Jane Raymond is a Lecturer in Midwifery at UTS in the Faculty of Nursing, Midwifery and Health, where she teaches primarily in the clinical subjects of the Bachelor of Midwifery program. Jane is also a practising midwife with many years of clinical experience as a midwife in both caseloading and team midwifery programsin the UK.Jane's research interests include the midwife's role in public health, specifically antenatal depression and the development of services to support women with this condition. Jane is currently undertaking a PhD, and is evaluating a new group-based model of antenatal care for obese women in two Sydney Area Health Services. Jane is also active in the Australian College of Midwives (NSW Branch), and teaches on the National Advanced Life Support in Obstetrics program.
Australian College of Midwives (NSW Branch)
Antenatal DepressionObesity in Pregnancy
Bachelor of Midwifery ProgramGraduate Diploma of Midwifery Program
Raymond, JE, Foureur, MJ & Davis, DL 2014, 'Gestational Weight Change in Women Attending a Group Antenatal Program Aimed at Addressing Obesity in Pregnancy in New South Wales, Australia', Journal of Midwifery & Women's Health, vol. 59, no. 4, pp. 398-404.View/Download from: UTS OPUS or Publisher's site
Raymond, J, Homer, CS, Smith, RM & Gray, JE 2013, 'Learning through authentic assessment: An evaluation of a new development in the undergraduate midwifery curriculum', Nurse Education in Practice, vol. 13, no. 5, pp. 471-476.View/Download from: UTS OPUS or Publisher's site
Assessment is a powerful influence on learning, and can form an important strategy amongst a variety of teaching and learning approaches. Authentic assessment activities are designed to mimic the complexity of 'real world' situations that students may encounter in professional life, and require the application of a combination of skills related to knowledge, skills and attitude.
Smith, RM, Gray, JE, Raymond, JE, Catling, C & Homer, CS 2012, 'Simulated Learning Activities: Improving Midwifery Students' Understanding of Reflective Practice', Clinical Simulation in Nursing, vol. 8, no. 9, pp. 451-457.View/Download from: UTS OPUS or Publisher's site
Graduate Diploma in Midwifery students at an Australian university poorly evaluated a compulsory theoretical subject (unit of study) titled Becoming a Reflective Practitioner over several years. Method: Authentic practice-based simulated scenarios were introduced to improve student learning and as an innovative approach to teaching reflective practice. The introduction was evaluated using student feedback surveys, pre- and post simulation knowledge questionnaires, and 6-week retention-of-knowledge questionnaires. Students reported improved levels of satisfaction, greater earning, and increasing knowledge in the simulated practice area. The students rated the scenarios as useful in increasing reflective practice, but this was secondary to skill acquisition. Simulated activities may prove useful in developing reflective practice, but further investigation is required to examine how to shift the focus from clinical skill acquisition to reflective practice.
Raymond, JE 2009, '"Creating a safety net": Women's experiences of antenatal depression and their identification of helpful community support and services during pregnancy', Midwifery, vol. 25, no. 1, pp. 39-49.View/Download from: UTS OPUS or Publisher's site
Objective to explore the feelings of depression during pregnancy of a local sample of women living in an area of socio-economic deprivation, and to identify the support mechanisms that they report as personally or potentially helpful for antenatal depression. Design a retrospective study using a qualitative approach, informed by constructivism, to explore the participantsï½ individual experiences of depression during pregnancy. Data were collected via tape-recorded semi-structured interviews. Setting a socio-economically deprived area in North London, UK, identified as a Sure Start Local Programme providing local services specifically designed for socially disadvantaged families with children aged 0-4 years. Participants a self-selected sample of nine women aged 23-40 years, from a variety of ethnic backgrounds, who retrospectively admitted to feeling low or depressed during pregnancy. All the participants had had a baby more than 6 weeks previously and less than 1 year before the start of the study. Findings despite different cultural and ethnic backgrounds, the participants shared similar feelings of emotional isolation that seemed to contribute largely to their experience of antenatal depression. Partner support (or lack of it) seemed to be crucial to the women's psychological well-being during pregnancy. For some of these women, the research interview was the first opportunity to talk about their needs and feelings during pregnancy. Potentially helpful mechanisms for support were identified by the participants and were judged to be relatively simple to introduce, involving connecting with other women via peer support and having `somewhere to go' to meet others during pregnancy.