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Membrane Sweep

Hey guys, i was hoping i could get a little more advice on a Membrane sweep as im having one next week. Does it work? I had my waters broken for me with my 2 others but as i had to have an emergency c-section with my previous they said that the M.

Didn’t work for me. all it did was put me into fault labor, My midwife stripped my membranes five days after my “due” date, and I went into heavy, fast labor about 45 minutes later. Baby arrived 2 1/2 hours later, It’ll work if you’re on the cusp of labor anyway, so why not just ride it out a few more days? You’ve been pregnant for upwards of 9 months, will another week foil any plans? I’m not being snarky at all. Or, it could bring a baby that isn’t ready for the outside yet. Lung maturity is thought to trigger labor, so I would be cautious of using artificial means to do the same.

Membrane sweep is still interfering with the body’s natural process of starting labor. It can introduce infection and is rough on your body. Women don’t stay pregnant forever- everyone’s cycle is different, everyone’s EDD should be different. It’s your body, you don’t have to have anything done.
My Midwife used to strip membranes but has read many different studies in the past few years stating that it can be harmful. Stripping membranes consists of the Midwife actually entering her finger up into the cervix thus possibly placing bacteria into the uterus. If you are not ready to go into labor than it could allow any bacteria to grow into an infection. It has also been linked with very rapid and very painful labors for those who were on the edge.

Nurse Midwife Profram Education System

Education system for Nurse Midwife Program. The training of midwives in Japan, in Figure 1 can be pursued through training as a midwife after nursing school or junior college, or college programs offered by midwives to four years, and universities.The training of midwives is also offered a special year for those who have completed four years of courses in schools and colleges and universities and polytechnics.All graduates of midwifery examination for midwives is licensed as a midwife.
In line with the transition of nursing education in Nurse Midwife Program colleges and universities four years has seen the training of midwives often tends to be offered in four-year colleges and universities. Although few, graduate courses are given in obstetrics.

There has recently been a slight increase in the number of midwifery schools. However, the number of applicants passing the national midwifery licensing examination has stopped increasing. This reflects the fact that the number of available slots in midwifery programs at four-year colleges/universities is small.

Download Nursemidwfe Pathway at : http://www.nurse.or.jp/jna/english/midwifery/pdf/5.pdf (Copy Pate to Browser Tab size 23kb)

Nurse Midwife Program Course Content

[ Number Passing the National Midwifery Examination ]

Year	Number of Programs			Total	Number of graduates	Number passing the national exam.
	Colleges	Junior Colleges	Midwifery Schools
1990				80	1,701	1,498
1992				80	1,692	1,497
1994				78	1,565	1,573
1996	21	31	31	101	1,563	1,580
1998	34	35	47	116	1,574	1,463
2000	46	35	43	124	1,467	1,697
2002	62	31	35	128	-	1,513
2003	70	29	33	132	-	1,531

Source

Statistical Data on Nursing Services in Japan, 2003

In line with the 1997 revision of regulations controlling midwifery education, the current curriculum consists of the following subjects. Exact curriculum details for the educational programs may be set at the discretion of each school, depending upon the school’s educational aims.

[ Midwifery Course Content ]

Subjects	Credits	Contents
Fundamentals of midwifery	6	The focus is on women’s reproductive health: Basic midwifery, including an introduction to midwifery, bioethics, forms and functions of reproduction, psychology and sociology of reproductive health, and growth and development of infants.
Midwifery diagnostics and techniques	6	Basic midwifery techniques Techniques required of midwives, especially those necessary for psychological care
Maternal and child health in the community	1	B asic knowledge needed to promote maternal and child health in the community
Midwifery management	1	Midwifery management, midwifery care, basic knowledge needed to manage a maternity home
Clinical training in midwifery at various settings including maternity homes	8	Integrated clinical training in midwifery diagnostics and techniques, maternal and child health in the community and midwifery management Each student should have clinical experience of at least 10 birth deliveries.
Total	22	Source: http://nursemidwifeprogram.wordpress.com

