Findings of a nationwide survey of the diabetes education and training needs of midwives in the UK

Introduction: The incidence and prevalence of diabetes is increasing in pregnant women. Midwives manage a substantial proportion of care of these women. Currently it is notknown whether midwives have sufficient competence in managing these patients well. The Diabetes Care Trust commissioned a survey to assess the diabetes education and training needs of midwives who look after pregnant women with diabetes.Material and methods: A freedom of information request was made to all the NHS Trusts in the UK to gather relevant information about the roles and responsibilities of midwives in thematernity units in the UK. This was followed by a Survey Monkey questionnaire to midwives in the UK who are members of the Royal College of Midwives to assess their education and training level, needs, desires and views preceded by a test survey on nine midwives.Results: The survey revealed considerable variation in the roles and responsibilities, current levels of training and education needs of midwives. Over 85% of midwives expressed a desire to access additional education on diabetes management in different areas. Training in insulin initiation and titration, management during labour and ability to contribute to the antenatal clinic was desired by over 85% of midwives surveyed. Conclusions: There is an unmet need for structured education and training programmes for midwives in the management of diabetes in pregnancy. We recommend further work in producing tailored and accredited training programmes at different levels to suit the differing needs of midwives and diabetes specialist midwives in the UK.

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Work-Based Learning, Theory and Practice

Industry and Higher Education ◽

10.5367/000000003101296828 ◽

2003 ◽

Vol 17 (3) ◽

pp. 163-178 ◽

Cited By ~ 2

Author(s):

Evelyn Boyd ◽

Hazel Knox ◽

John Struthers

Keyword(s):

Education And Training ◽

Training Needs ◽

Theory And Practice ◽

Partnership Model ◽

Wide Range ◽

Effective Development ◽

The Uk ◽

Contemporary Education ◽

And Training

This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide guidance and advice on work-based learning opportunities for a variety of Scottish small and medium-sized enterprises (SMEs). Using Training Needs Analysis, the authors assess the difficulties as well as the opportunities inherent in such projects. The findings illustrate the heterogeneity of the SMEs' training and guidance requirements and highlight the importance of addressing the tension that exists between the different expectations of employers and employees in relation to training needs and benefits.

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Global Surgery Education and Training Programmes—a Scoping Review and Taxonomy

Indian Journal of Surgery ◽

10.1007/s12262-021-03081-w ◽

2021 ◽

Author(s):

Eric O’Flynn ◽

Arbab Danial ◽

Jakub Gajewski

Keyword(s):

Scoping Review ◽

Unmet Need ◽

Education And Training ◽

Global Surgery ◽

Strategic Decision ◽

Income Country ◽

Surgical Trainee ◽

Training Programmes ◽

Surgery Education ◽

And Training

AbstractGlobal surgery is an emerging field of study and practice, aiming to respond to the worldwide unmet need for surgical care. As a relatively new concept, it is not clear that there is a common understanding of what constitutes “global surgery education and training”. This study examines the forms that global surgery education and training programmes and interventions take in practice, and proposes a classification scheme for such activities. A scoping review of published journal articles and internet websites was performed according to the PRISMA Extension for Scoping Review guidelines. PubMed MEDLINE, EMBASE and Google were searched for sources that described global surgery education and training programme. Only sources that explicitly referenced a named education programme, were surgical in nature, were international in nature, were self-described as “global surgery” and presented new information were included. Three hundred twenty-seven records were identified and 67 were ultimately included in the review. “Global surgery education and training” interventions described in the literature most commonly involved both a High-Income Country (HIC) institution and a Low- and Middle-Income Country (LMIC) institution. The literature suggests that significant current effort is directed towards academic global surgery programmes in HIC institutions and HIC surgical trainee placements in LMICs. Four categories and ten subcategories of global surgery education and training were identified. This paper provides a framework from which to study global surgery education and training. A clearer understanding of the forms that such interventions take may allow for more strategic decision making by actors in this field.

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A trainee's perspective: Commentary on … the Postgraduate Medical Education and Training Board (PMETB) goes live

Psychiatric Bulletin ◽

10.1192/pb.29.11.433 ◽

2005 ◽

Vol 29 (11) ◽

pp. 433-434

Author(s):

Sanju George ◽

Veena Math

Keyword(s):

Medical Education ◽

Postgraduate Medical Education ◽

Competent Authority ◽

Education And Training ◽

Regulatory Body ◽

Roles And Responsibilities ◽

Medical Education And Training ◽

The Uk ◽

The Impact ◽

And Training

The Postgraduate Medical Education and Training Board (PMETB) is an ‘independent regulatory body which sets standards, approves, quality assures and evaluates postgraduate medical education and training in the UK’ (Thomas, 2005). The Board was launched in September 2005, although it will be another 2–3 years before it will become fully functional as the single competent authority for postgraduate medical education and training. It is worth noting that the remit of the PMETB does not encompass undergraduate medical education, training for pre-registration doctors or dental education and training. The three important areas of activity of PMETB include approval of curricula and assessments, certification and quality assurance. The first two of these are of immediate and direct relevance to trainees. Brown's paper ‘The Postgraduate Medical Education and Training Board (PMETB) goes live’ (2005, this issue) gives an excellent overview of the origins, structure and roles and responsibilities of the PMETB. However, one key aspect that is not discussed in Brown's paper is the impact of PMETB on trainees and training. We will highlight some of these issues and discuss concerns which trainees have raised regarding changes to training which will arise in the wake of the PMETB.

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Faculty Development for Simulation Based Education and Training Programmes. Can a national standard be created in the UK?

Simulation in Healthcare The Journal of the Society for Simulation in Healthcare ◽

10.1097/01266021-200600120-00055 ◽

2006 ◽

Vol 1 (2) ◽

pp. 116

Author(s):

Bryn Baxendale ◽

Andy Buttery

Keyword(s):

Faculty Development ◽

Education And Training ◽

National Standard ◽

Simulation Based ◽

Training Programmes ◽

The Uk ◽

And Training

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Rituals of Vocational Socialisation: Faith-Building in Higher Vocational Education for Weak-Form Occupational Pathways

Vocations and Learning ◽

10.1007/s12186-021-09268-2 ◽

2021 ◽

Author(s):

Rebecca Ye

Keyword(s):

Vocational Education ◽

Weak Form ◽

Education And Training ◽

Digital Data ◽

Vocational Education And Training ◽

Higher Vocational Education ◽

Collective Identification ◽

Qualitative Interview Study ◽

Training Programmes ◽

And Training

AbstractThis paper addresses the question of how higher vocational education and training programmes socialise participants for future work, where the occupational pathways they are to embark on are weakly defined. The analysis focuses on organisational rituals as a means to understand individual and collective transformative processes taking place at a particular intersection of education and labour markets. Building on organisational and sociological theories of rituals, as well as drawing empirically from a longitudinal qualitative interview study of a cohort of students in Swedish higher vocational education for work in digital data strategy, I explore how rituals are enacted in a vocational education and training setting and what these rituals mean to the aspirants who partake in them. The findings illustrate how rituals initiate, convert, and locate the participants in a team. These repeated encounters with rituals socialise, cultivate and build vocational faith amongst participants, despite the nascency and unstable nature of their education-to-work pathways. However, while rituals can serve as a catalyst to ignite processes of collective identification and vocational socialisation, they are not always successful. The paper discusses implications of faith-building in weak-form occupational pathways when the labour market is strong and conversely, when the economy is in recession. The text concludes by advocating the need for examining the power of educational institutions in shaping transitional experiences of participants in vocational education.

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