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This chapter is concerned with the varied legitimizing discourses used by midwives to frame their identities in relation to their work. This sociological issue is particularly important in the context of an occupation, such as this one, that exists at the border of competing service claims. Drawing on 26 in-depth interviews, I use narrative analysis to examine the stories that midwives tell about their work. Through these women’s work narratives, I show the complex intersection of narrative, culture, institution, and biography (Chase, 1995, 2001; DeVault, 1999).

The quality of maternal healthcare training is the most optimal degree of health in the delivery of effective, efficient and quality healthcare in midwifery discipline. Student accoucheurs studying at the Free State School of Nursing are faced with resistance, discrimination, rejection and unacceptability by pregnant women during their clinical placement at the Free State maternal healthcare institutions. This results in poor quality of training of student accoucheurs in maternal healthcare. Considerable studies have been conducted on males in midwifery nursing, but no guidelines have been developed to facilitate student accoucheurs' acceptance and improvement of the quality of training in maternal healthcare, hence the purpose of this study.

A descriptive, explorative qualitative design was used in this study. Qualitative focused group discussions (n = 32) were conducted through purposeful sampling method. Data was analysed thematically.

Three main categories emerged: student accoucheurs' related factors with social interactions and relations as a theme; maternal healthcare users’ related factors with transcultural diversity and socio-economic status as themes; nurse training institutions and maternal healthcare institutions service providers-related factors with gender inequality in the work place as a theme. Ultimately, the guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in maternal healthcare institutions were developed and recommended for implementation.

The paper developed guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in Free State maternal healthcare institutions.

Clinical leadership, researcher capacity and a culture of clinical inquiry are needed in the clinical workforce. The purpose of this paper is to report on a program which was used to develop and support clinicians to explore practice, implement innovation, translate evidence and build researcher capacity.

This pragmatic paper presents a case study of a nursing and midwifery clinician-researcher development program. The multi-site, multi-modal program focused on education, mentoring and support, communication networks, and clinician-university partnerships strategies to build workforce capacity and leadership.

Over 2,000 staff have been involved in the program representing a range of health disciplines. The study day program has been delivered to 500 participants with master classes having over 1,500 attendees. The research mentor program has demonstrated that participants increased their confidence for research leadership roles and are pursuing research and quality assurance projects. Communication strategies improved the visibility of nursing and midwifery.

This case study was conducted in one health district, which may not have relevance to other geographical areas. The small numbers involved in the research mentor program need to be considered when reviewing the findings.

The program has been a catalyst for developing a research culture, clinical leadership and research networks that strengthen workforce capacity. Building researcher skills in the workforce will better support quality healthcare and the examination of everyday practice.

Building a culture of healthcare that is based on inquiry and evidence-based practice will lead to more appropriate and consistent healthcare delivery. Consumers have the right to expect health clinicians will challenge everyday practice and have the skills and capability to translate or generate best evidence to underpin professional and service delivery.

This paper provides strategies for building workforce researcher capacity and capability. The program provides opportunity for building research networks and role modeling the value and importance of research to practice and quality improvement.

The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for practice, purpose and award according to the DMU. This paper aims to investigate this claim.

The paper looks at De Montfort University where an innovative tripartite assessment process has been developed to support midwifery students in practice. This involves the student, his/her personal tutor and his/her clinical midwife mentor. All three are involved in the planning of appropriate learning experiences to facilitate the student in meeting the clinical learning outcomes, utilising a personal professional portfolio.

The paper finds that the close working relationships between the placement providers and the university have improved the assessment of practice and enhanced the student experience. Clinical midwife mentors have commented on how well the tripartite approach works and they appreciate the clear lines of communication that this relationship provides. The personal tutor role is well established in the School of Nursing and Midwifery and the midwifery team have developed this role to include the assessment of students within the tripartite structure. This is beneficial from a quality perspective; while clinical midwife mentors will obviously change due to differing student placements, the personal tutor is the variable that is the constant through the student's progression on the programme.

The tripartite approach to the practice assessment of pre‐registration midwifery education investigated in this paper has proved to be a robust approach to ensuring students are fit for practice, purpose and award at the point of qualification and eligible to register as a midwife with the Nursing and Midwifery Council.

A key challenge facing pre‐registration nurse educators is to turn out students who are fit for practice by the end of their training (United Kingdom Central Council for Nursing, Midwifery and Health Visiting, 1999). This includes developing their understanding of professionalism (Department of Health, 2003; Nursing and Midwifery Council, 2004; 2007). This paper provides an evaluation of a special personal and professional development scheme for mental health student nurses implemented to improve the learning and development process. The scheme required that in addition to individual meetings with personal tutors, students would meet in small groups of 12‐15, every six weeks, facilitated by their personal tutor and a clinician. The meetings provided a space for students to discuss nursing topics, their clinical experiences and performance to improve their understanding of professional standards in their role transition.The outcome was that over 80% of the respondents were satisfied with the structure, facilitation methods, contents, group size and the time allocated for the meetings. They also reported an increase in knowledge and level of understanding, awareness of professional expectations, making better theory‐practice links of learning and becoming more self‐aware. The authors suggest that nurse training departments should collaborate with their clinical partners and adopt a similar framework to help bridge the theory‐practice gap and enhance the transition process from student to qualified practitioner.