Cystocele following the birth of a baby

Wondering how common it is to have a cystocele following the birth of a baby. My son is 3 months old and I’m still in pain! Any natural remedies.
Rectocele, so bad 2 years later still. Broke and no insurance, gotta love Amerika, Cystocele and rectocele repaired by surgery in 09/09. Pretty awful recovery but once it healed, it made a huge difference in my life and health. Three months postpartum, it’s pretty common. Most dr’s want to wait about a year to see how the body recovers. Unfortunately, mine never did, I actually had vagina physical therapy to strengthen the pelvic floor, hoping to help the bladder, uterus and rectum support themselves better. Didn’t work. I’m terribly small framed and my husbands family passed down enormous headed babies
Time for lots and lots of Kegals, 1.deep core work – align the diaphragm and pelvic floor 2. see a pelvic floor physiotherapist 3. the EPI-NO (depending on the stage of the prolapse), My doc has explained surgical options but they’re only available if I’m completely done having kids! I had much pain prior to the birth of my son but my midwife didn’t know what it was. After my 9lb 6oz baby came through, things got worse! I’ve been trying to take Ligaplex from Standard Process but my little guy has a terrible time with nursing. I will ramp up the kegels and excercises and see if that helps
Source: kresil

American nurses and midwives association

The American College of Nurse Midwife Program (ACNM) is the professional organization for certified nurse-midwives and certified midwives. Incorporated in 1955, it was founded as the outgrowth of a series of circumstances that rendered its creation necessary.

During the mid-1940s the National Organization of Public Health Nurses (NOPHN) established a section for nurse-midwives. In 1949 the nurse midwifery section of this organization published the first national descriptive data gathered about nurse midwives[1]. A few years later, when there was a general reorganization of the national nursing organizations, the NOPHN was absorbed into the American Nurse’s Association (ANA) and the National League for Nursing (NLN), and there was no provision within these organizations for a recognizable entity of nurse-midwives. Instead, the nurse-midwives were assigned to the Maternal and Child Health–National League for Nursing Interdivisional Council, which encompassed the areas of obstetrics, pediatrics, orthopedics, crippled children, and school nursing. The membership and concerns of this council were simply too broad to serve as a forum or voice for nurse-midwifery. Ironically, even though nurse-midwives were in positions of leadership in maternal-child nursing educational, professional, and federal organizations pertaining to health care, they were usually not thought of as being nurse-midwives.

Since the identity of nurse-midwives could not be maintained in the existing situation, the nurse-midwives present at an ANA convention in the spring of 1954 agreed to establish The Committee on Organization. Sister M. Theopane Shoemaker, the director of the Catholic Maternity Center in Santa Fe, New Mexico, was chair of the committee.

The Committee Nurse Midwife Program on Organization

The Committee on Organization, though claiming its progress was slow and tedious, had within 2 months identified reasons for organizing; discussed ways in which organization could be accomplished; written a definition of a nurse-midwife; identified the functions of a new organization if one was to be established; set educational standards for nurse-midwifery schools including a statement of purpose and basic admission requirements; designed and mailed a questionnaire to locate nurse midwives and ascertain their desire to organize; written and mailed two of the eventual six Organization Bulletins of the Committee on Organization; and organized a meeting of nurse-midwives for December 1954.

Forty-six nurse-midwives attended the meeting in December, reviewed the work done to that point and the results of the questionnaire (to which 147 nurse-midwives had replied), and approved the definition of a nurse-midwife and a statement of purposes of a nurse-midwifery organization. The major issue, however, was how organization could be accomplished. Four possible options had been identified:

Organization within the American Nurses’ Association (ANA) as a conference group
Organization within the National League for Nursing (NLN) as a council
Reorganization of the American Association of Nurse-Midwives (AANM) into a national organization
Formation of an entirely new organization of nurse-midwives to be known as the American College of Nurse-Midwifery

The American Association of Nurse-Midwives had been started in 1929 as the Kentucky State Association of Midwives, incorporated by nurse-midwives working with the Frontier Nursing Service. Mary Breckinridge, the director of the Frontier Nursing Service, was president of AANM during her lifetime. Its function and its organization were such that it could not serve the purposes of this national movement of nurse-midwives. AANM, therefore, was eliminated as a possible option based on its members’ analysis and statement of preference not to be considered.

The remaining options were either to organize within one of the national nursing organizations or to create a new organization. The decision was deferred until letters requesting a conference group and a council, respectively, were submitted to, and replies were received from, ANA and NLN. The letters were approved during the meeting.

The NLN expressed interest and concern but pointed out that its bylaws for organization of a council would not meet the needs of the nurse-midwives. The reply from the ANA was not encouraging. The ANA was interested in a plan to establish an interdisciplinary committee of the ANA and the NLN, with additional representatives from the public, to study the improvement of the care of mothers and children. The nurse-midwives could be a part of this committee.

