Preface
Midwifery is an internationally recognized profession with doctors all over the world. In the United States, midwifery education that meets the standards of the American College of Nurse-Midwives exceeds the scope of practice defined by midwifery to include the primary health care of women and children.
A Certified Nurse-Midwife (CNM) is a person trained in the two disciplines of nursing and midwifery who has a certificate of certification in accordance with the requirements of the College of Nurse-Midwifery. (American College of Nurse-Midwives, 1977).
Certification is granted to an individual who meets the eligibility requirements and successfully passes the national certification exam of the ACNM Certification Council, Inc. (ACC). Certification gives official recognition to someone who has met professional standards for safe use. This certification protects both the public and distinguishes well-educated and highly prepared Certified Nurse-Midwives or ACC Certified Midwives from those who call themselves midwives or practice in areas of midwifery practice without preparation in midwifery educational programs that meet detailed review standards.
Nursing-Midwifery practice is the independent management of women’s health care, especially during pregnancy, childbirth, postpartum delivery; child care and family planning and women’s gynecological needs. A Certified Nurse-Miwife practices within a health care system that provides consultation, collaborative management, or referral as indicated. through the health status of the client. Certified nurse-midwives practice according to the standards for the practice of nurse-midwifery, defined by the College of Nurse-Midwifery. (Standards for the Practice of Nurse-Midwifery, 1993).
Beliefs
Many beliefs are central to midwifery practice and characterize the health care provided by midwives. These beliefs facilitate natural processes and do not intervene in these normal processes, unless noted; continuity of care; the promotion and implementation of family-centered maternity care; advocacy of women and their rights and responsibilities; women to understand the participation and decision-making of health care and to understand the processes of physical education about Colonial Period
Midwives were considered vital to the life of the colonial community and were treated with dignity. Special courts were extended to midwives, and they were ordered to provide them with housing, land, subsistence, and wages for their services. This information is recorded in city records and documents in the middle of the seventh century. Midwifery was just one of the many health contributions that midwives made to the colonial community. Often there were also nurses who cared for the sick and dying and prepared the body after death, herbalists and veterinarians (Varney, 1980).
Religious factors have harassed midwives from the beginning. Most of the early midwives came from England, where in the seventeenth century midwives were licensed under the auspices of the Church of England. Morally judgmental criteria; they emphasized good character and gave the ability to denounce sins and to baptize. The swearing of the midwives included a vow to pressure the mother into naming the real father. The outcomes of such actions were not always evaluated. On the other hand, in Puritan communities, midwives were often suspected of trickery, especially if the baby was born ugly (Wertz, 1977).
Eighteenth Century
From the beginning of the eighteenth century, the reproach of midwifery was not always sufficient; practicing middle-wifery was no longer economically feasible. This is especially true in rapidly growing towns and cities. There was no organization or authority to establish tax regulations (Fox, 1969). The eighteenth and nineteenth centuries mark a time of rapid development in medical and nursing science and discoveries and teaching related to midwifery. practice These developments include the end of Chamberlen’s familiar secret forceps and the refinement of these instruments, technical advances that reduced the risks involved in cesareans. section, on the promotion of obstetric anesthesia, the conquest of puerperal fever, the emergence of modern nursing in the 1860s, and the inclusion of midwives in medical practice. The observations and teachings of William Smellie (1697-1763), who developed teaching teams and kept curious observations of patients, identified the mechanisms of labor and refuted as many myths and fallacies (Wertz, 1977).
Century IX
In the 19th century, women crossed the fields in covered wagons, hired “Wild West”, midwives who belonged to the movement of the west, gave birth to children, although the first provided the honor of midwives in their colonies. importance to other segments of the population over the years, a series of factors reduced midwifery from an honorable profession to one of contempt by the twenty-first century due to the influx of immigrants and the inferiority of women (Fox, 1969).
Era ofIndustrial Revolution
The Industrial Revolution brought an influx of immigrants from several European countries, who formed the core of cultural communities in the cities. Each such community had its own midwives who came from “old. speaking, they do not have access to the existing health care system. Their black counterparts in the south could not access health care either, and because of racism, these midwives often passed the practice from mother to daughter, and learned patience are based, home remedies and prayer, because this was the only source that served them and women.Lack of license, organization and formal training it also contributed to preventing both urban midwives and rural midwives and black midwives in the rural South from being part of the official health care system (Wertz, 1977).
Twentieth century
The inferiority of women in class at the beginning of the twentieth century affected the work of midwives. Norma Swenson, in her analysis of the social factors affecting the history of midwifery in the United States, makes the following comments:
And I think the last and most important point was that the status of women turned in the turn of the century. particularly at low ebb. At that point in time, women were seen as economically profitable, but at the same time socially and politically incompetent, in the sense that they were seen as qualified to make good decisions about their own affairs or the affairs of others, and indeed about the law. to prevent Paternal domination of the home and society has always been the rule.
Then, in this kind of atmosphere, midwives and women were outlawed, and because of this they were blamed for the terrible conditions under which mothers and children died at that time. /a>, since women would not be able to control social conditions, and midwives would be hindered, as they could be with circumstances that largely resulted from the industrial and social revolution of men (Swenson, 1968).
These events and social factors combined to create a health system care education and service, to which posterity. midwives in the colonies, urban midwives, ethnic immigrant midwives, black rural midwives in the South, and midwives could not access midwives (Breckinridge, 1952). The first two decades of the 20th century are notable for the recognition of the woefully inadequate maternity care and the subsequent actions to improve this care and for the establishment of two agencies, the Birth Bureau in Washington, D.C., and the Maternity Center Association in New York. a href=”https://e-info.vn/tag/new-york-city”>York, both of which had an immense influence on the development of mother-child care and nursing. -midwifery (Varney, 1980).
