If you are pregnant or thinking of becoming pregnant soon, you have a great opportunity to start making healthy lifestyle changes. Eating a well-balanced diet, setting a healthy weight gain goal, avoiding harmful substances, getting 7–8 hours of sleep, exercising regularly, taking a daily prenatal vitamin and having regular prenatal checkups all help keep you healthy in pregnancy. Staying healthy in pregnancy helps your baby have a healthy start. It also decreases your chance of complications in pregnancy and increases the chance you will have a healthy birth.
{"title":"Staying Healthy While You Are Pregnant","authors":"","doi":"10.1111/jmwh.70001","DOIUrl":"https://doi.org/10.1111/jmwh.70001","url":null,"abstract":"<p>If you are pregnant or thinking of becoming pregnant soon, you have a great opportunity to start making healthy lifestyle changes. Eating a well-balanced diet, setting a healthy weight gain goal, avoiding harmful substances, getting 7–8 hours of sleep, exercising regularly, taking a daily prenatal vitamin and having regular prenatal checkups all help keep you healthy in pregnancy. Staying healthy in pregnancy helps your baby have a healthy start. It also decreases your chance of complications in pregnancy and increases the chance you will have a healthy birth.</p>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 4","pages":"683-684"},"PeriodicalIF":2.3,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jmwh.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144869183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannah Cole McGrew CNM, MSN, FNP-C, Kendra Faucett CNM, DNP, APRN, CNE, Regina G. Russell PhD, MA, Med, Jo Ellen Holt DNP, RN, CHSE, CSSBB, Jannyse Tapp DNP, FNP-BC, Julia Steed PhD, APRN, FNP-BC, Julia Phillippi CNM, PhD
The International Confederation of Midwives Essential Competencies and the American College of Nurse-Midwives Core Competencies for Basic Midwifery Practice include essential skills needed for safe entry-level practice and provision of person-centered care to individuals from diverse backgrounds. However, opportunities for midwifery students to interact with diverse patient populations may be limited, especially in homogenous areas. Education programs struggle to recruit standardized patients from wide-ranging social, cultural, ethnic, and religious backgrounds. In addition, midwifery students may lack skills or experience in providing culturally responsive care, potentially affecting patients and exacerbating health disparities. This article reports on the pilot use of an online artificial intelligence (AI) simulation platform to prepare midwifery students for person-centered telehealth with culturally and socially diverse, underserved patients. The platform used generative technology to produce interactive avatars with detailed histories and allowed spontaneous and adaptive conversations between the virtual patient and midwife-in-training. Ease of use, avatar fidelity, ability to incorporate diverse cultural elements, student learning, time, and cost in the development were assessed. Case development requires collaboration and an iterative approach. Similar to traditional simulation, AI-based simulations require careful planning, pre- and debriefing discussions, and continuous improvement efforts for maximal student learning. Generative AI-based simulations can enable efficient, flexible preparation for patient-centered, culturally appropriate telehealth.
{"title":"Telehealth Simulations with Generative Artificial Intelligence in Midwifery Education: Practice for Person-Centered and Culturally Responsive Care","authors":"Hannah Cole McGrew CNM, MSN, FNP-C, Kendra Faucett CNM, DNP, APRN, CNE, Regina G. Russell PhD, MA, Med, Jo Ellen Holt DNP, RN, CHSE, CSSBB, Jannyse Tapp DNP, FNP-BC, Julia Steed PhD, APRN, FNP-BC, Julia Phillippi CNM, PhD","doi":"10.1111/jmwh.70015","DOIUrl":"10.1111/jmwh.70015","url":null,"abstract":"<p>The International Confederation of Midwives Essential Competencies and the American College of Nurse-Midwives Core Competencies for Basic Midwifery Practice include essential skills needed for safe entry-level practice and provision of person-centered care to individuals from diverse backgrounds. However, opportunities for midwifery students to interact with diverse patient populations may be limited, especially in homogenous areas. Education programs struggle to recruit standardized patients from wide-ranging social, cultural, ethnic, and religious backgrounds. In addition, midwifery students may lack skills or experience in providing culturally responsive care, potentially affecting patients and exacerbating health disparities. This article reports on the pilot use of an online artificial intelligence (AI) simulation platform to prepare midwifery students for person-centered telehealth with culturally and socially diverse, underserved patients. The platform used generative technology to produce interactive avatars with detailed histories and allowed spontaneous and adaptive conversations between the virtual patient and midwife-in-training. Ease of use, avatar fidelity, ability to incorporate diverse cultural elements, student learning, time, and cost in the development were assessed. Case development requires collaboration and an iterative approach. Similar to traditional simulation, AI-based simulations require careful planning, pre- and debriefing discussions, and continuous improvement efforts for maximal student learning. Generative AI-based simulations can enable efficient, flexible preparation for patient-centered, culturally appropriate telehealth.</p>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 6","pages":"932-938"},"PeriodicalIF":2.3,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jmwh.70015","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144983643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Midwifery education has historically been framed from a lens of Whiteness, which has caused harm for students from racially minoritized (marginalized) backgrounds. To diversify the midwifery workforce, education programs need to support and graduate students who represent the communities being served. The purpose of this project was to develop community-led priorities to re-envision midwifery education to better support Black and Indigenous students.
