Disampaikan pada Pelatihan Preceptor-Mentor Prodi Profesi Bidan Stikes Baiturrahim

Jambi, 22-24 Desember 2021

SUSTAINABILITY OF MIDWIFERY
EDUCATION

Developed by WHO, UNFPA, UNICEF and ICM-2019

 Midwifery education based on
what women and newborns need
Quality midwifery education in Viet Nam ensures positive Quality midwifery education and care in Indonesia
communication between midwife and mother with her baby. engages parents in the care of their newborn
How will we strengthen quality midwifery
education?
1. Assess the skills of educators by adapting the WHO
Midwifery educator core competencies tool.
2. Ensure educators maintain clinical practice and
clinical teaching alongside teaching theory, through
a practise-teach-practice cycle that will also help
educators to remain as active practitioners.
3. Combine theory, simulation and clinical practice,
moving away from a separation of theoretical and
clinical teaching.
4. Include mentoring in pre-service and in-service
education to deliver education that provides the
midwife with confidence to provide the full scope of
midwifery care.
Seven-step action plan to strengthen quality
midwifery education
STEP 4. Prepare educational institutions, practice
settings and clinical mentors
Educational institutions should be fit for purpose to
enable effective learning and to have close links
with practice settings.

Combining theory and practice is essential so that

students have a strong theoretical basis together
with the skills and experience that prepares them
well for the context in which they will be working.
Seven-step action plan to strengthen quality
midwifery education
STEP 5. Strengthen faculty, standards and curricula

Experienced, educated and well-supported midwifery

educators, in both institutional and practice settings,
should ensure their teaching is evidence-based and
context-specific.

All curricula should be based on national standards,

which will in turn be adapted from international
standards
Seven-step action plan to strengthen quality
midwifery education
STEP 6. Educate students
Educating students, including both pre-service and
continuing professional development, should be informed by
all the previous steps. This should in turn be monitored and
evaluated.

Education needs to include pre-service and in-service

continuous professional development, with opportunities for
ongoing academic study or increasing skills-based learning.
 KEY POINTS TO NOTE for Midwifery Education
Standards
1. Both pre-service and in-service education and training programmes
should be competencybased.
2. Development of competence requires regular, repeated, supervised,
hands-on practice in the simulated and clinical area, and assessment of
the competencies acquired.
3. Any midwifery education and training program must begin by
identifying an adequate number of qualified and competent midwifery
faculty staff.
4. Clinical instructors (who should be midwives) are also needed for
successful clinical training in maternal and newborn health, and their
ability to offer continuous skills teaching, effectively demonstrate skills
with clinical models and provide supportive supervision and evaluation,
is critical to the quality of the educational experience.
5. The student selection criteria and entry requirements are also crucial
and should be consistent with the ICM Global Standards of Midwifery
Education
 KEY POINTS TO NOTE for Midwifery Education
Standards
1. Supportive supervision and learning strategies should be harmonized
with the principles of adult learning - which is based on the principle
that both educator and student bring prior knowledge and experience
to the education process. The students should be active participants in
the teaching and learning process.
2. Resources for teaching and learning are essential and include sufficient
classrooms, seminar rooms, adequately resourced skills lab and a library
that is well-stocked with “suitable” (adequate and current) books,
journals and other literature, and learning resources such asbaudio-
visual aids, models, and charts.
3. A range of assessment strategies and methods should cover both
theory and practice components of the curriculum. On the job
trainings, refresher trainings, continuing education should also form an
integral part of a midwifery education programme
WHO IS A MIDWIFE?

