Metaphors of Midwifery Students about the Concepts of “Midwife” And “Midwifery Profession”

Year 2023, , 135 - 142, 27.04.2023

Yeşim Yeşil , Hıdır Apak

https://doi.org/10.35440/hutfd.1252800

Abstract

Background: Midwifery is a profession that integrates scientific, artistic, and ethical values at the most critical moments of a life. It is of importance how the concepts of “midwife” and “midwifery” are perceived by future health professionals. In this context, the study aims to uncover through metaphors the midwifery students’ perceptions of the concepts “midwife” and “midwifery” and the standing of these concepts in their semantic world.
Materials and Methods: The study was carried out in the pattern of qualitative research and phenomenolo-gy. Study group consisted of the students at the Department of Midwifery, Mardin Artuklu University in the spring term of the academic year 2021-2022. The data was obtained through each student completing the sentence “Midwife/midwifery is like/looks like … Because …”. 89 students volunteered to participate in the study. The data was analysed through content analysis.
Results: According to the study results, students generated 39 different metaphors for midwife and 53 for midwifery. Metaphors for midwife are grouped under six conceptual themes, namely “blessed”, “a member of the family”, “guide”, “strong”, “helpful”, and “versatile”. Metaphors for midwifery are explained under seven themes, namely “guiding”, “spiritual”, “needed”, “ancient”, “versatile”, manager and protector" and "promising".
Conclusions: Since midwifery is a fundamental discipline in improving maternal and infant health, students’ perceptions of midwife and midwifery are crucial.


Key Words: Metaphor, midwife, midwifery, midwifery students

Keywords

Metafor, ebe, ebelik, ebelik öğrencileri

Ebelik Bölümü Öğrencilerinin “Ebe” ve “Ebelik Mesleği” Kavramlarına Yönelik Metaforları

Abstract

Amaç: Ebelik, hayatın en kritik anlarında bilim, sanat ve etik değerleri bütünleştiren bir meslektir. Ebe ve ebelik mesleği kavramının geleceğin sağlık profesyonelleri tarafından nasıl anlaşıldığı önemlidir. Bu bağlamda, araştırmanın amacı ebelik bölümü öğrencilerinin ‘ebe’ ve ‘ebelik mesleği’ kavramına ilişkin sahip oldukları algıları ve anlam dünyasında nerede durduğunun metaforlar aracılığıyla ortaya çıkarmaktır.
Materyal ve metod: Araştırma nitel araştırma yöntemi ve olgu bilim deseninde yürütülmüştür. Araştırmanın çalışma grubunu 2021-2022 öğretim yılının bahar döneminde öğrenim gören Mardin Artuklu Üniversitesi Ebelik bölümü öğrencileri oluşturmuştur. Araştırmanın verileri her öğrencinin, “Ebe, Ebelik mesleği/ ... gibidir/benzemektedir. Çünkü,...” cümlesini tamamlamasıyla elde edilmiştir. Araştırmaya 89 gönüllü öğrenci katılmıştır. Veriler içerik analizi ile çözümlenmiştir.
Bulgular: Araştırmanın sonuçlarına göre öğrenciler ebe kavramına yönelik 39, ebe mesleğine yönelik 53 farklı metafor üretmişlerdir. Ebe metaforları “kutsal”, “ailenin bir üyesi”, “rehber”, “güçlü”, “yardımcı”, “çok yönlü” şeklinde altı kavramsal tema altında toplanmıştır. Ebelik mesleği ise “yol gösteren”, “spiritüel”, “ihtiyaç duyulan”, “kadim”, “çok yönlü” şeklinde beş tema altında açıklanmıştır.
Sonuç: Ebelik mesleği anne ve bebek sağlığını geliştirmede temel bir disiplin olduğu için öğrencilerin ebe ve ebelik mesleği algıları oldukça önemlidir.

