Related Experiment Video
Updated: May 12, 2026
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Experience of practitioners and delivery outcome
U Indraccolo1, S Nicchi, S R Indraccolo
1Hospital of Civitanova Marche, Italy. ugo.indraccolo@libero.it
Scottish Medical Journal
|April 19, 2013
Summary
Practitioner experience in the delivery ward does not improve spontaneous vaginal birth rates. In fact, longer practice by obstetricians and midwives was associated with fewer spontaneous births and more operative births. Teamwork may be lacking.
Area of Science:
- Obstetrics and Gynecology
- Clinical Practice Research
Background:
- Common belief suggests practitioner experience aids spontaneous vaginal birth.
- This study investigates the correlation between healthcare provider experience and delivery outcomes.
Purpose of the Study:
- To evaluate the impact of obstetrician and midwife experience on spontaneous vaginal birth rates.
- To determine if practitioner experience influences operative vaginal birth occurrence.
Main Methods:
- Multivariate logistic regression analysis of 995 low-risk, full-term pregnancies with spontaneous labor.
- Independent variables included obstetrician age, midwife age, and years of service for each.
Main Results:
- Increased years of practice for obstetricians (OR 0.779) and midwives (OR 0.609) correlated with decreased spontaneous vaginal births.
- Obstetrician age was linked to an increased likelihood of operative vaginal birth (OR 1.362).
- Combined experience of the care pair showed no significant influence on delivery outcomes.
Conclusions:
- Practitioner experience does not guarantee successful spontaneous vaginal births.
- Potential disconnect between theoretical knowledge and routine practice among experienced staff.
- Lack of apparent teamwork and collaborative decision-making in labor management.
Related Concept Videos
01:11Guidelines for Writing Outcome
When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care evaluation by...
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning, patient...
01:15Nursing Evaluation
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Section...
01:08Role of Communication in the Nursing Process III: Evaluation and Documentation
A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
01:24Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation
Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...
01:13Patient-centered Care
Patient-centered care involves delivering care beyond inpatient hospitalization. Reflective practice can enhance a patient-centered approach. Reflective practice is a process of reasoning that considers all aspects of the present situation, including practicalities, learning from personal practice, and consideration of patient needs. Patients appreciate care decisions made while considering their input. Involving the patient in their care provides the patient with a sense of contribution rather...