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Icm Presentation 2


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This presentation is taken form my thesis and was delivered at the ICM presentation in Glasgow 2008. I hope to add the sound recording to this as soon as possible.

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Icm Presentation 2

  1. 1. Speaker: Carolyn McIntosh Master in Midwifery thesis presentation Currently: Rural midwife Midwifery Lecturer Otago New Zealand. Wise Women's Web Rural Midwives Communities of Practice
  2. 2. <ul><li>Funding support from Otago Polytechnic research grants </li></ul><ul><li>Ethical approval from Otago Polytechnic ethics committee </li></ul><ul><li>Qualitative descriptive study </li></ul><ul><li>Four focus groups from around the South Island of New Zealand </li></ul>
  3. 3. Aim of study <ul><li>To identify how particular groups of rural midwives from around the South Island of New Zealand informed their practice </li></ul><ul><ul><ul><li>to discover if they had any issues with informing practice </li></ul></ul></ul><ul><ul><ul><li>what they would like to see in the future </li></ul></ul></ul>
  4. 4. Reality of rural midwifery practice in New Zealand <ul><li>Diverse - no real ‘norm’- evolved and evolving </li></ul><ul><li>Local service meets needs of the local community and developed around the service providers in the area. </li></ul><ul><li>Might be: </li></ul><ul><ul><li>Local practice groups </li></ul></ul><ul><ul><ul><li>Or </li></ul></ul></ul><ul><ul><li>Individual midwives or midwives working in pairs </li></ul></ul><ul><li>Limited opportunities to meet with other midwives or other health professionals </li></ul><ul><li>Geographical isolation </li></ul>
  5. 6. How did the midwives inform practice <ul><li>Journals </li></ul><ul><ul><li>Midirs </li></ul></ul><ul><ul><li>NZCOM </li></ul></ul><ul><li>Books </li></ul><ul><li>Formal study / workshops </li></ul><ul><ul><li>Practice groups </li></ul></ul><ul><ul><li>Other groups </li></ul></ul>Sharing with collegues
  6. 7. On study days <ul><li>“ The greatest benefit of it for me was sharing things with, other midwives, midwives in a room, partly through not having that, was one of the inspirations for starting to convene these meetings here, I was not really meeting many other midwives otherwise, which is the best way of getting information” </li></ul>
  7. 8. On connecting with colleagues <ul><li>“ I have to say personally I gain most of my knowledge from my colleagues, from working with more experienced, or highly experienced, other midwives ” </li></ul><ul><li>“ Even from team to team we often learn different things from each other, which is good, it’s all knowledge sharing ” </li></ul>
  8. 9. Rural Midwife Rural Midwives Rural Facility Rural GPs Standards Review committee Regional Midwives Perinatal Audit Group Obstetricians Access Holders Group
  9. 10. Rural Midwife Specialist Services Rural GP Rural facility Nursing Staff Other Rural Midwives One hour away Two hours away
  10. 11. Social learning theory <ul><li>Vgotsky </li></ul><ul><ul><ul><li>Social interaction plays a fundamental role in learning. </li></ul></ul></ul><ul><li>Bandura </li></ul><ul><ul><ul><li>We learn through modeling others behaviour, attitudes and outcomes of this behaviour. </li></ul></ul></ul><ul><li>Lave </li></ul><ul><ul><ul><li>Learning is embedded within activity, context and culture. </li></ul></ul></ul>
  11. 12. Communities of practice <ul><li>Lave and Wenger (1991); </li></ul><ul><li>understanding the technology of practice is more than learning to use tools; it is a way to connect with the history of the practice and to participate more directly in its cultural life (p.101). </li></ul><ul><li>participation in the cultural practice in which any knowledge exists is an epistemological principle of learning. The social structure of this practice, its power relations, and its conditions for legitimacy define possibilities for learning (p.98). </li></ul>
  12. 13. Communities of practice <ul><li>Communities of practice are groups of people who share a concern or passion for something they do and learn how to do it better as they interact regularly. </li></ul><ul><li>(Wenger, 2008) </li></ul><ul><ul><li>Wenger, E. (2008). Communities of practice: a brief introduction. Retrieved May 14 , 2008, from </li></ul></ul><ul><ul><li> </li></ul></ul>
  13. 14. Sharing the learning <ul><li>“ And so really for myself, it would be nice to go with your colleagues so you can disseminate the information together, but we can’t do that because we would leave the place empty” </li></ul><ul><li>“ The first support in a storm for me is always my collegial support” </li></ul>
  14. 15. Networking through the internet. <ul><li>“ But certainly a rural midwives network would be fantastic, that we could ring other people and say what do you think about this? “ </li></ul><ul><li>“ Just share over the internet, a case study from our area, this is what we found and how we managed it ” </li></ul>
  15. 16. Supporting shared learning and communities of practice <ul><li>Web 2.0 facilitates social networking in an online environment through various online tools </li></ul><ul><li>Facilitates connections between individuals who have a shared understanding and shared interests </li></ul><ul><li>Online resources facilitate information sharing and collaboration in a variety of ways </li></ul><ul><ul><li>Otago Polytechnic have recently won funding to produce an online resource to develop a midwifery community of practice </li></ul></ul>
  16. 17. Sharing and collaborating in new ways wiki Online virtual world
  17. 18. blogs del-icio-us
  18. 19. webinars youtube
  19. 20. Conclusion <ul><li>Rural midwives inform practice in a variety of ways but prefer to share and acquire new information through communities of practice </li></ul><ul><li>Rural midwives have limited opportunities to engage with or develop communities of practice </li></ul><ul><li>Online social networking provides new and exciting opportunities to facilitate this for rural midwives </li></ul><ul><li>Links can be forged both nationally and internationally </li></ul>
  20. 21. References <ul><li>Bandura, A. (1977). Social learning theory. New Jersey: Prentice Hall </li></ul><ul><li>Lave, J. Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press </li></ul><ul><li>Vgotsky, L., S. (1978). Mind in society (ed. M. Cole, V. John-Steiner, S. Scribner and E. Souberman). Cambridge, MA: Harvard University Press. </li></ul>