CEU EVALUATION FORM, Saturday, October 26

In addition to the CEU form you filled out on-site with the code for each session you attended, you will need to fill out this on-line form with an evalutation of EACH session you attended (which offered CEUs) in order to receive your CEU certificate.

All fields in each section for the session you wish to receive CEUs (except the final comment field) are required in order to receive your CEU certificate.

If you did not purchase the CEU certificate yet would like to comment on any sessions you attended, please feel free to use these forms to do so with the understanding that you will not receive CEUs unless you purchased the CEU packet and filled out the form on-site as well as these evaluations.

 


General Session—Is Anyone Listening to Mothers?

  1. Examine 2-3 key trends identified from the surveys regarding mother’s attitudes toward birth and  medical interventions
  2. Discuss mother’s perspective toward out of hospital birth from Listening to Mothers III
  3. Examine and discuss mother’s experience with shared decision making from MtMIII

 


General Session—MANA DOR Annual Research Update 2013

  1.     Identify the steps involved in submitting an application for data access to MANA Stats;
  2.     Describe key research questions for the studies done with data collected via the MANA Stats project;
  3.     Discuss findings from each of these projects and describe ways innovative research on midwife-led care and normal, physiological birth in the MANA Stats dataset can inform our own care practices;
  4.     Summarize key morbidity and mortality outcomes from the 2004-2009 dataset;
  5.     Describe ongoing and upcoming projects for the MANA DOR

 


Breakout Session C

  1. Participants will evaluate their own current perceptions and explore cultural awareness and sensitivity with regards to Muslim clients.
  2. Participants will explore diversity within the Islamic community and examine the needs on an individual, rather than stereotypical, level (can also be applied across religious and cultural lines, not just with regards to Muslim clients).
  3. Participants will explore common Islamic terms and phrases, as well as supporting rituals important to most Muslim birthing families and take away handouts to that affect.
  1. Participants will be able to explain the causes of diastasis, signs and symptoms and complications of leaving the condition untreated.
  2. Participants will be able to demonstrate accurate assessment of diastasis recti and other core weakness issues
  3. Participants will be able to list three consequences on labor and delivery of not treating the condition specifically during pregnancy.
  1. Summarize the hypothesized leading causes of poor maternal-child health global profiles;
  2. Discuss the place of birth debate in the United States;
  3. Analyze home to hospital transports and clinical encounters between provider types within a cross-cultural competency framework;
  4. Discuss mutual accommodation (Jordan 1993) as a leading aim in collaborative care relations;
  5. Summarize common methodological approaches to qualitative, multisite ethnographic field research;
  6. Discuss the six themes that emerged from hospital-based providers’ and homebirth midwives’ study narratives;
  7. Summarize the three sociopolitical mechanisms that function to maintain the home/hospital divide, as identified in the study and grounded in the literature;
  8. Identify and define Davis-Floyd’s (2003) three possible outcomes of interaction between disparate cultural domains (disarticulations, fractured articulations, smooth articulations);
  9. Discuss successful models and best practices for improving inter-professional collaboration;
  10. Develop working solutions and proposed recommendations for improving collaborative care models in participants’ home communities, especially during transport scenarios
  1. Describe the pelvic floor anatomy more accurately as it is in life and in death
  2. Identify factors that make the study of the pelvis soft tissues particularly challenging
  3. Describe at least one anatomical part that does not really exist and the anatomy that is there instead
  1. Describe the barriers to treatment of perinatal mental health for women and families.
  2. Identify prenatal and postpartum mental health risk factors and theories of cause.
  3. Describe prenatal and postpartum depression, anxiety, post-traumatic stress disorder, panic, bipolar disorder, and psychosis.
  4. Describe ways to assess occurrence and risk.
  5. State preventive measures that correspond to evidence-based risk factors.
  6. Identify Resources for patient and provider education of perinatal mental health.
  7. Discuss the role of midwives and allied childbirth professionals supporting and assessing moms and families
  1. Students will be able to narrate the history of MANA
  2. Students will be able to narrate the history of the MANA Stats project
  3. Students will be able to define community-based participatory research
  4. Students will understand how midwifery can promote the equitable distribution of care in the U.S.
  5. Students will identify the goals of the MANA Stats Project
  6. Students will describe ways CBPR and MANA Stats can help them serve marginalized communities      
  1. Participants will be able to name at least one new technique (or a new perspective of an old technique) that will reduce the risks of complications during the prenatal period.
  2. Participants will be able to name at least one new technique (or a new perspective of an old technique) that will reduce the risks of complications during labor and delivery.
  3. Participants will be able to name at least one new technique (or a new perspective of an old technique) that will reduce the risks of complications during the postpartum period.
  1. The participant will be able to describe the state and quality of the evidence for Non-Stress tests, Contraction Stress Tests, Amniotic Fluid Volume, Doppler Velocimtetry, Auscultated Acceleration Tests, and Fetal Movement Counting (including false positive rates, sensitivity and specificity for fetal risk, and implications for clinical decisions)
  2. The participant will be able to describe the challenges and benefits of combining information from fetal surveillance tests and maternal report into a prediction function for fetal well-being.
  3. The participant will be able to list current challenges with the clinical application of NST and Fetal Movement counting.
  4. The participant will be able to describe 3 emerging methods for fetal surveillance and modifications for application in community based settings.
  5. The participant will understand the links between fetal physiologic markers of well-being with fetal behavior patterns.