Keywords

Metafor, ebe, ebelik, ebelik öğrencileri

References

• 1. MacDonald ME. The biopolitics of maternal mortality: Anth-ropological observations from the Women Deliver Conferen-ce in Kuala Lumpur. Somatosphere. 2013 [cited 17 December 2022]. Available from: http://somatosphere.net/2013/the-biopolitics-of-maternal-mortality-anthropological-observations-from-the-women-deliver-conference-in-kuala-lumpur.html/.
• 2. Filippi V, Ronsmans C, Campbell OM, Graham WJ, Mills A, Borghi J, et al. Maternal health in poor countries: the broader context and a call for action. Lancet. 2006;368:1535-41.
• 3. Ronsmans C, Graham WJ. Maternal mortality: who, when, where, and why. Lancet. 2006;368:1189-200.
• 4. World Health Organization [homepage on the Inter-net]. Maternal, newborn, child and adolescent health [cited 21 Aug 2022]. Available from: https://www.who.int/maternal_child_adolescent/documents/ mothers/en/.
• 5. Centers for Disease Control and Prevention [homepage on the Internet]. Recommendations to improve preconception health and health care—United States: A report of the CDC/ ATSDR Preconception Care Work Group and the Select Panel on Preconception Care. MMWR. 2006;55(RR-06):1-23.
• 6. Homer CS, Friberg IK, Dias MA, ten Hoope-Bender P, Sandall J, et al. The projected effect of scaling up midwifery. Lancet. 2014;384(9948):1146-1157.
• 7. Borrelli SE. What is a good midwife? Insights from the litera-ture. Midwifery. 2014;30(1):3-10.
• 8. Fullerton JT, Thompson JB, Severino R; International Confe-deration of Midwives. The International Confederation of Midwives essential competencies for basic midwifery practi-ce. an update study: 2009-2010. Midwifery. 2011;27(4):399-408.
• 9. Barrett Litoff J. The midwife throughout history. J Nurse Midwifery. 1982;27 (6):3–11.
• 10. Lay M. The Rhetoric of Midwifery: Gender, Knowledge, & Power. 1st press. Rutgers University Press. New Brunswick, USA; 2000.
• 11. Graf LA. The Midwife’s Tale: An Oral History from Handywoman to Professional Midwife. Journal of Human Lac-tation. 1995;11(3):238-239.
• 12. Marland H, Rafferty AM. Midwives Society and Childbirth: Debates and Controversies in the Modern Period. London: Routledge; 2014.
• 13. Fahy K. Being a midwife or doing midwifery? Aust Coll Midwives Incorporated J. 1998;11(2):11–16.
• 14. Hunter L: An interpretive exploration of the meaning of being with women during birth for midwives. Doctoral Thesis, San Diego: University of San Diego, 2003.
• 15. Jordan R, Farley CL. The confidence to practice midwifery: preceptor influence on student self-efficacy. J Midwifery Women’s Health. 2008;53(5):413–420.
• 16. International Confederation of Midwives [homepage on the Internet]. International definition of the midwife; 2017 [cited 28 Oct 2022]. Available from: https:// www.internationalmidwives.org/assets/files/definitions-files/2018/06/engdefinition_of_the_midwife- 2017.pdf
• 17. Kahraman A, Aytekin MŞ, Alparslan Ö. Ebelik Bölümü Öğren-cilerinin Doğum Eylemine Yönelik Metaforik Algıları. Ebelik ve Sağlık Bilimleri Dergisi. 2021; 4(3), 204-212.
• 18. Tasdemir R, Cihan OF. Anatomy in the Minds of Health Scien-ces Undergraduates: A Metaphor Analysis. Research Square. 2022. doi.org/10.21203/rs.3.rs-2116324/v1.