This information was published in the fourth Organization Bulletin, along with the plans for the next meeting of The Committee on Organization and a request for comments regarding what was emerging as the obvious direction for organization. At its meeting in May 1955, The Committee on Organization voted unanimously to proceed with the formation of the American College of Nurse-Midwifery. Those present based their action on the fact that all the other options had essentially been ruled out, the fact that 133 of the 147 nurse-midwives answering the questionnaire had responded positively to the idea of belonging to a new organization of nurse-midwives, the obvious conclusion that formation of a separate organization seemed to be the only way that nurse-midwives could work together and accomplish the goals that had been delineated in the statement of purposes, and the fact that only one response had been received to the request for comments regarding this direction. The Committee on Organization had done such a splendid job of keeping all the nurse-midwives informed and involved that there was nothing further to be said.

The Committee on Organization began working to incorporate and establish the organization. The result was the incorporation of the American College of Nurse-Midwifery, November 7, 1955, in the state of New Mexico. New Mexico was chosen because it was on of the few states in which nurse-midwives were practicing and incorporation there involved the least amount of red tape, time, and expense.

References of Nurse Midwife Program

-Nurse-midwifery today.Public Health Nursing(May 1949).
-Hemschemeyer, H. Sends Message to members.Bulletin of the American College of Nurse-Midwifery1(2):5-6, March, 1956.
-Hemschemeyer, H. Report of the first president of the American College of Nurse-Midwifery.Bulletin of the American -College of Nurse-Midwifery10(1):4-10 (Spring) 1965 (Anniversary Issue).
-Articles of Incorporation, as amended through May, 1997. American College of Nurse-Midwives, 1995.
-Kroska, R. The emblem of the American College of Nurse-Midwives.Journal of Nurse-Midwifery18(3):23-24 (Fall)  1973.
-Editorial.Bulletin of the American College of Nurse-Midwifery,4(2):37-38, (June) 1959.
ACNM Mission Statement,1998

Source: http://nursemidwifeprogram.wordpress.com/2011/05/05/american-nurses-and-midwives-association/

hard skills in nursing

Nursing Program Soft Skills are a set of capabilities that influence how we interact with others. Broadly speaking, soft skills can be classified kedalan two categories: intrapersonal and interpersonal skills. intrapersonal skills include self-awarenes, self confident, self-assessment, trait and preference, emotional self-awareness and skills (improveman, self control, trust, worthiness, time management, proactivity, conscience). While interpersonal skills include social awareness (political awareness, developing others, leveraging diversity, service orientation, empathy) and social skills (leadership, influence, communication, conflict management, cooperation, team work, synergy).
Within the scope of the current world of work, superior human resources not only have the ability to hard skills but also have the ability in soft aspect skillsnya. Based on research at Harvard University in the United States was successful person in society is not determined solely by the knowledge and technical skills (hard skills), but more by the ability to manage themselves and others or yangdisebut as soft skills. The study reveals that success is determined only approximately 20% by the hard skills and 80% by soft skills. According Setditjend Higher Education (2010) He graduated from universities in Europe are still difficult to compete with foreign graduates. Not from the scientific or academic ability, but they are lousy softskill. The weakness of our students even in non technical terms such as public speaking ability, confidence, interaction of rapid change, initiative, cooperation, ethics, leadership and other things. The statement must also drawing an ability graduate degree in nursing in which all stakeholders recognize their ability academically, but still not satisfactory in terms of soft skill, so you must Improve soft skill in Nursing Program.
It is a reality that the current system of Nursing Program that had been taking on cargo-oriented CBC still hard skills, and often ignore the elements of soft skills, given that it is actually one of the determinants of student success on the field is the ability of these soft skills. Then necessary to determine how much it should charge soft skills in the educational curriculum?, This is a fairly difficult questions arise because of changing the curriculum is not an easy thing, plus soft skills education should ideally not only apply to students only. Lecturers as educators should already understand what it is soft and able to give content sklill soft skill education in the learning process. Based on the above items is necessary socialization and common perception of faculty as educators about the soft skills and how to integrate it within each course. Dapt One way is by providing Soft Skills training for lecturers by speakers who are experts in their field so that soft skills can be incorporated into the curriculum of nursing education comprehensively so as to produce graduates of professional nurses and reliability recognized by the world of work.

source: nursemidwifeprogram.wordpress.com