Book review

Article Outline

• Chapter 1 ‘Australian and New Zealand health and maternity services’ by Karen Guilliland, Sally Tracy and Carol Thorogood
• Chapter 5 ‘Ways of looking at evidence and measurement’ by Sally Tracy
• Chapter 9 ‘Transitions’ by Jan Pincombe
• Chapter 14 ‘Theoretical frameworks for midwifery practice’ by Sally Pairman and Judith McAra-Couper
• Chapter 34 ‘Disturbances in the rhythm of labour’ by Carol Thorogood and Catherine Donaldson
• In conclusion
• Copyright

As the coordinator of a postgraduate midwifery program I was delighted to review this new Australian and New Zealand midwifery textbook. From the moment I opened the cover to read the contents section I knew that the chapters of this textbook were developed to lead the reader into the ‘context’ of midwifery practice in Australia and New Zealand which encompasses ‘the woman, the midwife, partnership, autonomous practice and collaborative practice’.

Within each of the above sections there are a range of chapters that have been written by Australian and New Zealand midwives. Their information is based on research or knowledge that reflects a unique Australian and New Zealand content in relation to the ‘philosophy and standards of the New Zealand and Australian College of Midwives’ (Pairman et al., 2006, p. vii).

I have specifically chosen to review chapters written by the editors. This is in recognition of their wonderful achievement not only as editors of an excellent, specific Australian and New Zealand midwifery resource but also for their contribution to the text as authors of individual chapters.

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Chapter 1 ‘Australian and New Zealand health and maternity services’ by Karen Guilliland, Sally Tracy and Carol Thorogood 

The authors have provided an excellent overview of ‘Midwifery and primary healthcare’ and the New Zealand and Australian health service and workforce. This chapter sets the scene for midwifery practice within an Australian and New Zealand context. Australia has a long way to go in regard to providing maternity services that match those provided in New Zealand.

Throughout this chapter readers are informed of the historical backgrounds of the different systems within New Zealand and Australia and at the same time the reader is encouraged to undertake critical thinking exercises which assist the reader to reflect on what they have just read. The conclusion of the chapter also contains a set of review questions that again encourages the reader to reflect on the content of the chapter and to assess their knowledge of the subject, for example; Question 2. ‘List six reasons why midwifery can be defined as primary health care’ (Guilliland et al., 2006, p. 27).

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Chapter 5 ‘Ways of looking at evidence and measurement’ by Sally Tracy 

This chapter is a must read for all midwives and student midwives. I have been involved in teaching research appreciation for several years, however this chapter, I found to be one of the most informative chapters I have ever read on the research process. Sally Tracy provides ‘food for thought’ throughout the chapter. I particularly liked the discussion on ‘Evidenced Based Practice’. Sally has met the stated learning outcomes of the chapter extremely well. The learning outcomes for the chapter were to:

This chapter will be an excellent resource for midwives and midwifery students to use when critically evaluating research.

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Chapter 9 ‘Transitions’ by Jan Pincombe 

Jan provides a thorough review of the Australian and New Zealand research around the transition to ‘motherhood, family health and the transition to parenthood and fatherhood’ (Pincombe, 2006, p. 152). The identified learning outcomes for this chapter have been met exceptionally well. The learning outcomes are to:

There is considerable discussion focusing on women's views of postnatal care within a hospital setting and highlights one of their major concerns, as being the lack of adequate support due to the ‘shortages of midwifery staff’ (Pincombe, 2006, p. 158). This chapter highlights the fact that ‘postnatal services’ are often under resourced. This is a continuing concern for midwives who wish to provide the quality of care that women deserve.

This chapter concludes by acknowledging that the transition for all concerned is immense and;

The challenge for midwives is to ensure that women, their babies and families are supported and provided with information that will assist them to be competent and confident mothers.

(Pincombe, 2006, p. 162)

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Chapter 14 ‘Theoretical frameworks for midwifery practice’ by Sally Pairman and Judith McAra-Couper 

The focus of this chapter is on two theoretical concepts. The first part of the chapter discusses the history and development of cultural safety. I particularly liked the (boxed) Midwife's Story 1 on page 243 and the Midwifes Story 2 on page 244. These case studies and questions allow the reader to understand what is meant by the concept of ‘cultural safety’ and at the same time challenges midwives to actively think about and reflect on their practice.

Although ‘cultural safety’ was developed for a New Zealand context in can be applied in other countries and has been endorsed by the Australian Midwifery Competency Project (p. 240). The concept of cultural safety is about not only recognising difference but addressing power relationships that enable women to direct the care that they need and desire.

Cultural safety seeks to establish the practice of right relationship at a personal, professional and institutional level.

(Pairman and McAra-Couper, 2006, p. 240)

The second section of the chapters addresses ‘Midwifery partnerships’ with women. The most pleasing aspect of these authors’ approach is their commitment to seeing every woman as an individual. The partnerships between each midwife and woman are unique. However, the partnerships are developed along a conceptual framework which endorses the following;

… individual negotiation, equality, shared responsibility and empowerment, and informed choice and consent.

The chapter is a must read for all midwives and student midwives, as it clearly outlines the concepts of ‘cultural safety’ and ‘midwifery partnerships’ in a clear and meaningful manner.

Before discussing my next chapter for review it is important for the readers of this review to know that this textbook covers every aspect of clinical practice from conception through to the postpartum period and the neonate, including grief and bereavement. Each of the 39 chapters provides review questions which encourage the reader to reflect on the content of each chapter.

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Chapter 34 ‘Disturbances in the rhythm of labour’ by Carol Thorogood and Catherine Donaldson 

The title of this chapter grabbed my attention. Throughout this textbook the language used is both midwifery and (perhaps more important) woman friendly. What a joy not to see this chapter entitled ‘abnormal’ or ‘deviations from the normal’. The learning outcomes of this chapter have been clearly met. The learning outcomes are:

This chapter covers every aspect of the disturbances in the rhythm of labour and birth whilst providing ‘food for thought’ and challenges for midwifery practice. Again this is a must read for all midwives and student midwives.

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In conclusion 

Overall this textbook was a joy to read and an extremely valuable resource both for midwives and student midwives not only in an Australia and New Zealand but also internationally. The editors and contributing authors are to be congratulated on their excellent work. I look forward to using this textbook as a resource for a range of midwifery topics/subjects, including the social context of practice, primary health care, clinical practice, midwifery management, research appreciation, legal, ethical and professional issues.