At the time this article was written, Phyllis Long was associated with the Emory University nurse-midwifery program in Atlanta, Georgia, as a clinical instructor. She received her certificate in nurse-midwifery from Frontier Graduate School of Midwifery in 1965, her BS from Teachers' College, Columbia University, and her MS from University of Kentucky in 1975. She has worked in a variety of nurse-midwifery positions involving clinical practice and instruction both in the United States and abroad. She is currently assistant professor in the Nurse-Midwifery Program at St. Louis University School of Nursing.
EDUCATIONAL BENEFITS OF ANTEPARTUM CONTINUITY OF CARE
Article first published online: 6 JAN 2011
1982 American College of Nurse Midwives
Journal of Nurse-Midwifery
Volume 27, Issue 2, pages 23–25, March-April 1982
How to Cite
Long, P. J. (1982), EDUCATIONAL BENEFITS OF ANTEPARTUM CONTINUITY OF CARE. Journal of Nurse-Midwifery, 27: 23–25. doi: 10.1016/0091-2182(82)90059-3
- Issue published online: 6 JAN 2011
- Article first published online: 6 JAN 2011
Adult learning principles provide the theoretical base for an antepartum clinical experience for nurse-midwifery students, which is extended in time to allow for continuity of care to a group of pregnant women. This experience is seen as a catalyst for meaningful integration of scientific knowledge, manual skills, clinical problem solving, and behavioral science concepts. To bring these varied aspects of education into a unified basis for practice is the goal of education for nurse-midwifery practice. Integrated learning is exemplified in students' requests for feedback on their communication skills as well as manual skills and clinical management plans.