 


General Session—US MERA

  1. Attendees will identify the organizations involved and the goals for the US MERA meeting in April, 2013.
  2. Attendees will define the ICM global standards and ways in which the U.S. midwifery profession may align with the three midwifery pillars of Education, Regulation, and Associations (ERA).
  3. Attendees will identify the consensus statements agreed upon at the US MERA meeting.

 


Breakout Session D

  1. Participants will differentiate between ethical international medical projects and less responsible/dangerous development projects
  2. Participants will discuss how culture affects birth and list 3 different models of care
  3. Participants will define cultural humility and how that differs from cultural competency
  4. Participants will define and provide examples of mutual accommodation
  5. Participants will list 3 considerations when examining an international program
  6. Participants will list 3 things they can do to prepare for an international midwifery program
  1. Participants will identify at least 3 places for improvement to make their own documentation more inclusive for transgender and genderqueer clients.
  2. Participants will demonstrate new vocabulary and cultural competence through role play with other participants.
  3. Participants will identify 3 ways to help a transgender, genderqueer, or gender-nonconforming client feel comfortable in their care through verbal language choices.
  1. Participants will be able to identify the top social media platforms used by women of childbearing age
  2. Participants will develop strategies for describing target audiences and developing content and engagement strategies
  3. Participants will review available tools for measuring analytics and learn how to adjust strategy based on those outcomes
  1. Participants examine in detail each woman’s previous cesarean experience to help them determine whether VBAC is a safe option. Included in this examination will be, not only the physical aspects of the woman’s history, but also factors such as her past and current socio/economic situation, environment, and support system, and emotional state.  
  2. Participants will assess their own unconscious bias and barriers they bring to each VBAC situation.
  3. Participants will create care options for women in their practice to have supportive prenatal care and informed decision-making whether or not the potential VBAMC client ultimately decides to VABC
  4. Participants will discuss a specific VBAC risk assessment tool to help decision-making and dispel fears.
  5. Participants explore how a woman’s cultural background influences her desire to have a vaginal birth, cesarean or VBAC in the first place. 
  1. Identify and contact their federal and state policy makers and  describe and discuss the legislative process
  2. Define and discuss “grassroots” and “direct” lobbying and effective advocacy skills
  3. List vehicles for effective media engagement and discuss communication skills needed to make progressive policy and legislative change
  1. Describe the new NARM requirements for preceptors to be responsible for determining that their students have theoretical knowledge to fulfill NARM requirements
  2. Identify strategies for assessing midwifery students’ understanding and mastery of theoretical knowledge and concepts behind clinical skills
  3. Explain strategies for preceptors to teach midwifery theory relevant to clinical skills and client care planning
  4. Differentiate assessment issues for students in formal education programs who are taught in a curriculum-based format with PEP students whose education is clinically driven
  5. Discuss ways to teach and assess theoretical knowledge base of students from different cultural backgrounds and with different learning styles
  6. Identify important issues relative to cultural competency in midwifery practice
  7. Assess student’s ability  to integrate theoretical precepts of cultural awareness into critical thinking to provide culturally competent client care
  1. Participants will identify signs that indicate the client may be a survivor of trauma and in need of conscious intervention to avoid re-traumatization.
  2. Participant will define ways to illicit Client identified concerns and client-directed solutions that will positively impact outcome.
  3. Participants will identify ways to adapt their relational and/or procedure style to honor the client’s existing coping mechanisms, personality and needs. Participant can then plan a personalized course of care that will minimize re-traumatization and improve client satisfaction.