Methods
This project was codeveloped and implemented by a Community Accountability Council of community stakeholders who have experienced impacts from midwifery education or the midwifery profession. We used the Research Prioritization by Affected Communities protocol to develop community-led priorities with 4 stakeholder groups: prospective midwifery students, current midwifery students, alumni from midwifery programs, and community birthworkers.
Results
The priorities culminated in the following overall themes: (1) need to center Black and Indigenous students within midwifery education; (2) need for inclusive, expansive midwifery education; and (3) need for structures to support planning for admission, retention, and graduating from midwifery education programs.
Discussion
The priorities developed in this project created a roadmap for educators and preceptors to re-envision their programs and teaching methods to better support students of color, which will ultimately help diversification of the midwifery workforce. We hope that midwifery programs consider using these priorities to create safer and more supportive avenues to becoming a midwife.
{"title":"Community-Led Priorities for Re-Envisioning Midwifery Education to Better Support Black and Indigenous Students","authors":"Molly Altman CNM, PhD, MPH, Sumaya Uthmaan BSN, RN, Takara Washington CNM, DNP, Binta Niang MSM, LM, Cecilia Gilmore CNM, ND, DNP, Victoria Fletcher CNM, MSN, ARNP, Letitia Salazar Monk CNM, DNP, CLC, CH, ARNP, L'Oréal O. Kennedy MD, DNP","doi":"10.1111/jmwh.70014","DOIUrl":"10.1111/jmwh.70014","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Midwifery education has historically been framed from a lens of Whiteness, which has caused harm for students from racially minoritized (marginalized) backgrounds. To diversify the midwifery workforce, education programs need to support and graduate students who represent the communities being served. The purpose of this project was to develop community-led priorities to re-envision midwifery education to better support Black and Indigenous students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This project was codeveloped and implemented by a Community Accountability Council of community stakeholders who have experienced impacts from midwifery education or the midwifery profession. We used the Research Prioritization by Affected Communities protocol to develop community-led priorities with 4 stakeholder groups: prospective midwifery students, current midwifery students, alumni from midwifery programs, and community birthworkers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The priorities culminated in the following overall themes: (1) need to center Black and Indigenous students within midwifery education; (2) need for inclusive, expansive midwifery education; and (3) need for structures to support planning for admission, retention, and graduating from midwifery education programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The priorities developed in this project created a roadmap for educators and preceptors to re-envision their programs and teaching methods to better support students of color, which will ultimately help diversification of the midwifery workforce. We hope that midwifery programs consider using these priorities to create safer and more supportive avenues to becoming a midwife.</p>\u0000 </section>\u0000 </div>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 6","pages":"882-888"},"PeriodicalIF":2.3,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy Romano CNM, MBA, MSN, Alexa Dougherty CNM, MSN, PHN, Jennifer Johnson CNM, MS
Introduction
Freestanding birth centers (FSBCs) play a critical role in expanding access to midwifery-led care, yet ensuring safe, efficient emergency transfers to hospitals remains a challenge. Effective transfers require strong collaboration between midwives, emergency medical services (EMS), and hospital-based providers. The Step Up Together Action Collaborative was launched in 2024 to strengthen interprofessional education and emergency preparedness. By providing tools, coaching, and community support, this initiative aimed to improve communication, efficiency, and teamwork across settings.
