01.02.2021: Oversiktsartikkel - Andelen fødende med innvandrerbakgrunn er økende i Norge, og i 2019 hadde 28 % av alle nyfødte en mor med innvandrerbakgrunn (1).

The purpose of the study was to investigate 1: overall knowledge of pelvic organ prolapse (POP) and urinary incontinence (UI) as well as knowledge, attitudes, and practice of pelvic floor muscle exercise (PFME); and 2: the association of these factors with parity in pregnant women in Gondar, Ethiopia. A facility-based cross-sectional study was performed in the Central Gondar zone, northwest Ethiopia between February and April 2021. The associations between parity and knowledge of POP and UI, and knowledge, attitude, and practice towards PFME were estimated using logistics regression models and presented as crude and adjusted odds ratios with 95% confidence intervals. Nulliparous women were used as the reference. Adjustments were made for maternal age, antenatal care visits, and level of education. The study sample comprised 502 pregnant women: 133 nulliparous, and 369 multiparous. We found no association between parity and knowledge of POP, UI, or knowledge, attitude, and practice toward PFME. The sum score indicated poor knowledge about both POP, UI, and PFME in the study population, and poor attitude and practice of PFME. Despite a high attendance in antenatal care services, knowledge, attitude, and practice were poor, indicating a need for quality improvement of the services.

In this nationwide population-based study, we investigated the associations of preeclampsia in the first pregnancy with the risk of preeclampsia in the second pregnancy, by maternal country of birth using data from the Medical Birth Registry of Norway and Statistics Norway (1990–2016). The study population included 101,066 immigrant and 544,071 non-immigrant women. Maternal country of birth was categorized according to the seven super-regions of the Global Burden of Disease study (GBD). The associations between preeclampsia in the first pregnancy with preeclampsia in the second pregnancy were estimated using log-binomial regression models, using no preeclampsia in the first pregnancy as the reference. The associations were reported as adjusted risk ratios (RR) with 95% confidence intervals (CI), adjusted for chronic hypertension, year of first childbirth, and maternal age at first birth. Compared to those without preeclampsia in the first pregnancy, women with preeclampsia in the first pregnancy were associated with a considerably increased risk of preeclampsia in the second pregnancy in both immigrant (n = 250; 13.4% vs. 1.0%; adjusted RR 12.9 [95% CI: 11.2, 14.9]) and non-immigrant women (n = 2876; 14.6% vs. 1.5%; adjusted RR 9.5 [95% CI: 9.1, 10.0]). Immigrant women from Latin America and the Caribbean appeared to have the highest adjusted RR, followed by immigrant women from North Africa and the Middle East. A likelihood ratio test showed that the variation in adjusted RR across all immigrant and non-immigrant groups was statistically significant (p = 0.006). Our results suggest that the association between preeclampsia in the first pregnancy and preeclampsia in the second pregnancy might be increased in some groups of immigrant women compared with non-immigrant women in Norway.

In recent decades, simulation has become a central learning method in midwifery education. The goal is to ensure competence and create a connection between theory and practice/preparation for practice. We aimed to gain a deeper insight into how midwifery students experience that simulation, as a learning method, helps to strengthen them in the profession as midwives and to shed light on this based on the concept of Empowerment in Midwifery, that is, a feeling of ability to perform and complete tasks that have an impact and are meaningful. We therefore conducted a meta-synthesis of qualitative results to investigate whether simulation as a learning method can strengthen and prepare midwifery students to be equipped for practice . We conducted a systematic literature search for relevant qualitative studies and identified 11 articles. We used Wenger’s social learning theory as a framework for the analysis. The findings were synthesized according to the approach of Kirsti Malterud. We found that when theoretical and practical skills are integrated, deeper and more meaningful learning is achieved. Simulation further helps students feel more prepared for clinical practice, and group community engagement provides increased learning opportunities. Moreover, simulation helps to strengthen the understanding of roles and the identity of a future midwife. Knowledge of important factors that promote a positive learning experience is crucial in avoiding negative emotions such as performance anxiety, guilt, and shame. Our results illuminate that simulation is a valuable learning method that strengthens midwifery students in preparation for clinical practice, provided that important factors that promote learning are implemented. Simulation enhances control, support, recognition, and skills that strengthen empowerment in midwifery for students.