The International Definition of a Midwife goes on to state:

➢ A midwife is a person who has successfully completed a
midwifery education programme that is duly recognized in
the country where it is located and that is based on
the ICM Essential Competencies for Basic
Midwifery Practice and the framework of the
ICM Global Standards for Midwifery Education;
who has acquired the requisite qualifications to be
registered and/or legally licensed to practice midwifery
and use the title ‘midwife’; and who demonstrates
competency in the practice of midwifery.
The ICM definition of a midwife (ICM, 2011)
WHO IS A MIDWIFE?
Scope of Practice:
➢ The midwife is recognized as a responsible and accountable professional
who works in partnership with women to give the
necessary support, care and advice to during pregnancy, labour and the
postpartum period, to conduct births on the midwife’s own responsibility
and to provide care for the newborn and the infant.
➢ This care includes preventative measures, the promotion of normal
birth, the detection of complications in mother and child, the
accessing of medical care or other appropriate assistance and the
carrying out of emergency measures.
➢ The midwife has an important task in health counselling and
education, not only for the woman, but also within the family and the
community.
➢ This work should involve antenatal education and preparation for
parenthood and may extend to women’s health, sexual or reproductive
health and child care.
➢ A midwife may practise in any setting including the home,
community, hospitals, clinics or health units..
The ICM definition of a midwife (ICM, 2011)
PROFESSIONAL MIDWIFERY PROGRAM
(ICM, 2020: Global Standards for Midwifery Education 2020)

Midwifery graduates are competent

 Standard IV.2 The purpose of the midwifery practitioners, in accord with the core ICM
documents (Essential Competencies for
education programme is to produce a Basic Midwifery Practice, Definition of a
competent midwife. Midwife , International Code of Ethics for
Midwives) and national and international
 Standard IV.2.a A competent midwife has regulations on midwifery

attained/demonstrated, at
a minimum,
the current ICM Essential
competencies for basic
midwifery practice
PROFESSIONAL MIDWIFERY PROGRAM
Competence includes demonstration of:
 evidence based practice (Praktik berbasis bukti)
 life saving competence (Kompetensi penyelamatan hidup)
 culturally safe practice (praktik yang aman secara budaya)
 the ability to practise in the healthcare systems of their
countries and meet the needs of women and their families
(kemampuan Pratik dalam system yankes dengan melihat
kebutuhan perempuan)
 critical thinking and problem solving (kemampuan berfikir
kritis dan memecahkan masalah)
PROFESSIONAL MIDWIFERY PROGRAM
(ICM, 2011: Global Standards for Midwifery Education 2010)

Competence includes demonstration of:

 the ability to manage resources and practise effectively (kemampuan
mengelola sumber daya dan praktik secara efektif)
 the ability to be effective advocates for women and their families
(kemampuan menjadi advokat yang efektif bagi perempuan dan
keluarganya)
 the ability to be professional partners with other disciplines in health-
care delivery (kemampuan menjadi mitra profesional dengan disiplin
ilmu lain dalam pemberian layanan kesehatan)
 community service orientation (berorientasi pada pengabdian
masyarakat)
 leadership ability (kemampuan memimpin)
 on-going professional development (life-long learning) (pengembangan
profesionalisme secara berkelanjutan)
Competencies of Bachelor- Professional Midwifery
programmes
Scope of Competencies:
 Midwifery philosophy & scope of practice (Pemahaman terhadap filosofi
kebidanan dan ruang lingkup praktik)
 In-depth focus on midwifery knowledge and practice –integrated
programmes (Fokus mendalam pada pengetahuan dan praktik kebidanan -
program yang terintegrasi)
 Strong science component (penguatan komponen pengetahuan)
 Research skills (keterampilan meneliti)
 Critical thinking skills (keterampilan berfikir kritis)
 Evidence-based teaching (pembelajaran berbasis bukti)
 Extensive clinical practice experiences & development of clinical skills
(Pengalaman praktik klinis yang luas & pengembangan keterampilan klinis)
 Apprenticeship learning (belajar dengan magang)
THE MIDWIFERY CARE PHILOSOPHY
 FILOSOFI ASUHAN KEBIDANAN
“WOMEN CENTERED CARE” (ICM, 2011)

Midwifery
autonomy
Collaborative with
obstetricians & Holistic &
other specialists Individual
Woman-
centered
Evidence - Partnership
based

