Women and Birth RSS feed: Current Issue. Women and Birth publishes on all matters that affect women and birth, from pre-conceptual counselling, through pregnancy, birth, and the first six weeks postnatal. All papers accepted will draw from and contribute to the relevant contemporary research, policy and/or theoretical literature.  We seek research papers, quality assurances papers (with ethical approval) discussion papers, clinical practice papers, case studies and original literature reviews. Our women-centred focus is inclusive of the foetus and the newborn, both well and ill, and covers both normal and abnormal pregnancies and births. The journal seeks papers on midwifery practice, theory, research, education and leadership.  Topics may include where appropriate neonatal nursing, child and family health nursing, women's health and lactation consultancy. Papers from academics and health professionals from fields outside of midwifery are encouraged. We seek papers on reproductive physiology and neurophysiology where the links to the childbearing woman and her baby are made explicit.  We also seek relevant papers on natural and complementary therapies, local, national and international policy, management, politics, economics, societal and cultural issues as they affect childbearing women and their families.  Articles are double-blind peer-reviewed by experts in the field of the submitted work. The journal is indexed in PubMed, Index medicus (Medline), SCOPUS, and CINAHL. To purchase books on Midwifery or to browse our comprehensive range of Midwifery titles, please visit us at shop.elsevier.com.au. Shop.elsevier.com.au/Midwifery http://www.womenandbirth.org/?rss=yesElsevier Inc.en © 2012 Published by Elsevier Inc. All rights reserved. Women and Birth1871-5192252June 2012 © 2012 Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.womenandbirth.org/article/PIIS187151921200025X/abstract?rss=yesContents10.1016/S1871-5192(12)00025-XWomen and Birth 25, 2 (2012)2012-06-01Women and Birth2012-06-01252S1871-5192(12)X0003-9iiiihttp://www.womenandbirth.org/article/PIIS1871519212000182/abstract?rss=yesThe significant problems we face cannot be solved at the same level of thinking that created themAlbert Einstein Antoine Lavoisier in Reflections on Phlogiston said, “The human mind gets creased into a way of seeing things.” (p232) I have recently been reflecting on this concept when it comes to the research we undertake and common discourses that exist around childbirth. It is so easy to get trapped in the ‘rut’ of trying to solve problems as Einstein said, “with the same level of thinking that created them.” It is not surprising, after all what is familiar is comfortable, but sometimes approaching our problems with a totally new way of thinking actually gives us new insights and leads to innovative research questions and methods. I would argue that if you have been using the same arguments for years and nothing is changing then perhaps it is the argument that needs to change.Engaging new levels of thinking to disengage from conflict and create cooperationH.G. Dahlen10.1016/j.wombi.2012.03.001Women and Birth 25, 2 (2012)2012-04-16Women and Birth2012-04-16252S1871-5192(12)X0003-95153http://www.womenandbirth.org/article/PIIS1871519211000242/abstract?rss=yesAbstract: Background: Young pregnant women who continue a pregnancy are primarily from a socioeconomically deprived background. The risk factors associated with low socio-economic status may independently affect perinatal and neonatal morbidity to a greater extent than the young age of the woman. Young pregnant women are frequently sceptical about health care providers who they can perceive to be judgemental. This may lead to late booking for pregnancy care, attending few appointments, or not attending the health service for any antenatal care.Question: Does the way maternity care is provided affect maternal and neonatal outcomes for young women?Method: A systematic search of the major health databases.Results: Nine research articles met the eligibility criteria: one randomised controlled trial, three prospective cohort studies, two comparative studies with concurrent controls, two comparative studies with historical controls, and one case series.Discussion: Providing young women with a non-standard model of maternity care has some beneficial and no known detrimental effects on childbirth outcomes. While there is a dearth of evidence on the effectiveness of a Midwifery Group Practice model of care for young women, there is strong evidence to suggest that a Group Antenatal Care model increases antenatal visit attendance and breastfeeding initiation, and decreases the risk of preterm birth. There is research to indicate that a Young Women's Clinic model may also increase antenatal visit attendance and decrease the incidence of preterm birth.Conclusion: More well-designed and resourced midwifery models of care for young women should be implemented and rigorously researched.Does the way maternity care is provided affect maternal and neonatal outcomes for young women? A review of the research literatureJyai Allen, Jenny Gamble, Helen Stapleton, Sue Kildea10.1016/j.wombi.2011.03.002Women and Birth 25, 2 (2012)2011-06-20Women and Birth2011-06-20252S1871-5192(12)X0003-9Reviews5463http://www.womenandbirth.org/article/PIIS1871519211000266/abstract?rss=yesAbstract: Aim: To critically examine the evidence for simulation based learning in midwifery education.Background: Simulated Learning Programs (SLPs) using low to high fidelity techniques are common in obstetric professionals’ education and focus on the development of team work, labour and obstetric emergencies.Review methods: A systematic review incorporating critical appraisal approaches, setting clear objectives and a defined search and analysis strategy. Evidence from obstetrics, neonatology, technical and non-technical skills (teamwork) was included where it informed the development of midwifery curricula. Studies in English from 2000 to 2010 were included searching CINAHL Plus, OVID Medline, Cochrane, SCOPUS and ProQuest and Google Scholar.Results: Twenty-four papers were identified that met the inclusion criteria. All were quantitative reports; outcomes and levels of evidence varied with two notable papers indicating that simulation had an impact on clinical practice. Benefits of SLP over didactic formats were apparent, as were the development of non-technical skills confidence and competence. The study outcomes were limited by the range of evidence and context of the reports which focussed on obstetric emergency training using a number of simulation techniques.Conclusion: There is evidence that simulated learning of midwifery skills is beneficial. Simulation learning has an educational and clinical impact and advantages over didactic approaches. Where clinical practice is infrequent i.e. obstetric emergencies, simulation is an essential component of curricula. Simulation enhances practice and therefore may reduce the time taken to achieve competence; however there is no evidence from the literature that simulation should replace clinical practice.Simulation based learning in midwifery education: A systematic reviewSimon Cooper, Robyn Cant, Jo Porter, Fiona Bogossian, Lisa McKenna, Susannah Brady, Stephanie Fox-Young10.1016/j.wombi.2011.03.004Women and Birth 25, 2 (2012)2011-06-20Women and Birth2011-06-20252S1871-5192(12)X0003-9Reviews6478http://www.womenandbirth.org/article/PIIS1871519211000023/abstract?rss=yesAbstract: Background: This study took place in a remote community on the Ngaanyatjarra Lands, Western Australia. Ngaanyatjarra women's cultural practices have been subject to erosion during the past 70 years. Women are now expected to birth hundreds of kilometres from home and, due to financial barriers, without family support. Older women lament their lack of input into, and control of, contemporary birthing services.Research question: In order to provide culturally appropriate maternity services we asked: What issues would the Ngaanyatjarra women of the community like to see resolved in the area of antenatal and birthing services?Participants and methods: Eligible participants were any Ngaanyatjarra women of the study community who had birthed at least once. We utilised a participatory research methodology. 36 women were interviewed.Findings: This paper discusses one finding related to support for child-bearing women. The role is important in many ways. Ngaanyatjarra women did not traditionally have their support persons with them during labour and birth, nor do they necessarily expect them to be present in current times. Most women do, however, wish to have a support person with them during antenatal checkups and when they travel to town to await birth.Conclusion: Aboriginal women from remote communities should be able to have a support person with them when they access regional birthing services, but the nature of this role must not be assumed. A culturally appropriate service has input from the community, provides options and respects choices.The role of support person for Ngaanyatjarra women during pregnancy and birthDonna M. Simmonds, Lalla West, Julie Porter, Melva Davies, Carol Holland, Annie Preston-Thomas, Peter K. O’Rourke, Annie Tangey10.1016/j.wombi.2010.12.007Women and Birth 25, 2 (2012)2011-06-20Women and Birth2011-06-20252S1871-5192(12)X0003-9Research articles7985http://www.womenandbirth.org/article/PIIS1871519211000205/abstract?rss=yesSummary: Objective: The primary aim of this paper is to describe the extent, nature and types of simulation used as a learning method in contemporary Australian midwifery curricula.Method: An electronic survey was developed using Graduate e-Cohort Pro and administered to key midwifery academics who had responsibility for 38 curricula leading to initial midwifery registration in Australia.Findings: Engagement of midwifery academics in the survey was high with a response rate of 82%. There is a range of midwifery programs by type and level of award across Australia that vary in duration, enrolments, and by component theoretical and clinical hours. The proportion of simulation hours in curricula varied across programs accounting for up to 17% of clinical program hours. However simulation was used extensively to teach all identified generic technical skills (n=16) midwifery technical skills (n=51) and generic non-technical skills (n=6). Most commonly used simulation types were scenarios, peer-to-peer learning, partial task trainers and standardised patients. Simulation types were suited to the learning tasks.Conclusion: Simulation is used extensively in midwifery education in Australia. Further research is required to understand the curriculum development imperatives of simulation and there is a need to adequately resource and support staff in the use of simulation to provide high quality simulation learning experiences for students.Simulation based learning in Australian midwifery curricula: Results of a national electronic surveyFiona Bogossian, Lisa McKenna, Monica Higgins, Christine Benefer, Susannah Brady, Stephanie Fox-Young, Simon Cooper10.1016/j.wombi.2011.02.001Women and Birth 25, 2 (2012)2011-06-20Women and Birth2011-06-20252S1871-5192(12)X0003-9Research articles8697http://www.womenandbirth.org/article/PIIS1871519211002460/abstract?rss=yesThe authors regret that an error appeared in the author listing of the first poster on page S35. The full title and correct author listing appears below: Venous thromboembolism prophylaxis for midwifery patients: private hospital approachCorrigendum to “Posters” [Women and Birth 24 (S1) (2011) S35–S46]10.1016/j.wombi.2011.10.005Women and Birth 25, 2 (2012)2012-03-07Women and Birth2012-03-07252S1871-5192(12)X0003-9Corrigendum9898