Intrapartum time intervals and transfer of nulliparae from community births to maternity care units in Germany.

Background: Over one-third of nulliparae planning births either at home or in freestanding midwife-led birthing centers (community births) in high-income countries are transferred during labor. Perinatal data are reported each year in Germany for women planning community birth. So far, data sets have not been linked to describe time-related factors associated with nulliparous transfer to hospital.

Academisation of the Midwifery Profession and the Implementation of Higher Education in the Context of the New Requirements for Licensure.

The academization of the midwifery profession poses great challenges for Germany, especially due to the tight timelines: Corresponding courses of study can in principle be offered at both universities and technical colleges - although contrary to the recommendations of the Science Council. This means that there is a heterogeneity in midwifery qualifications and promotes a discussion regarding coherent study concepts. This process must be accompanied with great care so that midwifery courses of study are not designed to be of poorer quality than other courses of study due to a lack of financial resources.

Predicting Need for Follow-Up Due to Severe Anxiety and Depression Symptoms After Perinatal Loss.

Objective: To evaluate the ability of the Perinatal Grief Intensity Scale (PGIS) when used within 8 weeks of perinatal loss to predict intense anxiety and severe depression symptoms in women 3 months later (Time 2 [T2]).

Design: Prospective survey.

Setting: Participants were recruited from hospitals in Louisville, KY and via the Internet.

Predicting grief intensity after recent perinatal loss.

Objective: The Perinatal Grief Intensity Scale (PGIS) was developed for clinical use to identify and predict intense grief and need for follow-up after perinatal loss. This study evaluates the validity of the PGIS via its ability to predict future intense grief based on a PGIS score obtained early after a loss.

Methods: A prospective observational study was conducted with 103 international, English-speaking women recruited at hospital discharge or via the internet who experienced a miscarriage, stillbirth, or neonatal death within the previous 8weeks.

Pilot Testing an Intervention on Cultural Safety and Indigenous Health in a Canadian Occupational Therapy Curriculum.

First-year Canadian occupational therapy students (n=27) rated their knowledge of and cultural/emotional responses to cultural safety and Indigenous health prior to and following an educational intervention led by a trained Indigenous educator. At post-intervention, students were also asked to comment on their learning experience. Pilot data of 40% of the class were analyzed using nonparametric approaches proposed by Koller and colleagues; qualitative data were explored using conventional methods.

Experiences of Nurses Who Care for Women After Fetal Loss.

Objective: To examine the experiences of, meaning for, and personal consequences for obstetric, emergency, and surgical nurses caring for women after fetal death and to determine how these nurses use Swanson's caring processes in providing such care.

Design: Four focus groups.

Setting: Two hospitals within the same health care system.

Program theory and logic model to address the co-occurrence of domestic violence and child maltreatment.

Social work and child welfare practitioners have long confronted the reality that child maltreatment and domestic violence often coexist within families. However, services for the victims of these types of family violence have been fragmented, forcing victims to go to multiple agencies for assistance. The purpose of this paper is to describe the program theory and logic model developed to guide evaluation of the St.

Teaching about family violence: a proposed model curriculum.

Background: Medical schools around the country have initiated ad hoc teaching around family violence issues, especially child abuse and intimate partner violence (IPV). However, these activities typically are not integrated with other aspects of the curriculum, or with each other. Consequently, students do not have the opportunity to learn the broader issues related to family violence prevention and intervention.