Continuum
of care
Philosophy of Midwifery Care
 ‘Woman-centred care’ is the term used to
describe a philosophy of maternity care that gives
priority to the wishes and needs of the user, and
emphasises the importance of informed choice,
continuity of care, user involvement, clinical
effectiveness, responsiveness and accessibility.
 PRINSIP WOMEN CENTERED CARE..
1. Perempuan adalah equal partner (mitra sejajar ) dalam
perencanaan asuhan kebidanan
2. Perempuan harus memperoleh informed choice terkait
pilihan2 dalam askeb hamil, bersalin, nifas)
3. Perempuan memperoleh kepastian tentang normal
pregnancy and childbirth experience
4. Perempuan memperoleh continuity of care oleh
pemberi asuhan yang dipercaya
5. Bidan adalah experts dalam normal pregnancy, childbirth
and postnatal care;
6. Bidan menggunakan perspektif holistic, yang meliputi
kebutuhan fisik, psikis, emosional dan sosial.
7. Bidan mengembangkan innovative models of care and
services, yang dapat diakses seluruh perempuan serta
ambil bagian pada masalah khusus yg merugikan
perempuan.
 PRINSIP WOMEN CENTERED CARE..

PERSONALIZED CARE…..
 is focused on the woman’s
individual, unique needs,
expectations and aspirations, rather
than the needs of institutions or
professions involved
 encompasses the needs of the baby,
the woman’s family, her significant
others and community, as identified
and negotiated by the woman
herself
 PRINSIP WOMEN CENTERED CARE..

HOLISTIC CARE….
 is holistic in terms of addressing the
woman’s social, emotional, physical,
psychological, spiritual and cultural
needs and expectations
 PRINSIP WOMEN CENTERED CARE..
CONTINUITY OF CARE…..

 recognises the woman’s right to self-

determination in terms of choice, control
and continuity of care from a known
caregiver or caregivers
 follows the woman across the interface
between institutions and the community,
through all phases of pregnancy, birth and
the postnatal period,
 PRINSIP WOMEN CENTERED CARE..
INFORMED CHOICE…..
 promoting shared responsibility between the
woman, her family and her caregivers and
recognising and supporting the woman as the
primary decision maker;
 encouraging women to participate actively in
their care and to make choices about the
services they will receive and the manner in
which their care is provided;
 discussing the scope and limitations of
midwifery care with the women in their care;
and
 allowing adequate time for discussion in the
prenatal period. Normally, antenatal and postnatal
visits last approximately 45 minutes.
 PRINSIP WOMEN CENTERED CARE..

COLLABORATIVE CARE….
 involving collaboration with other
health professionals when necessary.
 PRINSIP WOMEN CENTERED CARE..

EVIDENCE BASED CARE….

 Mendasari seluruh asuhan kebidanan

dengan bukti-bukti terkini keefektifan
asuhan (hasil research)
 Minimalis intervensi, memfasilitasi
natural birth
ICM, 2020: GLOBAL STANDARDS FOR MIDWIFERY EDUCATION
STANDARD IV: CURRICULUM
Standard IV.1 The philosophy of the midwifery education programme
is consistent with the ICM Philosophy and model of care.
Guidelines Evidence
➢ The written philosophy includes beliefs about teaching and learning The programme has a
and midwifery care. written philosophy of
➢ Beliefs about teaching and learning may include: midwifery education
- Level and type of learner and practice.
- Educational theories
- Respectful relationships between teachers and learners
- Environment of learning
➢ Beliefs about midwifery care include:
NIFAS
- partnership with women
- empowerment of women
- individual/personalised care
BERSALIN
- continuity of care
- normality of pregnancy and birth
- safe care keeping to standards HAMIL
- cultural safety
- best(evidence-based) practice
- autonomous practice
CONTINUITY MODEL OF MIDWIFERY
CARE
 3-FASE KRITIS

NIFAS

BERSALIN

HAMIL
CONTINUITY OF CARE MODEL...

