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Book Details
Abstract
This new edition of a highly regarded classic midwifery text encourages critical thinking about the art and science of midwifery. Promoting the idea that thinking directly affects practice, it offers a clear explanation of the concepts, theories and models that shape effective evidence-informed care for women.
A host of expert contributors join best-selling author Rosamund Bryar in this extensively updated and reworked edited collection, which:
- captures the expansion of midwifery research that has tested and developed the field's traditional theory base
- highlights the value of theory from other disciplines - from psychology to ergonomic design
- incorporates the professional experience of theorists from across the world.
With engaging end-of-chapter activities, this insightful book challenges you to reconsider the knowledge at the heart of your own midwifery practice. It is the essential text on midwifery's growing theoretical framework for students and practitioners alike.
ROS BRYAR Professor of Community and Primary Care Nursing and Head of Public Health and Primary Care Unit at City University, London, England.
MARLENE SINCLAIR Professor of Midwifery Research in the Nursing Research Institute at the University of Ulster, Northern Ireland.
a sophisticated and intelligent text that provides a fresh and engaging look at the contribution of theory to midwifery knowledge, practice and research' – Dr Sarah Church, Senior Lecturer, School of Health, University of Northampton, UK
'Pertinent, accurate and meaningful' - Kathleen A. Menasche, Clinical Assistant Professor, Texas State University San Marcos School of Nursing, USA
'...an invaluable resource...done in a nurturing and supportive manner.' - Nursing Standard (5 stars)
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cove | ||
Contents | v | ||
List of Tables, Figures, Boxes and Illustrations | ix | ||
Foreword by Professor Mavis Kirkham | xiii | ||
Acknowledgements | xiv | ||
Notes on the Contributors | xvi | ||
PART I THEORETICAL BASIS FOR PRACTICE | 1 | ||
1 Signposting Future Developments in Midwifery Theory, Practice and Research | 3 | ||
Introduction | 3 | ||
Midwives and midwifery | 3 | ||
Working with the book | 6 | ||
Organization of the book | 8 | ||
The process of building midwifery theory | 10 | ||
Conclusion | 12 | ||
2 Conceptualizing Midwifery | 16 | ||
Introduction | 16 | ||
Thinking underpinning practice | 17 | ||
Defining terms | 19 | ||
Where does theory come from? | 29 | ||
Levels of theory | 40 | ||
Concepts basic to midwifery | 42 | ||
Conclusion | 52 | ||
3 Midwifery Theory Development | 59 | ||
Introduction | 59 | ||
Reva Rubin: attainment of the maternal role | 63 | ||
Ramona T. Mercer: theories of antepartum stress and maternal role attainment | 69 | ||
Rosamund Bryar: the action approach to organizations and midwifery practice | 75 | ||
Jean Ball: the deck-chair theory of maternal emotional well-being | 80 | ||
Soo Downe: salutogenesis, complexity theory and authoritative knowledge | 83 | ||
Conclusion | 87 | ||
4 Understanding Motivational Theory and the Psychology of Breastfeeding | 92 | ||
Introduction | 92 | ||
Defining motivation | 93 | ||
Motivation, meaning and breastfeeding | 95 | ||
Conclusion | 106 | ||
PART II THEORETICAL APPLICATION IN PRACTICE | 113 | ||
5 Motivation, Breastfeeding and Midwives: Theory in Action | 115 | ||
Introduction | 115 | ||
What is motivational instructional design? | 116 | ||
Designing a motivationally-enhanced version of routine breastfeeding instruction | 126 | ||
Testing the effects of the motivationally-enhanced breastfeeding instruction | 134 | ||
Conclusion | 136 | ||
6 The Research, Design and Development of a New Breastfeeding Chair | 139 | ||
Introduction | 139 | ||
Background | 140 | ||
Research and design process | 140 | ||
A chair for breastfeeding mothers: research and development | 145 | ||
Discussion | 154 | ||
Conclusion | 156 | ||
7 Exploring Emotion in Midwifery Work: A First-Person Account | 158 | ||
Introduction | 158 | ||
Early beginnings | 159 | ||
Choosing a research approach | 160 | ||
Study design | 165 | ||
Some research dilemmas | 169 | ||
Unexpected findings | 172 | ||
Conclusion | 174 | ||
8 Nesting and Matrescence | 178 | ||
Introduction | 178 | ||
Birth centres | 179 | ||
Conclusion | 192 | ||
9 Exploring the Presence of Comfort within the Context of Childbirth | 197 | ||
Introduction | 197 | ||
The research project | 198 | ||
Discussion | 209 | ||
Conclusion | 212 | ||
10 Birth Territory: A Theory for Midwifery Practice | 215 | ||
Introduction | 215 | ||
Overview of Birth Territory Theory | 217 | ||
The physiology of undisturbed birth | 219 | ||
The terrain of Birth Territory Theory | 221 | ||
The clinical stories | 227 | ||
Conclusion | 232 | ||
11 Developing a Model of Birth Technology Competence using Concept Development | 241 | ||
Introduction | 241 | ||
Deciding on the use of a concept development method | 242 | ||
Phase I: theoretical phase | 243 | ||
Phase II: fieldwork phase | 249 | ||
Phase III: analytical phase | 253 | ||
Findings from the fieldwork phase | 254 | ||
Conclusion | 260 | ||
12 Contemporary Caesarean Section Theory: Risk, Uncertainty and Fear | 262 | ||
Introduction | 262 | ||
Natural childbirth or technological birth: competing ideologies | 263 | ||
Caesarean section: three zones of clinical practice | 265 | ||
Different styles of decision-making | 272 | ||
Maternal choice caesarean section: myth or reality? | 275 | ||
Conclusion | 278 | ||
13 Developing a Theoretical Framework: Bullying in Midwifery | 285 | ||
Theoretical assumptions | 285 | ||
Background | 286 | ||
Bullying in midwifery | 287 | ||
Aim | 288 | ||
Methods | 288 | ||
Discussion of findings | 294 | ||
Conclusion | 300 | ||
14 The Partnership Model | 304 | ||
Introduction | 304 | ||
With woman: rhetoric and reality | 305 | ||
The cultural context of the creation of the partnership model | 306 | ||
Critique: questioning the unquestionable | 310 | ||
Evaluation of the partnership model | 313 | ||
Conclusion | 314 | ||
Index | 319 |