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An enquiry-based learning curriculum can help student midwives to explore the promotion of normal birth in the context of current maternity service provision

机译：基于查询的学习课程可以帮助学生助产士探讨当前产妇服务规定的背景下的正常诞生

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Background: The Nursing and Midwifery Council's (NMC) standards for pre-registration midwifery education (NMC 2015) require students to demonstrate knowledge of, and competence in, facilitating the normal physiology of childbirth. They acknowledge an international definition of a midwife's scope of practice as including the promotion of normality (International Confederation of Midwives (ICM) 2017), and adherence to the moral principle of respect for the health and well-being of women and newborns (ICM 2014). Yet normal birth (NB) is a socially constructed phenomenon with a fluid meaning influenced by the values, beliefs and experiences of individuals and communities (Rothman 1977), that lacks consensual definition, and delineation within the maternity service (Downe & McCourt 2008). This was particularly evident in a recent media debate about the Royal College of Midwives' (RCM) position on normal birth (RCM 2017, Smyth 2017). The theory-practice gap, which educators seek to bridge for students training in the health professions, may, therefore, be wide for student midwives in relation to NB (Anderson 2015). This paper considers the concept of normality, understanding of NB from a range of perspectives; and enquiry-based learning (EBL) as a valuable pedagogic approach to exploration of a complex topic. It concludes that, because EBL encourages students to generate ideas and identify connections, it has the potential to foster the deep learning (Kahn & O'Rourke 2005) necessary if midwifery students are to be equipped, at the point of registration, to promote NB effectively.
机译：背景：护理和助理委员会（NMC）预登记助地教育标准（NMC 2015）要求学生展示对促进分娩正常生理学的知识和能力。他们承认助产士的实践范围的国际定义，包括促进正常性（国际助产士（ICM）2017年），并遵守尊重妇女和新生儿的健康和福祉的道德原则（ICM 2014 ）。然而正常出生（NB）是一种社会构建的现象，流体意义受到个人和社区（Rothman 1977）的价值观，信仰和经验（Rothman 1977）的影响，这缺乏同意定义和产妇服务中的划界（Dowee＆Mccourt 2008）。这在最近的媒体辩论中尤其明显，关于正常出生皇家罗维斯（RCM）职位（RCM 2017，Smyth 2017）。因此，教育工作者寻求为卫生职业培训的学生桥梁的理论实践差距，可能是与NB相关的学生助理（安德森2015）。本文考虑了正常的概念，从一系列的角度来看，对NB的理解;并以探究为基础的学习（EBL）作为探索复杂主题的有价值的教学方法。它的结论是，因为EBL鼓励学生产生想法并确定联系，它有可能培养深度学习（Kahn＆O'Rourke 2005），如果助产士将在注册点，以促进NB有效地。

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