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    Haith-Cooper, Melanie (51)
    McCarthy, Rose (10)MacVane Phipps, Fiona E. (8)Ball, D. (4)Pansini-Murrell, J. (4)Balaam, M-C. (3)Bradshaw, Gwendolen (3)Stacey, T. (3)Firth, Amanda (2)McClelland, Gabrielle T. (2)View MoreSubjectProblem Based Learning; PBL; Midwifery curriculum; Education (2)Asylum seekers (1)Asylum seekers, Family, Maternal health services, Pregnancy, Peer support, United Kingdom (1)Asylum seekers; Health care needs; Social care needs; Health care professionals (1)Asylum seekers; Refugees; Psychosocial resilience; Risk; Women; Perinatal period; Health care; United Kingdom (UK); Malta; Netherlands (1)Asylum seekers; Refugees; Women; Midwifery students; Recruitment; Retention; Education (1)Bonding; Evidence-based practice; Informed choice; Phenomenology; Recovery; Vaginal birth after caesarean; VBAC; Midwifery; Maternity care; Maternal choice (1)Bradford; Midwives; Teams; Team midwifery; Views; Experiences; Opinions; Job satisfaction (1)Communications; Ethics; Language barriers; Cultural barriers; Maternity care; Midwifery (1)Consent; Egypt; Nursing; Ethics; Islam; Women’s autonomy; Ethical principles (1)View MoreDate Issued2010 - 2019 (34)2000 - 2009 (11)1998 - 1999 (6)

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    Now showing items 1-10 of 51

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    Vulnerable migrant women and postnatal depression: A case of invisibility in maternity services?

    Firth, Amanda; Haith-Cooper, Melanie (2018)
    Vulnerable migrant women are at an increased risk of developing postnatal depression, compared with the general population. Although some symptoms are the same as in other pregnant women, there are specific reasons why vulnerable migrant women may present differently, or may not recognise symptoms themselves. Factors associated with migration may affect a woman’s mental health, particularly considering forced migration, where a woman may have faced violence or trauma, both in her home country and on the journey to the UK. Vulnerable migrant women engage less with maternity care than the average woman for reasons including a lack of knowledge of the UK healthcare system, fear of being charged for care, or fear that contact with clinicians will negatively affect their immigration status. This article explores the issues surrounding vulnerable migrant women that increase their risk of developing postnatal depression and presents reasons why this may go unrecognised by health professionals such as midwives.
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    An exploration of tutors’ experiences of facilitating problem-based learning. Part 2: Implications for the facilitation of problem-based learning

    Haith-Cooper, Melanie (2003)
    This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.
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    Problem-Based Learning within Health Professional Education, What is the Role of the Lecturer? A review of the literature

    Haith-Cooper, Melanie (2000)
    The profile of an effective facilitator has been likened to that of a saint, unfazed by ambiguity, undaunted by student irritation or personal frustration (Katz 1995, p 52). With the increasing popularity of using problem-based learning (PBL) within health professional curricula, it could be argued that the health lecturer’s role in education is changing. As a lecturer, I have only recently become involved in using PBL. With increasing exposure to the process and through reviewing the literature, I have come to realise that the role of the lecturer is fraught with difficulty. The literature is often conflicting with PBL meaning different things to different people (Barrows 1986). It provides no consistent guidelines as to how the lecturer should adapt to undertake this new role. This article explores the issues around the role of the lecturer within PBL and through reviewing the literature, investigates the level of intervention the lecturer should provide when students are undertaking the PBL process. Suggestions will be made to ‘facilitate’ the lecturer into facilitating an effective teaching strategy.
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    Team midwives’ views on team midwifery

    Haith-Cooper, Melanie (1999)
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    Can midwives use a mobile device with translator application to effectively communicate with non-English speaking women accessing maternity services?

    Haith-Cooper, Melanie (2014)
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    Using ‘The pregnant woman within the global context’ Moving towards meeting the health and social needs of pregnant asylum seeking and refugee women in the voluntary sector

    Haith-Cooper, Melanie; McCarthy, Rose (2014)
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    A novel approach to enabling post-doctoral research staff to become successful, autonomous and independent researchers within 5 years of completion

    McClelland, Gabrielle T.; Haith-Cooper, Melanie (2013)
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    The impact of asylum seeking and refugee women on the recruitment, selection and retention of midwifery students

    Haith-Cooper, Melanie; McCarthy, Rose (2014)
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    Diversity interventions for asylum seekers; an exploration of the Streams of Sanctuary awards

    McCarthy, Rose; Haith-Cooper, Melanie (2014)
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    The service user within the global context

    Haith-Cooper, Melanie (2013)
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