This paper aims to provide an overview of recent literature on nurses’ and midwives’ information behaviour, with a particular focus on sources used and barriers encountered.

Comprehensive searching was undertaken and an analysis of the appropriate literature carried out.

Practitioners within the nursing profession have a marked preference for interactive and human sources of information. They habitually associate information seeking with professional development rather than with clinical practice. Lack of time is the most frequently reported problem; also, they frequently lack confidence in searching and appraising the professional literature and in applying research in practice. Cultural factors may inhibit information seeking in the workplace, and access to appropriate information technology may be limited.

As a group, nurses and midwives present significant challenges to health library and information professionals seeking to design services to meet their needs. A perceived lack of access to information resources may be associated with pervasive information literacy skill deficits, with the inability to undertake critical appraisal of material that is retrieved, or with the lack of a workplace culture that is supportive of information seeking. To reach nurses and midwives, more than diligent marketing is required; library and information professionals need to work closely with the holders of nursing and midwifery research, practice development and educational roles within their institutions on “embedded”, specific information initiatives.

An overview of recent work is presented on the information behaviour of nurses and midwives within developed economies, focusing particularly on the UK. It may be of interest and value to health librarians and to nursing and midwifery educators in facilitating evidence-based practice.

Transition to parenthood (TTP) is a major life event that affects all aspects of one’s psychosocial function. Similar to their partners, men experience a lot of psychological changes during the TTP process. As there are a few studies on this subject, so the purpose of this study is to review previous studies on psychological and functional changes in men during TTP.

This is a review study that reports the findings from a review of previous studies on psychological and functional changes in men during TTP. This study searched from the electronic database between articles published in between 2005–20.

This study was carried out in five stages: framing research questions; searching databases with an effective strategy; selecting relevant studies; findings mining; summarizing and classifying findings; and providing results. After the literature review, relevant studies were categorized into three groups. The first, second and third groups included studies on prenatal, labor and delivery and postnatal TTP, respectively. Psychological and functional changes in men during TTP significantly affect child-father relationships, development of children and sexual relationship with a partner. Therefore, further attention should be given to this important process, along with changes, expectations, needs, etc.

This study reviews men’s functional changes along with their psychological changes during the parental transition. This study also reviews effective strategies and interventions for successful parental transition in men.

Despite widespread development in safeguarding vulnerable adults across legislation, policy, research, education and practice in recent years, some aspects of this work remain relatively ill‐defined. Neglect in formal care settings and the nursing contribution to multi‐agency safeguarding work are two such aspects. This paper offers perspectives acknowledging the current context of safeguarding. It identifies defining attributes of neglect and highlights why older people are particularly vulnerable to the consequences of neglect. The nursing contribution to multi‐agency safeguarding work, specifically health‐focused investigations, is discussed in detail, including when nurses should be involved, the knowledge and skills required and considerations for giving a professional opinion. The paper offers a model of registered nurse involvement in health safeguarding investigations and concludes with suggestions on how investigations can be approached.

To explore whether ward management is an aspiration for junior nurses and midwives in the National Health Service in Scotland (NHSS) in the context of service redesign that is expanding career options in clinical practice.

The findings are drawn from research conducted in a large acute NHSS Trust. The fieldwork involved face‐to‐face interviews with 64 nurses and midwives and 1,084 survey returns (29 per cent response rate). Logistic regression was used to predict the characteristics of those who wanted to move into their line manager's role.

Moving into their line manager's job was a career aspiration for only 10 per cent of nurses and midwives and current managers reported there were already difficulties recruiting to senior posts. Those who wanted vertical progression preferred the clinical specialist/advanced practitioner route. By comparison, the ward manager (charge nurse) role was perceived to be very unattractive because of: too little patient contact; the stress involved in meeting the workload demands of multiple roles; and poor pay and rewards.

The research and policy review covers the devolved NHSS though similar trends have been noted elsewhere in the UK and internationally. The paper is of broader interest to those interested in the impact of managerial responsibility on healthcare professionals.

The paper highlights the need for reform in the ward leadership role since it is pivotal in the operation of hospital services.

Previous research has examined the role of nurses in managing healthcare services. The paper extends this retrospective work by exploring the perceptions and career intentions of the nurses and midwives serving under the current generation of nurse managers.