CEU EVALUATION FORM, Friday, October 25

In addition to the CEU form you filled out on-site with the code for each session you attended, you will need to fill out this on-line form with an evalutation of EACH session you attended (which offered CEUs) in order to receive your CEU certificate.

All fields in each section for the session you wish to receive CEUs (except the final comment field) are required in order to receive your CEU certificate.

If you did not purchase the CEU certificate yet would like to comment on any sessions you attended, please feel free to use these forms to do so with the understanding that you will not receive CEUs unless you purchased the CEU packet and filled out the form on-site as well as these evaluations.


General Session—Midwifing Activism: Engaging Families in the Birth Revolution

  1. Participants will identify how families have been excluded from participation in the birth revolution.
  2. Participants will demonstrate their interest in shifting the focus of the revolution from midwives vs. doctors to family-led, thereby allowing the movement to represent every woman’s right to respectful care and true informed consent.
  3. Participants will create a simple and efficient action plan to engage families in the birth revolution.


Breakout Session A

  1. Demonstrate an understanding of the power of language and symbolic meaning of practices as they impact self-understanding as midwives and mothers' views of pregnancy, and birth, and ability to birth.
  2. List practices and the symbolic way they have profoundly changed how women see birth and themselves in the past 40 years of childbirth.
  3. Identify inherent conflicts and contradictions in increasing "professionalization" of midwifery in a dominant medicalized culture of birth
  4. Will define and discuss "oxytocin" as a unifying hormone informing childbirth and midwifery practice.
  5. Envision what "social change" in birth might look like in an ideal world, or in the real world in which our ideals can be expressed.
  1. Participants will be able to identify at least three of the root causes of low birth weight and prematurity in African-American communities.
  2. Participants will understand why social support is especially important in communities coping with chronic racism, and how increased social support can be used to create better birth outcomes for African-American mothers.
  3. Participants will identify at least three actions that they can take personally to address the problem of low birth weight and prematurity among African-American infants in their home communities.
  1. Participants will discuss and explain changes in the new screening guidelines for HPV and cervical cancer.
  2. Participants will define and discuss abnormal pap smear results and the new recommended follow up.
  3. Participants will identify 3 examples of treatments, both conventional and alternative, to address high risk HPV and abnormal pap smear results.
  1. Attendees will identify 2 ways that clear financial communication serves women and families.
  2. Attendees will list 3 areas of improvement for their own practices that may make their businesses more sustainable within their community.
  3. Attendees will gain tools to assess the needs of their communities towards the goal of community sensitive service models.
  1. Identify and define basic epidemiological and statistical vocabulary, such as incidence, prevalence, risk ratio, odds ratio, and confidence interval;
  2. Summarize the central tenets of basic epidemiological and statistical concepts;
  3. Discuss the proper use and application of epidemiological and statistical techniques;
  4. Summarize common research study designs in epidemiological health research;
  5. Identify and explain basic statistical and epidemiological abbreviations, such as sample size (n) and standard deviation (SD);
  6. Discuss the basic structure of published research articles and writing style;
  7. Analyze and interpret graphical representations (tables, figures) of statistical findings;
  8. Summarize ‘strength of evidence’ concepts;
  9. Describe application of ‘strength of evidence’ concepts to clinical practice, including how and when a chance in practice might be warranted based on a published article.
  1. Describe midwifery ethics in relation to Midwives Model of Care.
  2. Outline the human rights framework for ethics as described by Thompson.
  3. Identify autonomy, beneficence, non-malfeasance, fidelity and dignity
  4. Define culture, race, ethnicity, sex, gender, sexual orientation, and class
  5. Explain the role of cultural competency in midwifery education
  6. Apply the MEMET to contexts of culture, race, ethnicity, sex, gender, sexual orientation and class in midwifery education.
  7. Apply preceptor ethics to issues of social justice, equity and diversity.
  8. Outline the risks inherent in roles of authority
  1. List 3 criteria organizations use to evaluate a grant proposal for funding
  2. Describe 2 factors to help determine if your grant proposal meets the funding organizations mission
  3. List and describe/discuss 2-3 fundraising strategies useful when applying for funding from institutions and individuals
  1. Understand and explain the concept of Ecological Medicine as it applies to birth practices, caregiver, and place of birth;
  2. Learn about the kinds and types of medical waste according to the WHO (World Health Organization) including the Medical Waste Tracking Act of 1988
  3. Demonstrate their knowledge of the ways in which home birth waste differs from, and is safer than, hospital waste generated during maternity care; including environmental repercussions of waste disposal
  4. Apply this understanding to come up with increased awareness of how to implement healthy & sustainable practices at birth which decrease dangerous waste


General Session—The Stories We Tell: Addressing Racism and Inequity in Midwifery

  1. Discuss 2-3 challenges facing midwives and pregnant women in the United States regarding inequality and access to care
  2. Discuss 2-3 strategies to confront inequality and racism in midwifery in the US.


Breakout Session B

  1. Identify institutional beliefs about race and diversity
  2. Define and describe the effects of institutional racism on the learning environment and the quality of midwifery care
  3. Describe ways to create a racially, ethnically and culturally competent learning environment for diverse students, faculty and staff
  4. Identify strategies to support a more diverse midwifery student population
  5. Explain ways to integrate cultural competency teaching throughout the midwifery curriculum
  6. Teach leadership, conflict resolution and critical thinking skills in the classroom and on the clinical site to prepare culturally competent midwives
  1. Participants will engage in an exercise of self-reflexivity about how they care for clients who are teenage mothers.
  2. Participants will define & discuss the reproductive justice model as it applies to their midwifery practice with young mothers.
  3. Participants will identify three ways that they can integrate the information from the session into their care for teenage and other marginalized mothers.
  1. Participants will be able to list the steps necessary to gain research access to MANA Stats.
  2. Participants will be able to recite and discuss the average length of active first stage and second stage of labor for nulliparous women completing planned out of hospital births.
  3. Participants will be able to recite and discuss the different birthing positions and rates of laceration for each for nulliparous women completing planned out of hospital births.
  1. Participants will identify four ways the outcomes report can be subdivided and used to provide important information about a practice (e.g. c-section rates and transport rates for primips vs. multips; change in outcomes over time or with change in personnel).
  2. Participants will compare outcomes of a practice to outcomes in the MANA Stats 2004-2007 benchmarking report; identify significant differences and non-significant differences between the two sets of outcomes; analyze demographic characteristics of that practice; and finally explain whether demographic characteristics could be associated with any significant differences.
  3. Participants will demonstrate via role-playing how to incorporate outcomes data into informed consent discussions and documents for clients.
  4. Participants will list three ways a basic caseload/outcomes report can be used to promote or present their practices.
  5. Describe two ways they will now use their own MANA Stats reports data in their practices.
  1. Identify 3 strengths and weaknesses in current apprenticeship model
  2. Define and discuss 2-3 new apprenticeship models for out-of-hospital midwifery education
  3. Develop a new method/model for the participants’ own practices