Educating undergraduate nursing students as birth companions

Elizabeth T. Jordan, Shirley E. Van Zandt, Michele Oseroff

Research output: Contribution to journalArticle

Abstract

Birth companions, or doulas, are labor attendants who are taught to provide emotional support to the laboring woman and hands-on skills that help reduce pain and enhance labor progress. Students in this baccalaureate nursing program may take an elective course that combines theoretical and experiential components of the Doulas of North America certification requirements. Following the didactic portion of the course, they may participate as doulas in community settings and receive a stipend for their services. They conduct prenatal and postpartal visits with assigned clients and provide intrapartal care.

Original languageEnglish (US)
Pages (from-to)89-91
Number of pages3
JournalNursing and Health Care Perspectives
Volume22
Issue number2
StatePublished - Mar 2001

Fingerprint

Doulas
Nursing Students
nursing
Parturition
labor
didactics
Labor Pain
certification
pain
student
Certification
North America
Nursing
Students
community

Keywords

  • Birth Companions
  • Community Care
  • Doula
  • Labor Support
  • Undergraduate Nursing Elective

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Jordan, E. T., Van Zandt, S. E., & Oseroff, M. (2001). Educating undergraduate nursing students as birth companions. Nursing and Health Care Perspectives, 22(2), 89-91.

Educating undergraduate nursing students as birth companions. / Jordan, Elizabeth T.; Van Zandt, Shirley E.; Oseroff, Michele.

In: Nursing and Health Care Perspectives, Vol. 22, No. 2, 03.2001, p. 89-91.

Research output: Contribution to journalArticle

Jordan, ET, Van Zandt, SE & Oseroff, M 2001, 'Educating undergraduate nursing students as birth companions', Nursing and Health Care Perspectives, vol. 22, no. 2, pp. 89-91.
Jordan, Elizabeth T. ; Van Zandt, Shirley E. ; Oseroff, Michele. / Educating undergraduate nursing students as birth companions. In: Nursing and Health Care Perspectives. 2001 ; Vol. 22, No. 2. pp. 89-91.
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