➢ CoC sangat mendasar bagi model

praktik kebidanan, dikarenakan CoC
merupakan sebuah filosofi dan
sekaligus proses yang memungkinkan
bidan memberikan asuhan secara
menyeluruh (holistic care) dan
mengkondisikan sebuah hubungan
berkelanjutan (ongoing partnership)
dengan pasien dalam membangun
pemahaman, dukungan dan
kepercayaan.
CONTINUITY OF CARE MODEL...
 There must be 24-hour on-call
availability of the primary care midwives
known to the woman.
 Every midwife must make the time
commitment necessary to develop a
relationship of trust with the woman
during pregnancy, to provide safe
individualized care and support the
woman during the childbearing year.
COC SEBAGAI MODEL PRAKTIK KLINIK KEBIDANAN
Filosofi asuhan kebidanan (ICM, 2020)

Filosofi pendidikan bidan (ICM, 2020)

“Women Center Care”

Holistic Care Individualized Care Partnership

Continuity of Care

Follow Through Student Caseloading

Experience

Pengorganisasian pembelajaran klinik kebidanan:

•Panduan praktik klinik
•Persiapan praktik klinik
•Alokasi waktu, Ketentuan jumlah kasus
•Rekrutmen perempuan
•Model bimbingan, Pendokumentasian laporan
•Penilaian
ALASAN PEMBELAJARAN KLINIK KEBIDANAN DENGAN
MODEL CoC....
 Filosofi bidan: hamil-bersalin-nifas
(normal-alamiah).
 Filosofi asuhan kebidanan : women
center care
 Prinsip implementasi women center
care melalui continiuty of care
 Model asuhan kebidanan dalam PK -
Kebidanan :
◦ Follow through experience/FTE
◦ Follow through journey / FTJ
◦ One-to-one care
◦ Student caseloading
◦ Indonesia??
 ALASAN PEMBELAJARAN KLINIK KEBIDANAN DENGAN
MODEL CoC....

Melalui model COC:

 consistentwith the ICM Philosophy and
model of care
 Relational continuity => partnership with
women
 Enhance trust
 Consistent support (hamil-bersalin-nifas)
 Menghindari fragmented care
 Lebih mengutamakan kualitas dibanding
kuantitas
Bukti kemanfaatan model askeb CoC:
Asuhan kebidanan model CoC berpengaruh terhadap:
➢ peningkatan angka persalinan normal,
➢ penurunan penggunaan ultrasound,
➢ penurunan perawatan kehamilan di rumah sakit,
➢ pengurangan pemakaian obat-obatan pengurang nyeri,
episiotomi, persalianan tindakan/caesaria, dan
resusitasi neonatus
➢ meningkatkan kepuasan perempuan dan menurunkan
biaya
(Hatem et al., 2009; Homer, Brodie & Leap, 2008; Hodnett, Gates, Hofmeyr, Sakala & Weston, 2011)
 Model Askeb 100 ANC,
Indonesia???
Fragmented-Care 50 INC,

100 PNC,

Model Askeb Beban

Kasus (CoC-
Caseloading)
UK: 1-18 perempuan

Australia:
20 perempuan
Model Askeb
(CoC-FTE/FTJ)
Norwegia: 10 perempuan

Model asuhan kebidanan pada pendidikan Kebidanan di Indonesia serta

perkembangan di beberapa negara
Tabel 1.2 Perbandingan Alokasi Jumlah Jam Untuk Pembelajaran Klinik
Kebidanan di Beberapa Negara

Negara Target Jumlah Jam Keterangan

Keterampilan PKK
Australia - 100 ANC 1500 jam - Kasus FTE dihitung yang termasuk
- 40 INC dalam target keterampilan.
- 100 PNC - Dimulai pada 18 bulan terakhir
- 20 CoC/FTE masa studi
- Minimal 8 FTE sampai selesai
studi.
UK - Mengikuti 50 1638 jam (60% - Kasus CoC “Students caseloading”
proses kelahiran dari total masa berbeda-beda untuk tiap siswa (1-
studi) 18)
New - Mengikuti 30 1500 jam - 2-3 FTE (membantu)
Zeland proses kelahiran - 8 FTE (sendiri di bawah
pengawasan)
- 10 FTE (ikut bidan mandiri selama
28 minggu),
Indonesia - 100 ANC ….. jam - Pengalaman CoC?
- 50 INC - Fragmented care model?
- 100 PNC
 PERENCANAAN IMPLEMENTASI COC DALAM PK-
PROGRAM PENDIDIKAN BIDAN
◦ Penempatan klinik
◦ Ketentuan jumlah kasus
◦ Alokasi waktu
◦ Mentorship
◦ Rekrutmen perempuan (kasus)
◦ Pendokumentasian laporan
◦ Penilaian
 STANDAR CoC EXPERIENCE DALAM PENDIDIKAN BIDAN