Process
The Action Collaborative engaged 11 birth center-hospital teams across 10 states in a 5-month program centered on interprofessional education and testing transfer processes. Participants received drill kits (tools), expert-led virtual sessions (coaching), and a peer-learning network (community) to enhance emergency preparedness. Teams conducted Partial and Full Transfer Drills, applying evidence-based strategies to improve real-time emergency coordination. Evaluation methods included pre- and postintervention surveys, drill reports, and participant feedback assessing guideline adherence, teamwork, and clinical decision-making.
Outcomes
Seven of 11 teams (63.6%) conducted Full Transfer Drills, engaging more than 140 participants from birth centers, hospitals, and EMS. Participants reported increased confidence in emergency transfers, stronger interprofessional relationships, and improved communication. Teams identified gaps in training and documentation, leading to immediate quality improvements, including improved EMS engagement, transfer guidelines, and organization of equipment.
Discussion
The Step Up Together Action Collaborative demonstrates the power of tools, coaching, and community in strengthening emergency maternal and neonatal care. By integrating simulation-based learning, coaching, and a collaborative network, the program bridged gaps between community and hospital-based teams, fostering mutual trust and shared learning. Lessons learned underscore the need for sustained collaboration, continued training, and expanded integration of midwifery-led care models within perinatal systems. This initiative offers a scalable approach to interprofessional education, demonstrating how equipping teams with context-specific tools, guidance, and professional support can improve emergency preparedness and maternal safety.
{"title":"Tools, Coaching, and Community to Support Interprofessional Emergency Transfer Drills: Results from a National Action Collaborative Focused on Birth Center to Hospital Transfer","authors":"Amy Romano CNM, MBA, MSN, Alexa Dougherty CNM, MSN, PHN, Jennifer Johnson CNM, MS","doi":"10.1111/jmwh.70005","DOIUrl":"10.1111/jmwh.70005","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Freestanding birth centers (FSBCs) play a critical role in expanding access to midwifery-led care, yet ensuring safe, efficient emergency transfers to hospitals remains a challenge. Effective transfers require strong collaboration between midwives, emergency medical services (EMS), and hospital-based providers. The Step Up Together Action Collaborative was launched in 2024 to strengthen interprofessional education and emergency preparedness. By providing tools, coaching, and community support, this initiative aimed to improve communication, efficiency, and teamwork across settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Process</h3>\u0000 \u0000 <p>The Action Collaborative engaged 11 birth center-hospital teams across 10 states in a 5-month program centered on interprofessional education and testing transfer processes. Participants received drill kits (tools), expert-led virtual sessions (coaching), and a peer-learning network (community) to enhance emergency preparedness. Teams conducted Partial and Full Transfer Drills, applying evidence-based strategies to improve real-time emergency coordination. Evaluation methods included pre- and postintervention surveys, drill reports, and participant feedback assessing guideline adherence, teamwork, and clinical decision-making.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Outcomes</h3>\u0000 \u0000 <p>Seven of 11 teams (63.6%) conducted Full Transfer Drills, engaging more than 140 participants from birth centers, hospitals, and EMS. Participants reported increased confidence in emergency transfers, stronger interprofessional relationships, and improved communication. Teams identified gaps in training and documentation, leading to immediate quality improvements, including improved EMS engagement, transfer guidelines, and organization of equipment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The Step Up Together Action Collaborative demonstrates the power of tools, coaching, and community in strengthening emergency maternal and neonatal care. By integrating simulation-based learning, coaching, and a collaborative network, the program bridged gaps between community and hospital-based teams, fostering mutual trust and shared learning. Lessons learned underscore the need for sustained collaboration, continued training, and expanded integration of midwifery-led care models within perinatal systems. This initiative offers a scalable approach to interprofessional education, demonstrating how equipping teams with context-specific tools, guidance, and professional support can improve emergency preparedness and maternal safety.</p>\u0000 </section>\u0000 </div>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 6","pages":"952-959"},"PeriodicalIF":2.3,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144857287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kortney Floyd James PhD, RN, Dana C. Beck PhD, MSN, FNP-BC, Emily Diep, Channelle Ndagire BA, Judit Vega BA, Lucinda Canty CNM, PhD, RN
Introduction
Paid parental leave (PPL) is a critical yet unevenly distributed support that can shape postpartum recovery and maternal mental health. Even in states with comprehensive PPL programs, families often face barriers shaped by job type, income, language, and limited awareness. This study provides a nuanced, qualitative exploration of diverse postpartum individuals’ lived experiences with PPL, addressing critical gaps in understanding barriers and inequities beyond quantitative data.
