CEU EVALUATION FORM, Sunday, October 27

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—The Affordable Care Act

  1. List new health coverage benefits and preventive services guaranteed by the ACA
  2. Define and discuss new consumer protections, State Health Insurance Exchanges, Accountable Care Organizations established the ACA as well as workforce development provisions, and the Patient Centered Outcomes Research Institute and its focus on Comparative Effectiveness Research;
  3. Explore ways the ACA is paid for, assistance available for low-income individuals, families and small businesses, as well as common myths and opportunities to strengthen the law. 

 


General Session—The Power of Birth Energy and Postpartum Pelvic Healing for Mothering

  1. Participants will identify and explore common postpartum pelvic issues.
  2. Participants will define and discuss proper assessment of & treatment for postpartum pelvic symptoms.
  3. Participants will identify 3 benefits to the mother/child bond by addressing pelvic wellness and birth energy flow.

 


Breakout Session E

  1. Participants will define and discuss key concepts such as cultural property, settler identity, colonialism and occupation.
  2. Participants will acquire basic understanding of the colonial project and subsequent genocide as it relates to Indigenous practices and the development of modern midwifery.
  3. Participants will be able to identify oppressive colonial norms surrounding their communities and the way those norms have direct impacts on Indigenous nations.
  4. Participants will be prepared to engage in the deconstruction of colonial norms in their own practices and communities.
  1. Participants will name at least 3 unique aspects of caring for LGBTQ families as compared to heterosexual families.
  2. Participants will identify at least 3 specific needs to assess and provide for within their practice or refer appropriately.
  3. Participants will demonstrate knowledge of at least 3 unique implications of infertility, miscarriage and postpartum mood disorders for LGBTQ families.
  1. Describe the basic biological processes of hearing,
  2. State the incidence of hearing loss,
  3. Summarize the procedures and process of newborn hearing screening and diagnosis,
  4. Describe the characteristics of quality early intervention services,
  5. Explain the importance of providing children with access to language,
  6. Describe how midwives can support their clients for early hearing detection and intervention,
  7. List the technologies available for children with hearing loss, and
  8. Gain a greater appreciation of a parent’s perspective and experience.
  1. Discuss the epidemiological, health, and well-being implications of pregnancy-related low back pain (PRLBP)
  2. Describe the results of the pilot PRLBP randomized controlled trial.
  3. Demonstrate how to teach and perform simple exercises that can reverse PRLBP
  1. Participants will describe 3 reasons why conversation between people of diverse backgrounds are often challenging
  2. Participants will define 3 strategies for meeting challenges in conversation between people of diverse backgrounds
  3. Participants will explain what internalized oppression is and how it creates challenges in relationships between people of diverse backgrounds
  1. Describe qualities of a “good preceptor”
  2. Compare one’s personal experience as a preceptor with how preceptors and students evaluate issues, problems, and successful components in preceptor-student relationships
  3. Differentiate issues and concerns for precepting students in formal education programs and PEP students
  4. Identify strategies to avoid pitfalls and establish effective student-preceptor relationships
  5. Define the constructs of race: identity, culture, race and racism and related issues to assist clinical placements in which the preceptor, student and/or clients are members of different populations
  6. Describe psychosocial components necessary to create an anti-racist culture in midwifery such as humility, ongoing self-assessment and competence
  7. Explain issues and learn tools to increase cultural competence in the preceptor-student relationship to help prepare culturally competent midwives for the future.
  1. To share the benefits of licensure and address some of the common concerns about the impact of licensure on midwifery practice
  2. To share the experience of midwives and consumers in states without licensure and engage in a conversation about the risks and perceived benefits of unregulated midwifery practice
  3. To share NARM's Position Statement on State Licensure and engage in a conversation about the impact that licensing CPMs in all 50 states could have on U.S. maternity care
  4. To discuss the pros and cons of provisions in various licensing laws--physician supervision, voluntary licensure, indications for consultation and transfer of care--and identify what model legislation might look like.

 


General Session—The Joyful Repair or Apology

  1.  Explore what we need from our relationships with others and makes a relationship secure
  2.  Identify 2 ways to evaluate their relationships
  3.  Identify 2-3 strategies to repair relationships