Standard III.6 Students have sufficient midwifery practical experience in a

variety of settings to attain, at a minimum, the current ICM Essential
competencies for basic midwifery practice.
➢ Sufficient practical experience can be defined by:

a. Number of prenatal visits, labour and births attended,

postpartum, newborn, and family planning visits and/or
b. Number of hours spent in each practical area (Antepartum,
Intrapartum, Postpartum. Newborn, Family Planning)
and/or
c. Measures of quality of experience and/or
d. Achievement of learning outcomes.
➢ Where regulatory or regional policies require a certain number of practical
experiences, midwifery faculty may need to seek the support of and
collaboration with regulatory/licensing bodies to meet these requirements.
 CoC EXPERIENCE... (ANMC, 2009)
 Continuity of care experience means the ongoing
midwifery relationship between the student and the
woman from initial contact in early pregnancy through
to the weeks immediately after the woman has given
birth, across the interface between community and
hospital settings.
 The intention of the continuity of care experience is to
enable students to experience continuity with
individual women through pregnancy, labour, birth
and the postnatal period, where practicable and
irrespective of the carers chosen by the woman or of
the availability of midwifery continuity of care
models.
 CoC EXPERIENCE... (ANMC, 2009)
Twenty (20) continuity of care experiences. Specific
requirements of these experiences include:
a. enabling students to experience continuity with individual women through
pregnancy, labour and birth and the postnatal period, irrespective of the
availability of midwifery continuity of care models
b. participation in continuity of care models involving contact with women that
commences in early pregnancy and continues up to four to six weeks after
birth
c. supervision by a midwife (or in particular circumstances a medical
practitioner qualified in obstetrics)
d. consistent, regular and ongoing evaluation of each student’s continuity of
care experiences
e. a minimum of eight (8) continuity of care experiences towards the end of
the course and with the student fully involved in providing midwifery care with
appropriate supervision
f. engagement with women during pregnancy and at antenatal visits, labour
and birth as well as postnatal visits according to individual circumstances.
Overall, it is recommended that students spend an average of 20 hours with
each woman across her maternity care episode
g. provision by the student of evidence of their engagement with each woman.
PROFESSIONAL MIDWIFERY PROGRAM
Virginia School of Midwifery (Australia)
 The Professional Midwifery Program is
comprised of 24 discrete learning modules
intended to prepare graduates for work in out
of hospital birth settings
 It includes 592 clock hours of classroom time,
and approximately 1591 clock hours of clinical
apprenticeship. Students must secure their
own clinical experience, and complete it
before they are considered to have completed
the program.
 PROFESSIONAL MIDWIFERY PROGRAM
Virginia School of Midwifery (Australia)-Clinical
requirements for graduation:
In order to satisfy the clinical experience requirements for
graduation, all students need to complete a minimum of: 55 Births,
including:
 10 Observe Births
 20 Active Assistant Births
 25 Primary Midwife Under Supervision Births, including:
 5 home births
 5 water births