Methods
We used a phenomenological approach to capture participants’ lived experiences with PPL following the implementation of Connecticut's state program in January 2022. In-depth interviews were conducted with 25 postpartum women between December 2023 and March 2024. Participants were recruited through parent-focused events and social media, and eligibility included giving birth since 2022 and having used or attempted to use PPL. The sample was racially, linguistically, and socioeconomically diverse, with a range of employment types.
Results
Four themes emerged: (1) rest and recovery, highlighting PPL's role in healing and bonding; (2) internal struggles and family guilt, reflecting pressures to return to work; (3) external barriers, including workplace stigma and policy awareness gaps; and (4) paving the way forward, including when participants offered suggestions to improve PPL.
Discussion
PPL supports maternal recovery, but persistent barriers limit its impact, even in Connecticut for those with broad PPL eligibility. Equitable wage replacement, expanded access, and integrated PPL education in health care settings are critical for promoting equity and public health.
{"title":"Barriers and Equity in Paid Parental Leave: Insights from Diverse Postpartum Experiences in Connecticut","authors":"Kortney Floyd James PhD, RN, Dana C. Beck PhD, MSN, FNP-BC, Emily Diep, Channelle Ndagire BA, Judit Vega BA, Lucinda Canty CNM, PhD, RN","doi":"10.1111/jmwh.70007","DOIUrl":"10.1111/jmwh.70007","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Paid parental leave (PPL) is a critical yet unevenly distributed support that can shape postpartum recovery and maternal mental health. Even in states with comprehensive PPL programs, families often face barriers shaped by job type, income, language, and limited awareness. This study provides a nuanced, qualitative exploration of diverse postpartum individuals’ lived experiences with PPL, addressing critical gaps in understanding barriers and inequities beyond quantitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used a phenomenological approach to capture participants’ lived experiences with PPL following the implementation of Connecticut's state program in January 2022. In-depth interviews were conducted with 25 postpartum women between December 2023 and March 2024. Participants were recruited through parent-focused events and social media, and eligibility included giving birth since 2022 and having used or attempted to use PPL. The sample was racially, linguistically, and socioeconomically diverse, with a range of employment types.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Four themes emerged: (1) rest and recovery, highlighting PPL's role in healing and bonding; (2) internal struggles and family guilt, reflecting pressures to return to work; (3) external barriers, including workplace stigma and policy awareness gaps; and (4) paving the way forward, including when participants offered suggestions to improve PPL.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>PPL supports maternal recovery, but persistent barriers limit its impact, even in Connecticut for those with broad PPL eligibility. Equitable wage replacement, expanded access, and integrated PPL education in health care settings are critical for promoting equity and public health.</p>\u0000 </section>\u0000 </div>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 5","pages":"707-716"},"PeriodicalIF":2.3,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jmwh.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144857286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mary Ann Faucher CNM, PhD, MPH, Erin Sing CNM, DNP, Shannon Harris MLS, Elizabeth Hutson PhD, APRN, PMHNP-BC, Stephanie H. Hoelscher DNP, MSN, RN
Introduction
Artificial intelligence (AI) presents unique opportunities to enhance student learning and assessment, faculty teaching, and faculty support. Midwifery education is based on competency-based learning and AI has potential to either enhance or detract from achieving this outcome.
Methods
We conducted a rapid scoping review guided by 3 questions aimed to explore the use of AI to facilitate competency-based education (CBE) relevant to midwifery faculty and students. A systematic database search was conducted in MEDLINE and Web of Science in December 2024. Thirty-nine articles were included in this review and published between 2021 and 2024. Data was extracted through the review software tool Covidence. The extracted data was synthesized to identify themes and subthemes.