In the twentieth century there was a debate about what was called “the midwife question”. Factors leading to contempt for midwifery converged between 1912 and 1914 to make the licensing and practice of midwifery a heated issue. During this period medical schools began to include midwifery in their courses and midwives became a well-established medical specialty from 1930. Midwifery care. they began to migrate from the home to the hospital and laws to regulate the use of native midwives were passed. Wertz, 1977).
Several schools were founded by laws to regulate midwifery practice. The best known of these schools instructional for indigenous midwives to practice in the congregation was the Bellevue School. Midwife in New York and Preston Retreat Hospital in Philadelphia. The Preston Retreat Hospital was opened in 1923, but the number of minutes after 1930. The Bellevue Midwifery School was there from 1911 until 1935, when it was closed by order of the New York Hospital Commissioner, physician In his view, changing social and medical standards have made schools a superfluous and unnecessary expense in the city. I reduced the number of midwives in hospitals to 81 percent in New York City (Wertz, 1977).
Laws and schools worked to upgrade midwifery and midwifery care for many mothers and babies. better In addition, Congress passed the Sheppard-Towner Act in 1921; this legislation assigned funds, administered by the Children’s Bureau, to provide better maternal care for infants. Included in this act was a specification that public health nurses were to be employed as midwives (Rooks1999).
The School of the Association for the Promotion and Standardization of Midwifery, commonly known as the Lobenstina School of Midwifery, was the first midwifery education in United States. The Association for the Promotion and Standardization of Midwifery was the creation of the Association of Maternity Centers in New York City. The MCA was convinced of the need for nurse midwives, whose preparation in the US should combine education in midwifery nursing with education received by professional midwives in Europe (American College of Nurse-Midwives, 1978).
The Association for the Promotion and Standardization of Midwifery was founded in early 1931 by three members of the medical board of the Association’s Maternity Center and its general director, Hazel Corbin, R.N. Ralph Waldo Lobenstine, M.D., president of the MCA medical board since 1918, was one of the paper’s members. Mary Breckinridge, director of the Frontiers of Nursing Service. Lobenstina worked tirelessly until her death in 1931 to restore nurse-midwifery services and education. The determination of members of the promotion and standardization of midwifery and the financial support of 60 former patients and friends of Lobenstina to establish the midwifery Lobenstina Clinic, Inc. in November 1931 (Rooks1999).
Nurse-midwifery services at the clinic consisted of prenatal care and patient education in the clinic, intrapartum and postpartum care in the patient’s home except when hospitalization is required for medical reasons, and postpartum checkups at 14 days and 6 weeks in the clinic. Four frequent obstetricians provided clinical and round-the-clock consultation and, if needed, were present at the patient’s home for delivery (Rooks1999).
Current Midwifery Programs
Graduate nurse midwifery programs are integrated into professional study courses that allow an academic degree at the master’s or doctoral level. Advanced master’s degrees are 18 months to 2 years long. The clinical component of the nurse midwife curriculum is essentially the same in both the certificate and graduate programs and is consistent with the core competencies identified by the ACNM for graduates of any midwifery institution (Rooks1999).
Non-nursing basic midwifery programs, including direct-major midwifery programs, are part of a professional education curriculum that either requires a bachelor’s degree upon entry or awards no less than a bachelor’s degree upon completion of training. The programs are approximately 3 years long and include all the essential elements of a midwifery curriculum as defined by the ACNM document on core competencies and the ACNM document on prerequisites for midwifery practice (American College of Nurse-Midwives website).
The majority of nurse-midwife education administrative programs are located in university schools or colleges of nursing. Few are in the schools of medicine (obstetrics and gynecology), federal health, or public health. Eligibility to sit for the national certification exam of the ACNM Certification Council, Inc. includes graduation from an ACNM DOA-approved nurse midwife or midwife education program (American College of Nurse-Midwives website).
References
American College of Nurse-Midwives. (1978). Nurse-midwifery in United States: 1976-1977. Berlin, D.C.
American College of Nurse-Midwives. (2006). Program definitions. Ludoni Batavorum, D.C
Breckinridge, M. (1952). Broad neighborhoods: The story of frontier nursing service. New York: Harper & Brothers.
Foxes, C. G. (1969). Toward a sound historical foundation of nurse midwifery. Bulletin of the American College of Nurse-Midwifery 14:77.
Rooks, Judith P. (1999). Midwifery and childbirth in America. Philadelphia: Temple University Press.
Scholten, Catharina M. Childbirth in American Society: 1650-1850. New York: New York Press, 1985.
Standards for Nurse-Midwifery Practice (1993. Retrieved May 2006 from http://www.midwife.org/display.cfm?id=610
Swenson, N. (1968). The role of the nurse midwife in the health care team for the family. Bulletin of the American College of Nurse-Midwifery 13:128.
Varney, H. (1980). Nurse Midwife Boston: Blackwell Scientific Publishing.
Wertz, Richard W. (1977). Lying in: Inscriptions on childbirth in America. Schocken Books, 1977.
Report:
- Midwifery Today www.midwiferytoday.com/ The History of Midwifery and Childbirth www.midwiferytoday.com/articles/timeline.asp Midwifery – Wikipedia < a href="http://www.en.wikipedia.org/wiki/Midwifery" rel="nofollow">www.en.wikipedia.org/wiki/Midwifery Welcome to the American College of Nurse-Midwifery www.midwife.org/