 10 Continuity of Care
 No more than 2 hospital transports can count towards the 25
births
 At least 10 of the births must have occurred during the last 3
years
PROFESSIONAL MIDWIFERY PROGRAM
This is equivalent to a four
year academic degree
and ensures students have
the opportunity to provide
continuity of care for
women throughout
their childbearing
experience.
PROFESSIONAL MIDWIFERY PROGRAM
Education of New Zealand Midwives:
 The degree requires a minimum of 50% theory and
50% clinical practice hours. The clinical practice
occurs in both hospital and the community, urban and
rural settings.
 The Schools of Midwifery have satellite hubs so that
students can remain close to home and work in the
community where they will ultimately practice as a
midwife. This has been a successful recruitment
strategy for the profession.
 The theoretical content and educational frameworks
are nationally consistent and meet 100% of the
international regulatory and education standards.
PROFESSIONAL MIDWIFERY PROGRAM
Education of New Zealand Midwives-Student’s
Caseload: Students must undertake and achieve as a Catatan: target tsb
minimum: diperhitungkan dari
pengalaman sebelumnya (Non-
 100 physical pregnancy assessments direct entry)
 Provide care to women during normal labour and
birth (40 women)
Year one students ‘follow-through’ 2
 100 physical postnatal assessments of the mother or 3 women from early pregnancy to
six weeks postpartum. Role of support
 100 physical assessments of the baby person
•Year two students ‘follow-through’ 8
women. Practice ‘hands on’ skills
 Observe and provide continuity of care from under supervision of midwives caring
pregnancy, through the birth and into the postnatal for the women
•Year three students –28 weeks of
period for at least 25 women placements one-on-one with
independent midwife
 Participate in the care of 40 women with pregnancy –4 weeks rural; 14 weeks
complications and complicated births. independent; 10 weeks elective
Implementasi Model PKK-CoC di Australia dan UK:
1. PKK-CoC dimulai sejak awal pembelajaran klinik
2. Mahasiswa akan terlibat dalam 10 CoC per tahun (rata-rata).
3. Minimal separuh (5 kasus) dari pengalaman CoC termasuk proses
persalinan.
4. Mahasiswa harus terlibat minimal dalam kunjungan 2 antenatal & 2
postnatal /perempuan (kasus CoC).
5. Minimal 10 CoC dicapai oleh mahasiswa selama 12 bulan, dimana
mahasiswa terlibat secara penuh dalam memberikan asuhan
kebidanan dengan supervisi yang memadai.
6. Mahasiswa membutuhkan waktu rata-rata 20 jam / kasus.
Implementasi Model PKK-CoC di Australia dan UK:
7. Dokumen mahasiswa berupa catatan harian tentang pengalaman
mengikuti perempuan (sejak hamil-nifas) “, Log book, Porto Folio”.
8. Evaluasi secara reguler dan terus menerus bagi masing-masing
mahasiswa.
9. Evaluasi dilakukan dengan berbagai metode termasuk dari berbagai
sumber (pembibing, perempuan dan mahasiswa sendiri).
Key stages in the caseloading process (Rawnson et al., 2008)

1-18
Target mengikuti
50 Kelahiran
Student Caseloading di UK..(Lewis et al., 2008)
Homer at al, 2018
 MODEL PK- PROGRAM PENDIDIKAN BIDAN INDONESIA
 Model askeb dalam PKK di Indonesia:
 Student caseloading 100 ANC, 50 INC,
100 PNC
 Fragmented care
 Selama studi : 10-12 stase, dengan total waktu 2
semester (….minggu)
 Target kasus di masing-masing berbeda.
 Penempatan klinik : RS-komunitas
 Bimbingan : oleh bidan yang berbeda-beda di
setiap stase
 MODEL PK- PROGRAM PENDIDIKAN BIDAN INDONESIA

 Persiapan PK (penyusunan panduan), tidak

melibatkan bidan pembimbing lahan maupun
mahasiswa.

