. (2004) Medical device training in maternity care: part one. British Journal of Midwifery 12(7): 422-4. Crozier K, Sinclair M, Kernohan WG, Porter S. (2006) Birth technology competence: a concept analysis. Evidence Based Midwifery 4(3): 96-100. Dreyfus HL, Dreyfus SE. (1986) Mind over machine: the power of human intuition and expertise in the era of the computer. Blackwell: Oxford. Ellul J. (1989) The search for ethics in a technicist society. Research in Philosophy and Technology 9: 23-36. Eraut M. (1994) Developing professional knowledge and competence. Falmer Press: London. Fullerton J, Severino R, Brogan K, Thompson J. (2003) The International Confederation of Midwives’ study of essential competencies of midwifery practice. Midwifery 19(3): 174-90. Habermas J. (1984) The theory of communicative action (volume one): reason and rationalisation of society. Heinemann: London. Hawthorn DL, Yurkovich NJ. (1995) Science, technology, caring and the professions: are they compatible? Journal of Advanced Nursing 21(6): 1087-91. Henley-Einion A. (2003) The medicalisation of childbirth: In: Squire C. (Ed.). The social context of birth. Radcliffe Medical Press: Abingdon. International Confederation of Midwives. (2005) Definition of the midwife. International Confederation of Midwives: The Hague. See: www.medicalknowledgeinstitute.com/files/ICM{\%}20Definition{\%}20of{\%}20the {\%}20Midwife{\%}202005.pdf (accessed 8 May 2007). Kitzinger S. (1997) Authoritative touch in childbirth: In: Davis-Floyd RE, Sargent CF. (Eds.). Childbirth and authoritative knowledge: cross-cultural perspectives. University of California Press: Berkeley. Locsin RC. (Ed.). (2001) Advancing technology, caring and nursing. Auburn House: Westport, Connecticut. McCrea H, Wright ME, Murphy-Black T. (1998) Differences in midwives’ approaches to pain relief in labour. Midwifery 14(3): 174-80. Medical Devices Agency. (2003) Device bulletin: infusion systems. Medical Devices Agency: London. National Institute for Health and Clinical Excellence. (2001) Clinical guideline: electronic fetal monitoring in labour. National Institute for Health and Clinical Excellence: London. Otter S. (1995) Assessing competence: the experience of the Enterprise in Higher Education Initiative: In: Edwards A, Knight P. (Eds.). Assessing competence in higher education. Kogan Page: Birmingham. Pearson HT. (1984) Competence: a normative analysis: In: Short EC. (Ed.). Competence: inquiries into its meaning and acquisition in education settings. University Press of America: Lanham, Maryland. Phillips T, Schostak J, Bedford H, Robinson J. (1993) Assessment of competencies in nursing and midwifery education and training (the Ace Project). English National Board for Nursing, Midwifery and Health Visiting: London. Powell Kennedy H. (2000) A model of exemplary midwifery practice: results of a Delphi study. Journal of Midwifery and Women’s Health 45(1): 4-19. Robson C. (1993) Real-world research. Blackwell: Oxford. Sandelowski M. (2002) Re-embodying qualitative enquiry. Qualitative Health Research 12(1): 104-15. Sinclair MK. (2001) Midwifery managers’ perspectives on midwives’ use of birth technology. All Ireland J Nursing and Midwifery 1(6): 213-9. Silverman D. (2001) Interpreting qualitative data: methods for analysing talk, text and interaction (second edition). Sage: London. Spradley JP. (1980) Participant observation. Harcourt Brace: London. Strauss A, Corbin J. (1998) Basics of qualitative research: techniques and procedures for developing grounded theory (second edition). Sage: Thousand Oaks, California. Swartz-Barcott D, Kim HS. (2000) An expansion and elaboration of the hybrid model of concept development: In: Rogers BL, Knafl KA. (Eds.). Concept development in nursing. Saunders: Philadelphia. Symonds A, Hunt S. (1996) The midwife and society: perspectives, policy and practice. Macmillan: London.",
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The development of a theoretical model of midwifery competence in birth technology. / crozier, kenda; Sinclair, Marlene; Kernohan, W George; porter, sam.

Vol. 5, No. 4, 2007, p. 119-124.

