Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants

Tomomi Mitsutake, Takahiro Sato, C. McKay, Chie Kataoka
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Abstract

The purpose of the current study was to examine Japanese preservice professionals’ socialization experiences while working with mothers and infants during midwifery practicum experiences. This study utilized an interpretive case study research design (Merriam, Sharan B. 1998. Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass). Data were collected from reflective journals (Janesick, Valerie. 1999. A journal about journaling: Writing as a qualitative research technique history issues and reflections. Qualitative Inquiry 5(4). 505–524) and electric portfolios. Participants were ten female students enrolled in a midwifery certification program at one private university located in central Tokyo in Japan. A constant comparative analysis method was used to interpret the data, with four themes emerging from the data: (a) struggling to make decisions related to lesson procedures, (b) adjusting lesson content to meet mothers’ and infants’ unique needs, (c) paying less attention to partners’ roles and responsibilities, and (d) applying knowledge and skills to future midwifery settings. Results indicated that the preservice professionals struggled to prepare and plan lessons and activities in a timely manner, and had the challenge of modifying activities based on the infant’s unexpected and unpredictable behaviors. However, the preservice professionals believed that the practicum course was beneficial for their professional learning and development, and applicable to various educational and professional settings. In order to advance the quality of practicum experiences in the midwifery program, instructors, department chairs, and researchers need clear and focused goals related to the status, quality, and relevance of the midwifery program mission and curricula. Due to the paucity of research in this area, it is essential to further explore these issues in Japan.
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日本助产士职前专业人员对母婴工作实习经历的日志反思
本研究旨在考察日本职前专业人员在助产实习期间与母婴相处时的社会化经历。本研究采用了解释性案例研究设计(Merriam, Sharan B. 1998.定性研究和案例研究在教育中的应用》。加利福尼亚州旧金山:Jossey-Bass)。从反思日记中收集数据(Janesick, Valerie.1999.A journal about journaling:写作作为定性研究技术的历史问题与反思》。定性探究 5(4).505-524)和电子作品集。参与者为日本东京市中心一所私立大学助产士认证课程的 10 名女生。研究采用了恒定比较分析法对数据进行解释,并从数据中发现了四个主题:(a)难以做出与课程程序相关的决定;(b)调整课程内容以满足母亲和婴儿的独特需求;(c)较少关注合作伙伴的角色和责任;以及(d)将知识和技能应用到未来的助产环境中。结果表明,职前专业人员在及时准备和计划课程与活动方面很吃力,并且在根据婴儿意外和不可预测的行为修改活动方面面临挑战。不过,职前专业人员认为,实习课程有利于他们的专业学习和发展,并适用于各种教育和专业环境。为了提高助产专业实习经验的质量,指导教师、系主任和研究人员需要有明确而集中的目标,这些目标与助产专业的任务和课程的地位、质量和相关性有关。由于这方面的研究较少,在日本进一步探讨这些问题至关重要。
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