 Pembekalan PK tidak melibatkan bidan

pembimbing
◦ Penjelasan panduan, 1 / 2 hari sebelum penempatan
◦ Panduan PK diserahkan saat penghantaran mahasiswa ke
lahan
◦ Tidak ada penjelasan khusus kepada pembimbing lahan
 MODEL PK- PROGRAM PENDIDIKAN BIDAN INDONESIA
 Model orientasi PK tidak ada standar tertentu
(berbeda-beda di masing-masing lahan praktik)

 Model pendokumentasian laporan berbeda2 di

masing-masing institusi pendidikan

 Model penilaian berbeda2 di masing-masing lahan

praktik
 Tabel 4.3. Aspek-aspek PKK CoC hasil kesepakatan workshop

No Aspek PKK-CoC Kesepakatan

1. Jumlah kasus CoC - 5 ibu hamil per mahasiswa
- Rekruitment dibantu bidan pembimbing
2. Alokasi waktu PKK-CoC Antara 3-6 bulan (minimal 3 bulan)
3. Seting / penempatan klinik - 1-2 mahasiswa / bidan (lahan praktik)
- Bidan komunitas (BPM, bidan desa)
4. Strategi bimbingan Bimbingan secara intensif, mahasiswa dianggap
mitra (Intensif – partnership)
5. Dokumentasi - Laporan kasus berkelanjutan (dari askeb hamil
s/d bersalin dan nifas)
- Laporan target keterampilan (SOAP)
6. Penilaian - Penilaian mandiri oleh mahasiswa (Student self
assessment)
- Observasi langsung di klinik
- Portofolio
7. Lain-lain Pertemuan tiga pihak : mahasiswa, bidan, dan pihak
akademik/dosen (Tri-partite meeting) per periode
askeb (kehamilan, persalinan dan nifas).

Modul PK-CoC
 Perbedaan pemahaman antara kelompok
Perlakuan dan Kontrol Sesudah Praktik Klinik
16
14
12
10
8
6
4 Mean Target Kasus
2 Mean CoC
0
 Tabel 4.10. Gambaran penerapan aspek-aspek filosofi dalam laporan asuhan kebidanan dari kedua kelompok
No Aspek Filosofi Asuhan Kebidanan PKK-CoC Target Kasus
N=108 askeb N=108 askeb
Personalized care
1. Mengidentifikasi kekhususan kebutuhan masing-masing klien. 108 (100%) 34 (31%)
2. Memberikan asuhan sesuai kebutuhan masing-masing klien. 94 (87%) 73 (68%)
3. Menghargai hak klien untuk menentukan pilihan dalam asuhan yang dibutuhkan. 82 (76%) 57 (53%)
Holistic care
4. Memperhatikan kebutuhan fisik klien 108 (100%) 108 (100%)
5. Memperhatikan kebutuhan psikologis klien 82 (76%) 54 (50%)
6. Memperhatikan kebutuhan sosial klien 86 (80%) 43 (40%)
7. Memperhatikan kebutuhan spiritual klien 86 (80%) 84 (77%)
8. Memperhatikan kebutuhan kultural klien 98 (91%) 92 (85%)
Partnership care
9. Melibatkan klien dan keluarganya dalam mengidentifikasi kebutuhan pada masing- 100 (98%) 32 (29%)
masing fase (hamil, bersalin, nifas).
10. Bekerjasama dengan klien dan keluarganya dalam memberi asuhan kepada perempuan 96 (89%) 87 (80%)
selama hamil, bersalin dan nifas.
11. Melibatkan klien dalam pengambilan keputusan atas asuhan yang dibutuhkan pada saat 82 (76%) 88 (81%)
hamil, bersalin dan nifas.
Collaborative care
12. Mengidentifikasi faktor risiko pada klien dan mendiskusikan dengan pembimbing. 108 (100%) 31 (29%)
13. Membuat rencana konsultasi / kolaborasi dan rujukan terkait komplikasi pada klien 108 (100%) 12 (11%)
14. Mendampingi klien saat rujukan 100 (97%) 8 (7%)
15 Mengikuti perkembangan kesehatan kliennya paska rujukan 80 (74%) 3 (2%)
Evidence based care
16. Menggunakan dasar literatur terkini dalam merencanakan dan memberikan asuhan 82 (76%) 86 (80%)
kebidanan bagi kliennya.
17. Menunjukkan rasionalisasi dari seluruh asuhan kebidanan berdasarkan bukti terkini 96 (89%) 78 (72%)
keefektifan asuhan.
THANK YOU