• 19. Durmaz A, Boylu İ. Ebelik ve Diğer Üniversite Öğrencilerinin “Ebe” Kavramına İlişkin İleri Sürdükleri Metaforlar. 1. Uluslara-rası Anadolu Ebeler Derneği Kongresi, Eskişehir, Türkiye. 20-22 Kasım 2020, ss.1.
• 20. Aristoteles. Poetika (Çev. İ Tunalı). İstanbul: Remzi Kitabevi, 2008.
• 21. Lakoff G, Johnson M. Metaforlar hayat, anlam ve dil (Çev. GY Demir). İstanbul: Paradigma Yayınları, 2005.
• 22. Goodman N. Ay aydınlığı olarak eğretileme (Çev. MH Doğan). Kitap-lık, 2003: 65, 71-74.
• 23. Pawlowski DR, Badzinski DM, Mitchell N. Effects of metap-hors on children's comprehension and perception of print advertisements. Journal of Advertising. 1998; 27(2): 83-98.
• 24. Nesterova S: Mevlana’nın mesnevi isimli eserinde metaforik anlatımın metafizik boyutu. Doktora Tezi, Ankara: Ankara Üniversitesi Sosyal Bilimler Enstitüsü, 2011.
• 25. Yıldırım A, Şimşek H. Sosyal bilimlerde nitel araştırma yöntem-leri. Ankara: Seçkin Yayınları, 2013.
• 26. Molander, B. Socratic Dialogue: On Dialogue and Discussion in the Formation of Knowledge. Göranzon B, Florin M. (eds) Ar-tifical Intelligence, Culture and Language: On Education and Work. The Springer Series on Artificial Intelligence and Soci-ety. Springer, London.1990
• 27. Carpenter J. Metaphors in qualitative research: shedding light or casting shadows? Research in Nursing and Health. 2008; 31(3): 274–282.
• 28. Ucan Yamac S, Cetinkaya E. Factors Affecting the Career Choice of Midwifery Students during the COVID-19 Pande-mic: A Qualitative Study. Journal of Midwifery and Reproduc-tive Health. 2021; 9(3): 2905-2913.
• 29. Ulrich S. First birth stories of student midwives: keys to pro-fessional affective socialization. Journal of Midwifery and Women's Health. 2004;49(5):390-397.
• 30. Menage D, Bailey E, Lees S, Coad J. Women's lived experien-ce of compassionate midwifery: Human and professio-nal. Midwifery. 2020; 85:102662.
• 31. Hughes AJ, Fraser DM. "There are guiding hands and there are controlling hands": student midwives experience of men-torship in the UK. Midwifery. 2011;27(4):477-483.
• 32. Hodnett ED, Gates S, Hofmeyr GJ, Sakala C. Continuous sup-port for women during childbirth. Cochrane Database Syst Rev. 2013;7:CD003766
• 33. CAM [homepage on the Internet]. Canadian Association of Midwives Mission and Vision [cited 21 Aug 2022]. Available from: https://canadianmidwives.org/wp-content/uploads/2019/05/Strategic-Objectives-2019-2021-v5.pdf
• 34. ACNM [homepage on the Internet]. Philosophy of the Ame-rican College of Nurse-Midwives [cited 21 Aug 2022]. Availab-le from: https://www.midwife.org/ACNM-Library?bid=59&rec=49&cat=2&button=Search
• 35. RCM [homepage on the Internet]. High quality midwifery care. London: Royal College of Midwives [cited 21 Aug 2022]. Available from: https://www.rcm.org.uk/media/2354/high-quality-midwifery-care.pdf
• 36. Crowther S, Hall J. Spirituality and spiritual care in and around childbirth. Women and Birth. 2015; 28(2):173-178.
• 37. Gaskin IM. Spiritüel ebelik (Çev. Ed. SD Yılmaz, ŞG Sürücü). Ankara: Akademisyen Kitapevi, 2020.
• 38. Grant JM. The oldest profession. BJOG: Int J Obstet Gyna-ecol. 2002;109(11):xv– xvi.
• 39. Doherty ME. Midwifery care: reflections of midwifery clients. The Journal of Perinatal Education. 2010;19(4): 41-51.