Results
Themes and subthemes that emerged from the literature synthesis include (1) competencies for AI use: (1a) justification for competency development, (1b) awareness of major concerns, and (1c) competencies integral for teaching and learning; (2) implications for academic investment in AI: (2a) development and research and (2b) costs; and (3) competency-based instructional design: (3a) optimization of student learning, (3b) pedagogy, and (3c) applications in teaching-learning.
Discussion
There are compelling reasons to support faculty development of AI competencies pertaining to ethical use and understanding about the integration of AI into learning that requires modified pedagogies. AI has potential to improve student learning and competency development, but an awareness of challenges with AI is important for judicious use. Institutional support is critical for faculty development and policies that provide ethical guardrails and protection of student privacy. Midwives need to create opportunities to input discipline specific precepts into the machine learning and lead research evaluating the use and effectiveness of AI for CBE in midwifery.
人工智能（AI）为提高学生的学习和评估、教师的教学和教师的支持提供了独特的机会。助产教育是以能力为基础的学习为基础的，人工智能有可能增强或削弱这一结果的实现。方法：我们以3个问题为指导，进行了快速范围审查，旨在探索使用人工智能促进与助产教师和学生相关的能力为基础的教育（CBE）。于2024年12月在MEDLINE和Web of Science进行了系统的数据库检索。本综述纳入了39篇文章，发表于2021年至2024年之间。通过审查软件工具covid提取数据。将提取的数据进行综合，以确定主题和子主题。结果：从文献综合中出现的主题和子主题包括(1)人工智能使用的能力；（1a）能力发展的理由；（1b）对主要问题的认识；（1c）教学和学习不可或缺的能力；(2)对人工智能学术投资的影响：（2a）开发和研究；（2b）成本；(3)基于能力的教学设计：（3a）学生学习的优化；（3b）教学法；（3c）教学中的应用。讨论：有令人信服的理由支持教师发展与道德使用有关的人工智能能力，并理解将人工智能整合到需要修改教学方法的学习中。人工智能有潜力改善学生的学习和能力发展，但意识到人工智能的挑战对于明智地使用很重要。机构支持对教师发展和政策至关重要，这些政策提供道德护栏和保护学生隐私。助产士需要创造机会，将特定学科的规则输入到机器学习中，并领导评估人工智能在助产学中用于CBE的使用和有效性的研究。
{"title":"Artificial Intelligence and Competency-Based Education: A Rapid Scoping Review","authors":"Mary Ann Faucher CNM, PhD, MPH, Erin Sing CNM, DNP, Shannon Harris MLS, Elizabeth Hutson PhD, APRN, PMHNP-BC, Stephanie H. Hoelscher DNP, MSN, RN","doi":"10.1111/jmwh.70009","DOIUrl":"10.1111/jmwh.70009","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Artificial intelligence (AI) presents unique opportunities to enhance student learning and assessment, faculty teaching, and faculty support. Midwifery education is based on competency-based learning and AI has potential to either enhance or detract from achieving this outcome.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a rapid scoping review guided by 3 questions aimed to explore the use of AI to facilitate competency-based education (CBE) relevant to midwifery faculty and students. A systematic database search was conducted in MEDLINE and Web of Science in December 2024. Thirty-nine articles were included in this review and published between 2021 and 2024. Data was extracted through the review software tool Covidence. The extracted data was synthesized to identify themes and subthemes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Themes and subthemes that emerged from the literature synthesis include (1) competencies for AI use: (1a) justification for competency development, (1b) awareness of major concerns, and (1c) competencies integral for teaching and learning; (2) implications for academic investment in AI: (2a) development and research and (2b) costs; and (3) competency-based instructional design: (3a) optimization of student learning, (3b) pedagogy, and (3c) applications in teaching-learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>There are compelling reasons to support faculty development of AI competencies pertaining to ethical use and understanding about the integration of AI into learning that requires modified pedagogies. AI has potential to improve student learning and competency development, but an awareness of challenges with AI is important for judicious use. Institutional support is critical for faculty development and policies that provide ethical guardrails and protection of student privacy. Midwives need to create opportunities to input discipline specific precepts into the machine learning and lead research evaluating the use and effectiveness of AI for CBE in midwifery.</p>\u0000 </section>\u0000 </div>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 6","pages":"865-881"},"PeriodicalIF":2.3,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144857285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Arielle E. Skalisky CNM, DNP, APRN, PHN, Melissa A. Saftner CNM, PhD, MBA, APRN
Maternal health disparities persist as a significant issue in the United States, with Black, Indigenous, and marginalized women facing disproportionately high rates of maternal morbidity and mortality. Despite the United States having the highest maternal mortality rate among developed countries, addressing these disparities remains a challenge, particularly in rural areas and within underserved communities. One key strategy in mitigating these disparities involves training health care providers to recognize and combat systemic biases, particularly those rooted in race. This article discusses the development, implementation, and evaluation of a dedicated antiracism and health disparity prevention course developed for midwifery students at the University of Minnesota. In addition to content embedded