Beyond qualification : learning to be midwives

"I know that every day I am gaining experience ... learning more" (Int. 6(a)) This thesis examines the social practices and associated learning that shape the meaning of midwifery for new members of the profession. In doing so it explores the extent to which the implications of practice either liberate or circumscribe midwives' identity formation. The thesis further suggests how this identity formation may impact upon commitment to a long term career in midwifery. The theoretical framework for this thesis acknowledges that continuing professional development and evidence of recognised learning activity is, for all midwives, a professional requirement. However, less attention has historically been paid to the unstructured, unintended and relatively informal learning that occurs within and throughout midwives' involvement in everyday practice. It is through these forms of learning, and drawing upon data elicited through surveys, interviews and diaries, that this thesis seeks to make a contribution. Using a social model of learning, particularly through Wenger's (1998) work on communities of practice, the development of identity is presented as a negotiated process mediated to a greater or lesser degree by workplace relationships. Whilst relationships with pregnant women form an important element of this process, the thesis argues that collegial relationships generally assume greater importance and impact on the development of identity and meaning for newly qualified midwives. By situating the everyday experiences of newly qualified midwives within a broader theoretical debate about social learning, identity and the making of meaning, this thesis suggests that the contemporary 'doing' of hospital based midwifery remains within what are fairly narrowly prescribed, contested, yet firm boundaries. The development, existence and negotiation of these boundaries is central to the space which pregnant women, midwifery and midwives can occupy. These boundaries are simultaneously hierarchical, intra professional and personal. Furthermore, in practice, these boundaries are frequently unclear and rapidly changing. Whilst this contributes to a potentially dynamic opportunity for identity formation, the thesis demonstrates how this also transpires to contribute to an unstable, frustrating and frequently challenging context particularly for newly qualified members of the profession. Overall, this thesis contributes to an understanding of the development, or lack of development, of midwifery practice at theoretical, conceptual and practical levels. Viewing practice as social learning offers a new perspective on the opportunities and challenges inherent in the current model of care. Simultaneously it suggests a new perspective on the recruitment crisis faced by the profession and accordingly the opportunity for new potential solutions

Beyond qualification : learning to be midwives

"I know that every day I am gaining experience ... learning more" (Int. 6(a)) This thesis examines the social practices and associated learning that shape the meaning of midwifery for new members of the profession. In doing so it explores the extent to which the implications of practice either liberate or circumscribe midwives' identity formation. The thesis further suggests how this identity formation may impact upon commitment to a long term career in midwifery. The theoretical framework for this thesis acknowledges that continuing professional development and evidence of recognised learning activity is, for all midwives, a professional requirement. However, less attention has historically been paid to the unstructured, unintended and relatively informal learning that occurs within and throughout midwives' involvement in everyday practice. It is through these forms of learning, and drawing upon data elicited through surveys, interviews and diaries, that this thesis seeks to make a contribution. Using a social model of learning, particularly through Wenger's (1998) work on communities of practice, the development of identity is presented as a negotiated process mediated to a greater or lesser degree by workplace relationships. Whilst relationships with pregnant women form an important element of this process, the thesis argues that collegial relationships generally assume greater importance and impact on the development of identity and meaning for newly qualified midwives. By situating the everyday experiences of newly qualified midwives within a broader theoretical debate about social learning, identity and the making of meaning, this thesis suggests that the contemporary 'doing' of hospital based midwifery remains within what are fairly narrowly prescribed, contested, yet firm boundaries. The development, existence and negotiation of these boundaries is central to the space which pregnant women, midwifery and midwives can occupy. These boundaries are simultaneously hierarchical, intra professional and personal. Furthermore, in practice, these boundaries are frequently unclear and rapidly changing. Whilst this contributes to a potentially dynamic opportunity for identity formation, the thesis demonstrates how this also transpires to contribute to an unstable, frustrating and frequently challenging context particularly for newly qualified members of the profession. Overall, this thesis contributes to an understanding of the development, or lack of development, of midwifery practice at theoretical, conceptual and practical levels. Viewing practice as social learning offers a new perspective on the opportunities and challenges inherent in the current model of care. Simultaneously it suggests a new perspective on the recruitment crisis faced by the profession and accordingly the opportunity for new potential solutions.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Accredited Training for User Involvement in Higher Education Teaching – Exploring an Innovative Training Programme in Public Involvement and Partnership Working

