CEU Evaluation Form, Friday, October 16

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.


Plenary: Perspectives on Risk: MANA DOR’s 2015 Research Roundup

  1. Identify the steps involved in submitting an application for data access to MANA Stats;
  2. Describe key research questions for the studies done with data collected via the MANA Stats project; 
  3. Discuss findings from each of these projects and describe ways innovative research on midwife-led care and normal, physiological birth in the MANA Stats dataset can inform our own care practices; 
  4. Summarize key outcomes from the Annual Reporting 2014 dataset;
  5. Describe ongoing and upcoming projects for the MANA DOR;
  6. Describe relative risk for subgroups including: 
  • TOLACs
  • Primipara
  • Breeches
  • Twins 
  • Women with GDM


Breakout Session A

  1. Participants will be able to discuss the different types of bipolar illness and the correlation between bipolar illness and the development of postpartum psychosis through discussion and question and answer. 
  2. Participants will explore the risk factors of pre-existing unipolar mood dis-regulation and conversion to bipolar illness during the postpartum period. 
  3. Participants will explore and discuss treatment options, referral sources, and problems with common medication management. 


  1. Participants will discuss the concepts of bioregional and anthrophilic herbalism
  2. Participants will be able to identify three endangered medicinal plants and sustainable substitutes for these. Medicinal Plants of the Southwest
  3. Participants will be able to describe the medicinal properties of at least five medicinal plants found in the Southwest US bioregion.


  1. Participants will define and discuss the term “homebirth cesarean.”
  2. Participants will explore and discuss their attitudes and biases regarding hospital transports and medical care in the hospital with a measurable self-assessment tool.
  3. Participants will identify tangible tools to help all families prenatally prepare for the possibility of a cesarean.
  4. Participants will demonstrate competency using clinically validated mental health screening tools.
  5. Participants will define and discuss the fight or flight and freeze stress responses during birth and demonstrate how to support families through this biological adaptation. 
  6. Participants will explore how best to support families in the hospital during the postpartum. 
  7. Participants will identify how to care for families after discharge from the hospital.
  8. Participants will define ways to support themselves after attending a traumatic birth.
  1. Confidently use and create a course syllabus;
  2. Confidently construct and deliver a midwifery course lesson using the straightforward techniques and elements that make up introduction, body and summary;
  3. Link academic information to actual midwifery clinical experiences and clinical skills;
  4. Use appropriate and effective techniques for midwifery academic, clinical and skill training, and describe the differences between these types of training;
  5. Maximize the effectiveness of midwifery academic and clinical training with the use of a training plan;
  6. Use feedback to engage learning;
  7. Use tools to document the completion of training;
  8. Explain the benefit of teaching/instructional methods and tools;
  9. Explain the educational benefit of student evaluations of learning;
  10. Discuss professionalism as it relates to a preceptor.
  1. Participants will identify inequities in imagery;
  2. Participants will explore the issues of white privilege and systemic racism;
  3. Participants will identify common, mainstream imagery related to birth and pregnancy;
  4. Participants will explore and discuss how and why the lack of people of color (POC) imagery in pregnancy and birth is detrimental to both POC and white audiences, including birthworkers.
  1. Identify the value of mandatory data collection;
  2. Explain the concept that “data is just data—quality improvement is what you DO with that data”;
  3. Recognize the steps necessary for implementing mandatory data collection in their own state;


Plenary: Umbilical Cord Stories: Navajo Perspective-Knocki-Wilson

  1. Describe Navajo cultural views and meanings of the umbilical cord. 
  2. Discuss the importance of keeping the sacred in Navajo birth practices.
  3. Identify ways to apply umbilical cord stories to provide meaningful midwifery service to Navajo patients.
  4. Discuss the human experience of umbilical cord stories and connection to other cultures.


Breakout Session B

  1. Participants will discuss the myths relating to human placentophagy;
  2. Participants will explore ways to discuss the benefits and side effects of placentophagy with their clients, as well as the controversies;
  3. Participants will be able to identify safe placenta encapsulation specialists in their area.
  1. Explore the true anatomy of the female pelvic floor;
  2. Explore and discuss why the medical system is so ineffective at treating prolapse and incontinence and why Kegels don’t work;
  3. Describe and demonstrate  “Whole Woman” posture, the key to successful prolapse management;
  4. Describe and explain “Whole Woman” exercises to help re-strengthen the body;
  5. Identify 3-4 lifestyle changes to help with prolapse management.
  1. Participants will be able to critique and re-evaluate their own understanding of midwifery history after learning the context by which other midwives were eliminated, using new research from Washington State as a case study.
  2. Participants will be able to describe the events leading to the establishment and ultimate destruction of the community of Japanese American Midwives in the Greater Seattle area from 1885-1945.
  3. Participants will be able to demonstrate an understanding of how Native American traditional birth practices were systematically destroyed by the Federal and Washington state Government from colonization until the 1960s.
  4. Participants will be able to describe the history of “Mama Prim” and other African American midwives that served women in Washington State from statehood until 1965. 
  1. Explore the groundbreaking work involved in the establishment of the Toronto Birth Centre
  2. Explore and discuss some Indigenous tools of cultural resiliency
  3. Explore collaborative relationship building
  4. Critically explore and discuss allyship with Indigenous Peoples locally
  5. Explore and discuss health care systems as a site for anti-oppressive midwifery work
  1. Participants will describe the current state of the evidence on the risks of home VBAC.
  2. Participants will identify factors that can lead to compounding of risk in clients desiring a planned home VBAC.
  3. Participants will identify 3 essential prenatal and 2 intrapartum care practices which may improve outcomes of home VBAC.
  4. Participants will define the essential elements of informed consent and shared decision-making in counseling women about planned home VBAC.
  1. Identify criteria to recognize changing abilities to function as an excellent midwife and resistance to recognizing this difficult change;
  2. Relate and discuss personal stories of altered function;
  3. Identify intervention strategies and resources to utilize when a midwife is not recognizing her altered abilities.


Plenary: AME Presents: Direct Assessment and What it Means to the CPM Credential - Clegg & Panel

  1. Compare competency-based education and direct assessment;
  2. Describe the CBE movement in US higher education;
  3. Explain the US MERA goals and projects relative to midwifery education;
  4. List the benefits of a Direct Assessment program for aspiring midwives;
  5. Discuss how CBE and a direct assessment model can be used by midwifery educators;
  6. Identify the impact of a direct assessment educational model on midwifery accreditation, certification and advancing midwifery through state and national legislation and policy.