in the existing midwifery curriculum, a course was designed and integrated that addresses racism, health disparities, and cultural competence designed for second-semester Doctor of Nursing Practice students. Faculty use a structured framework to increase awareness of implicit biases, historical oppression, and the importance of culturally sensitive care. The course encourages self-reflection and equips students with actionable strategies to address systemic inequities in maternal care. Students reported increased self-awareness and a stronger commitment to addressing racism in health care. Despite challenges such as balancing credit loads and emotional labor, midwifery students report that it positively contributes to their education. Additionally, the course has garnered interest from students and faculty in other health care disciplines. The authors advocate for the integration of such courses across health care programs to foster more equitable, antiracist practices within maternal health care.
{"title":"The Development, Implementation, and Evaluation of a Racism and Health Disparity Prevention Course for Midwives","authors":"Arielle E. Skalisky CNM, DNP, APRN, PHN, Melissa A. Saftner CNM, PhD, MBA, APRN","doi":"10.1111/jmwh.70011","DOIUrl":"10.1111/jmwh.70011","url":null,"abstract":"<p>Maternal health disparities persist as a significant issue in the United States, with Black, Indigenous, and marginalized women facing disproportionately high rates of maternal morbidity and mortality. Despite the United States having the highest maternal mortality rate among developed countries, addressing these disparities remains a challenge, particularly in rural areas and within underserved communities. One key strategy in mitigating these disparities involves training health care providers to recognize and combat systemic biases, particularly those rooted in race. This article discusses the development, implementation, and evaluation of a dedicated antiracism and health disparity prevention course developed for midwifery students at the University of Minnesota. In addition to content embedded in the existing midwifery curriculum, a course was designed and integrated that addresses racism, health disparities, and cultural competence designed for second-semester Doctor of Nursing Practice students. Faculty use a structured framework to increase awareness of implicit biases, historical oppression, and the importance of culturally sensitive care. The course encourages self-reflection and equips students with actionable strategies to address systemic inequities in maternal care. Students reported increased self-awareness and a stronger commitment to addressing racism in health care. Despite challenges such as balancing credit loads and emotional labor, midwifery students report that it positively contributes to their education. Additionally, the course has garnered interest from students and faculty in other health care disciplines. The authors advocate for the integration of such courses across health care programs to foster more equitable, antiracist practices within maternal health care.</p>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 6","pages":"857-864"},"PeriodicalIF":2.3,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jmwh.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144839434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
<p>Group prenatal care (GPNC) provides prenatal care, interactive learning, and peer support to groups of 8 to 12 pregnant patients of similar gestational ages.<span><sup>1</sup></span> GPNC achieves outcomes equivalent to or better than individual care while reducing racial health disparities. Patients receiving GPNC experience reductions in preterm birth and low birth weight,<span><sup>2</sup></span> with larger effects in Black participants.<span><sup>3</sup></span> They also have fewer emergency department visits,<span><sup>4</sup></span> decreased risk of neonatal intensive care unit (NICU) admission,<span><sup>5</sup></span> and improved experiences of care.<span><sup>6, 7</sup></span></p><p>The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice are guidelines for US midwifery education programs. They include principles of group health education, person-centered care, patient empowerment, and continuity of care<span><sup>8</sup></span>—key elements of GPNC. Widespread adoption of GPNC<span><sup>9, 10</sup></span> and its alignment with Core Competencies provide motivation for midwifery programs to educate students in the model. This article describes the development of a workshop to prepare midwifery and women's health nurse practitioner (WHNP) students to participate in GPNC as learners.</p><p>The impetus for this workshop was the reintroduction of GPNC at a university hospital midwifery clinic, where midwives precept midwifery and WHNP students. Although one author (G.N.) had been teaching an overview of GPNC, faculty agreed to expand this to prepare students more fully to participate in GPNC in clinical practice. Finding no published data describing such a program in midwifery or WHNP education, the faculty supported the first author in creating a workshop and adding it to the curriculum in the second semester of the first year of the 2-year master's program, when students have had some prenatal care experience.