This article discusses a six-day course designed to address the current gap in provision of structured, accredited training for service users wanting to contribute to Higher Education (HE) Health and Social Care Education through public involvement (PI). It discusses the views of the participants who completed the course on its perceived impact on their future practice and their opinions on formal accreditation in this context. The course was delivered by a team of service users and academics. It covered three domains of involvement in HE: teaching, research and governance. This article focuses particularly on involvement in teaching and learning activities, drawing on findings from a focus group with participants carried out after the completion of the course. Focus group participants discussed five main outcomes of the course: ‘new knowledge’, ‘new skills’, ‘confidence’, ‘personal capability and gratification’, and ‘added value on CVs or when applying for jobs’. They recognised the ‘challenges of accreditation’ but also felt that they had gained from the experience in terms of personal development, and in relation to what they would be able to bring to improve engagement with learners. As public involvement becomes increasingly mandatory and common, their experiences illustrate the key role of training for involvement in HE teaching activities to ensure that a more diverse group of users feel able to actively contribute. However, reflections on the development and delivery of the course also highlight some of the challenges involved, particularly in relation to assessment, time and funding

Accredited Training for User Involvement in Higher Education Teaching:Exploring an Innovative Training Programme in Public Involvement and Partnership Working

This article discusses a six-day course designed to address the current gap in provision of structured, accredited training for service users wanting to contribute to Higher Education (HE) Health and Social Care Education through public involvement (PI). It discusses the views of the participants who completed the course on its perceived impact on their future practice and their opinions on formal accreditation in this context. The course was delivered by a team of service users and academics. It covered three domains of involvement in HE: teaching, research and governance. This article focuses particularly on involvement in teaching and learning activities, drawing on findings from a focus group with participants carried out after the completion of the course. Focus group participants discussed five main outcomes of the course: ‘new knowledge’, ‘new skills’, ‘confidence’, ‘personal capability and gratification’, and ‘added value on CVs or when applying for jobs’. They recognised the ‘challenges of accreditation’ but also felt that they had gained from the experience in terms of personal development, and in relation to what they would be able to bring to improve engagement with learners. As public involvement becomes increasingly mandatory and common, their experiences illustrate the key role of training for involvement in HE teaching activities to ensure that a more diverse group of users feel able to actively contribute. However, reflections on the development and delivery of the course also highlight some of the challenges involved, particularly in relation to assessment, time and funding

Non UK qualified doctors and Good Medical Practice : the experience of working within a different professional framework

The UK has a high number of Non UK qualified doctors working in its health care system. Previous work has suggested that ethical decision making in health care varies across different jurisdictions and cultures. Doctors coming to work in the UK may be faced with different social and cultural practices and an unfamiliar health care system, both of which will shape their experience of ethical practice. Information provided prior to working in the system may not be sufficient to prepare them for what this actually means for them in practice

Views of relatives, carers and staff on end of life care pathways

More people die in hospital than at home (Department of Health (DH) 2008). Yet, many people do not want to die in hospital, which can be an inappropriate environment for end of life care. The government's end of life care strategy (DH 2008) and the NHS (2009) end of life care programme (EOLCP) state that people should be able to choose where they die. This article reports on the findings of a study on end of life care of decisions by patients, relatives and care professionals, and their perceptions of care pathways in the last 48 hours of life. It also highlights the challenges that must be overcome in acute and community settings for the aims of the EOLCP to be met

