Page 209 - S. Ličen, I. Karnjuš, & M. Prosen (Eds.). (2019). Women, migrations and health: Ensuring transcultural healthcare. Koper, University of Primorska Press.
P. 209
Culturally Sound Midwifery Care for Migrant Mothers
cies is an ongoing process and an important part of every health-oriented
study program, including the program of midwifery. It coincides with other
authors who outlined cultural competency as not something static and defi-
nite, but rather an ongoing ever-changing process or a journey (Bofulin et al.,
2016; Campinha-Bacote, 2007; Camplin-Welch & Lim, 2018). According to the
results of our study, student midwives showed the current midwifery study
program is adopting a culturally sensitive approach. Moreover, it equips stu-
dent midwives with the knowledge and practical implementation of cultur-
ally sensitive midwifery care by providing a midwifery curriculum that em-
beds different aspects of cultural competencies. Although the results of this
study show that the existing midwifery study program enhances the stu-
dents’ knowledge on multiculturalism, it is still questionable whether newly
graduated midwives incorporate this knowledge into their practice. Accord-
ing to the answers from student midwives, midwifery teachers are appro-
priately addressing the multicultural midwifery practice and have been con-
sidered as role models for the majority of students. It might be that indirect
teaching (using good examples) truly is a way students can successfully learn
cultural sensitivity. Another positive aspect was also the recognition of stu-
dents to find some external resources in case they do not know the patient’s
culture in enough detail. Moreover, student midwives do not feel uncomfort-
able with providing midwifery care to persons from different cultural back-
ground. In the context of midwifery education, Rew et al. (2003) pointed out
the importance of midwifery teachers’ cultural competencies that help them
recognize their students’ needs, understand how students from different cul-
tural or ethnic backgrounds may experience the learning environment, in-
corporate diverse cultural and social perspectives into the curriculum and
apply a variety of teaching methods to more effectively accommodate learn-
ing styles of students from different backgrounds. By setting an example, a
culturally competent midwifery teacher strives to help students move on the
cultural competency continuum themselves (Rew et al., 2003).
Although the past findings showed that the Slovene curriculum lacked
specific information on cultural competencies, this study is important as it
firstly addressed the self-assessment of midwifery students regarding their
cultural awareness and secondly revealed a predominance of high levels of
cultural awareness among the students. We recognise there is an increas-
ing need for further development of cultural awareness among health pro-
fessionals, which potentially includes specific, culturally sensitive updates of
study curriculums, including in the field of midwifery. Becoming culturally
competent is firstly a journey of self-reflection upon the components of one’s
207
cies is an ongoing process and an important part of every health-oriented
study program, including the program of midwifery. It coincides with other
authors who outlined cultural competency as not something static and defi-
nite, but rather an ongoing ever-changing process or a journey (Bofulin et al.,
2016; Campinha-Bacote, 2007; Camplin-Welch & Lim, 2018). According to the
results of our study, student midwives showed the current midwifery study
program is adopting a culturally sensitive approach. Moreover, it equips stu-
dent midwives with the knowledge and practical implementation of cultur-
ally sensitive midwifery care by providing a midwifery curriculum that em-
beds different aspects of cultural competencies. Although the results of this
study show that the existing midwifery study program enhances the stu-
dents’ knowledge on multiculturalism, it is still questionable whether newly
graduated midwives incorporate this knowledge into their practice. Accord-
ing to the answers from student midwives, midwifery teachers are appro-
priately addressing the multicultural midwifery practice and have been con-
sidered as role models for the majority of students. It might be that indirect
teaching (using good examples) truly is a way students can successfully learn
cultural sensitivity. Another positive aspect was also the recognition of stu-
dents to find some external resources in case they do not know the patient’s
culture in enough detail. Moreover, student midwives do not feel uncomfort-
able with providing midwifery care to persons from different cultural back-
ground. In the context of midwifery education, Rew et al. (2003) pointed out
the importance of midwifery teachers’ cultural competencies that help them
recognize their students’ needs, understand how students from different cul-
tural or ethnic backgrounds may experience the learning environment, in-
corporate diverse cultural and social perspectives into the curriculum and
apply a variety of teaching methods to more effectively accommodate learn-
ing styles of students from different backgrounds. By setting an example, a
culturally competent midwifery teacher strives to help students move on the
cultural competency continuum themselves (Rew et al., 2003).
Although the past findings showed that the Slovene curriculum lacked
specific information on cultural competencies, this study is important as it
firstly addressed the self-assessment of midwifery students regarding their
cultural awareness and secondly revealed a predominance of high levels of
cultural awareness among the students. We recognise there is an increas-
ing need for further development of cultural awareness among health pro-
fessionals, which potentially includes specific, culturally sensitive updates of
study curriculums, including in the field of midwifery. Becoming culturally
competent is firstly a journey of self-reflection upon the components of one’s
207