</p><p>The workshop was designed by the authors. G.N. is experienced in classroom and clinical teaching, simulation, and researching and providing GPNC. S.S.R. developed CenteringPregnancy GPNC and has designed and facilitated GPNC training programs for professionals. We consulted the school's in-house expert in educational design to refine our pedagogy and the Simulation Team, who suggested conducting the workshop in a home care simulation suite with a living room, enabling participants to sit in a circle as they do in GPNC. Simulated prenatal abdominal examinations were conducted in adjacent space. We conducted a pilot workshop with 23 second-year midwifery and WHNP students in fall 2024; half of the students attended on one day and half attended on another day. In spring 2025, the workshop was integrated into the curriculum for 27 first-year midwifery and WHNP students. Three guest faculty participated in the workshops as learners.</p><p>The workshop goals are to (1) familiarize students wi
{"title":"Group Prenatal Care and Group Facilitation Student Workshop","authors":"Gina Novick CNM, PhD, Sharon Schindler Rising CNM, MSN","doi":"10.1111/jmwh.70008","DOIUrl":"10.1111/jmwh.70008","url":null,"abstract":"<p>Group prenatal care (GPNC) provides prenatal care, interactive learning, and peer support to groups of 8 to 12 pregnant patients of similar gestational ages.<span><sup>1</sup></span> GPNC achieves outcomes equivalent to or better than individual care while reducing racial health disparities. Patients receiving GPNC experience reductions in preterm birth and low birth weight,<span><sup>2</sup></span> with larger effects in Black participants.<span><sup>3</sup></span> They also have fewer emergency department visits,<span><sup>4</sup></span> decreased risk of neonatal intensive care unit (NICU) admission,<span><sup>5</sup></span> and improved experiences of care.<span><sup>6, 7</sup></span></p><p>The American College of Nurse-Midwives (ACNM) Core Competencies for Basic Midwifery Practice are guidelines for US midwifery education programs. They include principles of group health education, person-centered care, patient empowerment, and continuity of care<span><sup>8</sup></span>—key elements of GPNC. Widespread adoption of GPNC<span><sup>9, 10</sup></span> and its alignment with Core Competencies provide motivation for midwifery programs to educate students in the model. This article describes the development of a workshop to prepare midwifery and women's health nurse practitioner (WHNP) students to participate in GPNC as learners.</p><p>The impetus for this workshop was the reintroduction of GPNC at a university hospital midwifery clinic, where midwives precept midwifery and WHNP students. Although one author (G.N.) had been teaching an overview of GPNC, faculty agreed to expand this to prepare students more fully to participate in GPNC in clinical practice. Finding no published data describing such a program in midwifery or WHNP education, the faculty supported the first author in creating a workshop and adding it to the curriculum in the second semester of the first year of the 2-year master's program, when students have had some prenatal care experience.</p><p>The workshop was designed by the authors. G.N. is experienced in classroom and clinical teaching, simulation, and researching and providing GPNC. S.S.R. developed CenteringPregnancy GPNC and has designed and facilitated GPNC training programs for professionals. We consulted the school's in-house expert in educational design to refine our pedagogy and the Simulation Team, who suggested conducting the workshop in a home care simulation suite with a living room, enabling participants to sit in a circle as they do in GPNC. Simulated prenatal abdominal examinations were conducted in adjacent space. We conducted a pilot workshop with 23 second-year midwifery and WHNP students in fall 2024; half of the students attended on one day and half attended on another day. In spring 2025, the workshop was integrated into the curriculum for 27 first-year midwifery and WHNP students. Three guest faculty participated in the workshops as learners.</p><p>The workshop goals are to (1) familiarize students wi","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 6","pages":"960-961"},"PeriodicalIF":2.3,"publicationDate":"2025-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jmwh.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144777429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karen Jefferson CM, DM, Abigail Bella CM, MPH, Suzanne Schechter CNM(ret), MS, Lauren Buscarino MPH, Barbara Hackley CNM, PhD, Ronnie Lichtman CNM, PhD
Introduction
The Certified Midwife (CM) credential was introduced by the American College of Nurse-Midwives in 1996 to increase the midwifery workforce and provide an equivalent direct entry pathway to midwifery practice without prior nursing education. No research has compared the professional experiences of certified nurse-midwives (CNMs) and CMs. This study compared the career trajectories and experiences of CNMs and CMs who graduated from the State University of New York Downstate Health Sciences University Midwifery Program between 1997 and 2019.