Implementasi sertifikasi amil zakat di YDSF Malang

INDONESIA: Zakat salah satu dari rukun sebagai salah satu instrumen pengentas kemiskinan. Indonesia memiliki potensi yang sangat tinggi dalam menghimpun dana zakat, dikarekan mayoritas penduduk Indonesia adalah beragama Islam. Untuk meningkatkan dan juga menjamin mutu pengelolaan zakat serta amil zakat yang profesional, serta perlunya untuk mengatur mengenai standarisasi dalam pengelolaan di bidang zakat, maka BAZNAS mengeluarkan Peraturan Nomor 2 Tahun 2018 tentang Sertifikasi Amil Zakat. YDSF Malang merupakan salah satu organisasi pengelola zakat di kota Malang. Penelitian ini bertujuaN untuk mengkaji lebih dalam lagi terhadap pengimplementasian Sertifikasi Amil Zakat di YDSF Malang serta apa saja faktor penghambat dan pendukung pengimplementasian peraturan tersebut. Penelitian yang digunakan oleh peneliti adalah penelitian lapangan dengan metode kualitatif deskriptif. Adapun sumber data primer ini berasal dari 3 amil zakat YDSF Malang yang sudah bersertifikasi amil zakat. Pengolahan data melaui tahap-tahap : pemeriksaan data, klasifikasi, verifikasi, analisis, dan kesimpulan. Dalam penelitian ini menghasilkan kesimpulan bahwa : (1.) Jadi di YDSF Malang telah menerapkan sertifikasi amil zakat di YDSF Malang akan tetapi sertifikasi itu belum sepenuhnya diterapkan kepada semua amilnya. Hal ini dikarenakan adanya standar yang ditetapkan oleh lembaga untuk bisa mengirim amilnya dalam mengikuti sertifikasi amil zakat. Ada beberapa persyaratan atau SOP baik dari pihak lembaga YDSF Malang ataupun dari BAZNAS yang harus dipenuhi oleh para amil untuk mereka bisa mengikuti ujian sertifikasi amil itu sendiri. (2.) Adapun faktor penghambat untuk bisa menerapkan peraturan tersebut dari YDSF Malang adalah sumberdaya manusia, terkait kesiapan atau kemampuan amil itu sendiri. Adapun yang menjadi faktor pendukung untuk bisa menerapkan peraturan ini adalah adanya komunikasi; disposisi; dan struktur birokrasi. ENGLISH: Zakat which is one of the pillars as an instrument of poverty alleviation. Indonesia has a very high potential in collecting zakat funds, because the majority of Indonesia's population is Muslim. The one who manages zakat is called amil. To improve and ensure the quality of zakat management and professional zakat management, as well as the need to regulate standardization in zakat management, BAZNAS issued Regulation Number 2 of 2018 concerning Certification of Amil Zakat. YDSF Malang is one of the zakat management organizations in the city of Malang. This study aims to examine more deeply the implementation of the Indonesian Amil Zakat Agency Regulation Number 2 of 2018 concerning Amil Zakat Certification at YDSF Malang and what are the inhibiting and supporting factors for the implementation of the regulation. The research used by researchers is field research with descriptive qualitative methods. As for the primary data source, it comes from 3 amil zakat in YDSF Malang who have received amil zakat certification. Data processing through the stages: data checking, classification, verification, analysis, and conclusions. In this study, This research concludes that: (1.) So YDSF Malang has implemented zakat amil certification at YDSF Malang but the certification has not been fully applied to all amil. This is because there are standards set by the institution to be able to send their amil in participating in zakat amil certification. There are several requirements or SOPs from either the YDSF Malang institution or from BAZNAS that must be fulfilled by the amil so that they can take the amil certification exam itself. (2.) The inhibiting factor for implementing the regulation from YDSF Malang is human resources, related to the readiness or ability of the amil itself. As for the supporting factors to be able to apply this regulation is the existence of communication; disposition; and bureaucratic structures. ARABIC: الزكاة ركن من أركان التخفيف من حدة الفقر. تتمتع إندونيسيا بإمكانيات عالية جدًا في تحصيل أموال الزكاة ، لأن غالبية سكان إندونيسيا مسلمون. لتحسين وضمان جودة إدارة الزكاة والإدارة المهنية للزكاة ، وكذلك الحاجة إلى تنظيم التوحيد القياسي في إدارة الزكاة ، أصدرت بازناس اللائحة رقم 2 لعام 2018 بشأن اعتماد عامل الزكاة. YDSF Malang هي إحدى منظمات إدارة الزكاة في مدينة مالانج. تهدف هذه الدراسة إلى إجراء فحص أعمق لتطبيق شهادة زكاة العامل في YDSF Malang وما هي العوامل المثبطة والداعمة لتنفيذ اللائحة. استخدمت الباحثة بهذا البحث منهاجا وصفيا كيفيا. أمّا مصدر الأساسي بهذا البحث هو من ثلاثة عوامل YDSF مالانج الذين تم تصديقها من عامل الزكاة. طريق تحليل البيانات المستخدمة بهذا البحث هي تفطيش البيانات، تصنيف البيانات، التحقق، تحليل البيانات، و الإستنباط. يخلص هذا البحث إلى ما يلي: 1.( لقد نفذت YDSF Malang شهادة زكاة الأميل في YDSF Malang ولكن لم يتم تطبيق الشهادة بالكامل على جميع الأميل. هذا بسبب وجود معايير وضعتها المؤسسة لتتمكن من إرسال الأميل الخاص بهم في المشاركة في شهادة زكاة الأميل. هناك العديد من المتطلبات أو إجراءات التشغيل الموحدة من مؤسسة YDSF Malang أو من BAZNAS والتي يجب أن يفي بها الأميل حتى يتمكنوا من اجتياز امتحان شهادة الأميل نفسه. 2.( العامل المثبط للقدرة على تطبيق اللوائح من YDSF Malang هو الموارد البشرية ، المتعلقة باستعداد أو قدرة الأميل نفسه. أما بالنسبة للعوامل الداعمة للقدرة على تطبيق هذه اللائحة فهي وجود الاتصال ؛ تغير؛ والهياكل البيروقراطية