USING IMAGERY FOR ROLE TRANSITION OF MIDWIFERY STUDENTS

Authors

  • Lauren P. Hunter CNM, MS,

  • Janice Keller Kvale CNM, PhD,

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    • Janice Keller Kvale received a bachelor of science in public health nursing from the University of Minnesota, a master of science in nursing and nurse-midwifery education from Catholic University of America, and a doctor of philosophy from Case Western Reserve University. She has been involved in midwifery education for over 15 years. Currently, she is director of The University of Texas Collaborative Nurse-Midwifery Education Program located on Galveston Island in the Gulf of Mexico, Galveston, Texas.

  • Patricia Romick MS, RNCS

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    • Patricia Romick received a bachelor of science in nursing from Texas Woman's University in 1963 and a master of science in psychiatric/mental health nursing, with an education and mental health consultation focus, in 1977 from Texas Woman's University. In addition, she has been certified by the American Nurses' Association as a clinical specialist in adult psychiatric/mental health nursing since 1987. In 1989, she was certified as a psychosynthesis practitioner by the Kentucky Center of Psychosynthesis in Lexington, Kentucky. She has over 10 years of experience as a nurse therapist in private practice. Currently, she is at the University of Texas Medical Branch School of Nursing as a faculty member responsible for academic and personal counseling and student life education.


Janice Keller Kvale, CNM, PhD, UTMB School of Nursing, 301 University Blvd, Route 1029, Galveston, TX 77555-1029.

ABSTRACT

The University of Texas Collaborative Nurse-Midwifery Education Program uses various strategies to facilitate transition from competent nurse to graduate student and then to beginning midwife practitioner. Guided imagery is the mainstay of the strategies used throughout the five semesters of the program. Proactive intervention facilitated by a nurse-counselor takes place in a group, supported as needed by individual counseling. The principles of psychosynthesis and role theory are the theoretic foundations for the intervention. Evaluation of the intervention indicated that it was received enthusiastically by most students.

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