Methods
Using a cross-sectional design, a survey was sent to 237 alumni. The survey included items on satisfaction with chosen education pathways, role transition from student to midwife, and professional experiences. Mann-Whitney U tests and Pearson's χ2 tests of independence were used to assess group differences.
Results
Of the 237 individuals invited to participate in the survey, 131 completed the survey in sufficient detail to be included in the analysis. Participants reported similar career trajectories, satisfaction with their education preparation, measures of job performance, longevity as a midwife, and overall satisfaction with their careers. CMs were significantly more likely to express dissatisfaction with their education route, largely due to a lack of geographic mobility. CMs and CNMs experienced significantly different levels of respect from professional colleagues in their first and current or most recent positions. There were no significant differences in reported clinical competence or perceived success between groups.
Discussion
This study demonstrates that CNMs and CMs have equal career success and satisfaction. Expanding the geographic mobility of CMs by expanding state licensure could enhance career satisfaction and potentially increase the number of students interested in becoming CMs. Because both the CNM and CM pathways produce qualified midwives, the American College of Nurse-Midwives and state affiliates should continue to seek CM licensure with an identical scope of practice to CNMs in all 50 states.
{"title":"A Descriptive Study of Career Satisfaction and Professional Trajectories of Certified Midwives and Certified Nurse-Midwives","authors":"Karen Jefferson CM, DM, Abigail Bella CM, MPH, Suzanne Schechter CNM(ret), MS, Lauren Buscarino MPH, Barbara Hackley CNM, PhD, Ronnie Lichtman CNM, PhD","doi":"10.1111/jmwh.13787","DOIUrl":"10.1111/jmwh.13787","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The Certified Midwife (CM) credential was introduced by the American College of Nurse-Midwives in 1996 to increase the midwifery workforce and provide an equivalent direct entry pathway to midwifery practice without prior nursing education. No research has compared the professional experiences of certified nurse-midwives (CNMs) and CMs. This study compared the career trajectories and experiences of CNMs and CMs who graduated from the State University of New York Downstate Health Sciences University Midwifery Program between 1997 and 2019.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Using a cross-sectional design, a survey was sent to 237 alumni. The survey included items on satisfaction with chosen education pathways, role transition from student to midwife, and professional experiences. Mann-Whitney U tests and Pearson's χ<sup>2</sup> tests of independence were used to assess group differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 237 individuals invited to participate in the survey, 131 completed the survey in sufficient detail to be included in the analysis. Participants reported similar career trajectories, satisfaction with their education preparation, measures of job performance, longevity as a midwife, and overall satisfaction with their careers. CMs were significantly more likely to express dissatisfaction with their education route, largely due to a lack of geographic mobility. CMs and CNMs experienced significantly different levels of respect from professional colleagues in their first and current or most recent positions. There were no significant differences in reported clinical competence or perceived success between groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>This study demonstrates that CNMs and CMs have equal career success and satisfaction. Expanding the geographic mobility of CMs by expanding state licensure could enhance career satisfaction and potentially increase the number of students interested in becoming CMs. Because both the CNM and CM pathways produce qualified midwives, the American College of Nurse-Midwives and state affiliates should continue to seek CM licensure with an identical scope of practice to CNMs in all 50 states.</p>\u0000 </section>\u0000 </div>","PeriodicalId":16468,"journal":{"name":"Journal of midwifery & women's health","volume":"70 5","pages":"764-770"},"PeriodicalIF":2.3,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144736419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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