Research output: Contribution to journalArticle

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AU - crozier, kenda

AU - Sinclair, Marlene

AU - Kernohan, W George

AU - porter, sam

N1 - Reference text: Benner P. (1984) From novice to expert: excellence and power in clinical nursing practice. Addison Wesley: Menlo Park, California. Burns RB. (2000) Introduction to research methods. Sage: London. Carter R, Neal B. (1995) Assessing competence in engineering project management: In: Edwards A, Knight P. (Eds.). Assessing competence in higher education. Kogan Page: Birmingham. Crozier K, Sinclair M. (2004) Medical device training in maternity care: part one. British Journal of Midwifery 12(7): 422-4. Crozier K, Sinclair M, Kernohan WG, Porter S. (2006) Birth technology competence: a concept analysis. Evidence Based Midwifery 4(3): 96-100. Dreyfus HL, Dreyfus SE. (1986) Mind over machine: the power of human intuition and expertise in the era of the computer. Blackwell: Oxford. Ellul J. (1989) The search for ethics in a technicist society. Research in Philosophy and Technology 9: 23-36. Eraut M. (1994) Developing professional knowledge and competence. Falmer Press: London. Fullerton J, Severino R, Brogan K, Thompson J. (2003) The International Confederation of Midwives’ study of essential competencies of midwifery practice. Midwifery 19(3): 174-90. Habermas J. (1984) The theory of communicative action (volume one): reason and rationalisation of society. Heinemann: London. Hawthorn DL, Yurkovich NJ. (1995) Science, technology, caring and the professions: are they compatible? Journal of Advanced Nursing 21(6): 1087-91. Henley-Einion A. (2003) The medicalisation of childbirth: In: Squire C. (Ed.). The social context of birth. Radcliffe Medical Press: Abingdon. International Confederation of Midwives. (2005) Definition of the midwife. International Confederation of Midwives: The Hague. See: www.medicalknowledgeinstitute.com/files/ICM%20Definition%20of%20the %20Midwife%202005.pdf (accessed 8 May 2007). Kitzinger S. (1997) Authoritative touch in childbirth: In: Davis-Floyd RE, Sargent CF. (Eds.). Childbirth and authoritative knowledge: cross-cultural perspectives. University of California Press: Berkeley. Locsin RC. (Ed.). (2001) Advancing technology, caring and nursing. Auburn House: Westport, Connecticut. McCrea H, Wright ME, Murphy-Black T. (1998) Differences in midwives’ approaches to pain relief in labour. Midwifery 14(3): 174-80. Medical Devices Agency. (2003) Device bulletin: infusion systems. Medical Devices Agency: London. National Institute for Health and Clinical Excellence. (2001) Clinical guideline: electronic fetal monitoring in labour. National Institute for Health and Clinical Excellence: London. Otter S. (1995) Assessing competence: the experience of the Enterprise in Higher Education Initiative: In: Edwards A, Knight P. (Eds.). Assessing competence in higher education. Kogan Page: Birmingham. Pearson HT. (1984) Competence: a normative analysis: In: Short EC. (Ed.). Competence: inquiries into its meaning and acquisition in education settings. University Press of America: Lanham, Maryland. Phillips T, Schostak J, Bedford H, Robinson J. (1993) Assessment of competencies in nursing and midwifery education and training (the Ace Project). English National Board for Nursing, Midwifery and Health Visiting: London. Powell Kennedy H. (2000) A model of exemplary midwifery practice: results of a Delphi study. Journal of Midwifery and Women’s Health 45(1): 4-19. Robson C. (1993) Real-world research. Blackwell: Oxford. Sandelowski M. (2002) Re-embodying qualitative enquiry. Qualitative Health Research 12(1): 104-15. Sinclair MK. (2001) Midwifery managers’ perspectives on midwives’ use of birth technology. All Ireland J Nursing and Midwifery 1(6): 213-9. Silverman D. (2001) Interpreting qualitative data: methods for analysing talk, text and interaction (second edition). Sage: London. Spradley JP. (1980) Participant observation. Harcourt Brace: London. Strauss A, Corbin J. (1998) Basics of qualitative research: techniques and procedures for developing grounded theory (second edition). Sage: Thousand Oaks, California. Swartz-Barcott D, Kim HS. (2000) An expansion and elaboration of the hybrid model of concept development: In: Rogers BL, Knafl KA. (Eds.). Concept development in nursing. Saunders: Philadelphia. Symonds A, Hunt S. (1996) The midwife and society: perspectives, policy and practice. Macmillan: London.

PY - 2007

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N2 - Background. Concept analysis has identified three domains in the competent use of birth technology – interpersonal skills, professional knowledge and clinical proficiency – and tentative criteria for birth technology competence.Aim. Fieldwork was undertaken to observe, confirm and explore pre-defined attributes of birth technology competence.Method. The Swartz-Barcott and Kim (2000) hybrid model of concept development was expanded to include an ethnographic observation of theory in action.Findings. Key attributes of birth technology competence found in ‘real-world’ midwifery practice were skills in using the machines, decision-making and traditional midwifery skills.Conclusions. The confusion surrounding the use of technology in midwifery practice needs to be addressed by both professionals and educationalists. Midwives should be taught to value traditional midwifery skills alongside those of machine skills. The identification of a model of appropriate technology use is needed in midwifery.

AB - Background. Concept analysis has identified three domains in the competent use of birth technology – interpersonal skills, professional knowledge and clinical proficiency – and tentative criteria for birth technology competence.Aim. Fieldwork was undertaken to observe, confirm and explore pre-defined attributes of birth technology competence.Method. The Swartz-Barcott and Kim (2000) hybrid model of concept development was expanded to include an ethnographic observation of theory in action.Findings. Key attributes of birth technology competence found in ‘real-world’ midwifery practice were skills in using the machines, decision-making and traditional midwifery skills.Conclusions. The confusion surrounding the use of technology in midwifery practice needs to be addressed by both professionals and educationalists. Midwives should be taught to value traditional midwifery skills alongside those of machine skills. The identification of a model of appropriate technology use is needed in midwifery.

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