Judith T. Fullerton received a BSN from Wayne State University, master of science and certificate in nurse-midwifery from Columbia University, and PhD in Health Education/Health Administration from Temple University. She is a tenured professor at the University of Texas Health Science Center, San Antonio, and a Fellow of the American College of Nurse-Midwives. Dr. Fullerton designed the evaluation protocol for the State University of New York Health Science Center at Brooklyn Midwifery Education Program.
DIRECT ENTRY MIDWIFERY EDUCATION: Evaluation of Program Innovations
Article first published online: 31 DEC 2010
1998 American College of Nurse Midwives
Journal of Nurse-Midwifery
Volume 43, Issue 2, pages 102–105, March-April 1998
How to Cite
Burgin, K., Fullerton, J. T., Shah, M. A., Holmes, G., Roe, V. and Campau, N. (1998), DIRECT ENTRY MIDWIFERY EDUCATION: Evaluation of Program Innovations. Journal of Nurse-Midwifery, 43: 102–105. doi: 10.1016/S0091-2182(97)00154-7
- Issue published online: 31 DEC 2010
- Article first published online: 31 DEC 2010
During the 1996–1997 academic year, the State University of New York Health Science Center at Brooklyn, in partnership with North Central Bronx Hospital, implemented the first direct entry (DE) midwifery education program to be preaccredited by the American College of Nurse-Midwives. Five DE midwifery students were admitted and graduated. During their one-year course of studies, these students were provided supplementary didactic and clinical instruction in the medical sciences and basic health skills in addition to the identical course of midwifery studies offered to their registered nurse-student peers. The experience of students and faculty during this first year was that there was no significant difference in academic performance between the DE and nurse-midwifery students. Moreover, once oriented to the clinical environment, DE students progressed through the clinical practicums, and acquired entry-level midwifery skills, at a pace equivalent to that of their nurse peers and consonant with all expectations of safe practice. In addition, the Basic Health Skills and Integrated Medical Science course offerings served as effective instructional supplements to the curriculum by providing DE students with an opportunity to equalize their knowledge base with that previously acquired by registered nurse-prepared students; an unanticipated discovery was that some nurse-midwifery students could equally benefit from enrollment in these courses.