Profesional Bidan

KONSEP KEBIDANAN
BIDAN SEBAGAI TENAGA PROFESIONAL
DISUSUN OLEH :
Dina Taufia
Rani Purwani
DOSEN PEMBIMBING :
ULVI MARIATI, S.Kp, M. Kes
PROGRAM MATRIKULASI STUDI S2 KEBIDANAN

UNIVERSITAS ANDALASPADANG
TAHUN 2018
KATA PENGANTAR
Puji syukur kami panjatkan kepada Tuhan Yang Maha Esa. Karena atas
berkat dan rahmatnya, kami dapat menyelesaikan makalah kelompok konseb
kebidanan yang berjudul “Bidan Sebagai Tenaga Profesional”. Penulisan
makalah ini, dilakukan dalam rangka menambah wawasan mahasiswa dalam mata
kuliah Konsep Kebidanan.
Kami mengucapkan terima kasih kepada ibu Hj. Ulvi Mariati, S.Kep, M.Kes
yang telah mengarahkan dan membantu kami dalam pembuatan makalah kami ini.
Dalam penulisan makalah ini, kami menyadari masih banyak terdapat

kekurangan – kekurangan, untuk itu kami mengharapkan kritik dan saran untuk
penyempurnaan makalah kami. Semoga makalah ini nantinya bermanfaat bagi
pengembangan ilmu konsep kebidanan. Akhir kata kami ucapkan terima kasih
Padang, Oktober 2018
Penulis
DAFTAR ISI
KATA
PENGANTAR.................................................................................................... ii
DAFTAR ISI ........................................................................................................ iii
BAB I PENDAHULUAN
1.1 Latar belakang ....................................................................................... 1
1.2 Rumusan masalah .................................................................................. 2
1.3 Tujuan .................................................................................................... 2
BAB II PEMBAHASAN
2.1 Pengertian Bidan .................................................................................... 3

2.2 Pengertian profesi dan profesional ........................................................ 5
2.3 Jabatan profesional bidan ...................................................................... 12
2.3.1 Bidan adalah jabatan profesional ................................................. 12
2.3.2 Persyaratan bidan sebagai jabatan profesional ............................ 13
2.3.3 Perilaku profesional bidan ........................................................... 13
2.3.4 Ciri-ciri jabatan profesional ......................................................... 14
2.6 Organisasi bidan 15
BAB III ANALISA JURNAL
3.1 Analisa Jurnal ....................................................................................... 18
BAB IV PENUTUP
4.1 Kesimpulan ............................................................................................ 22
4.2 Saran ...................................................................................................... 22
DAFTAR PUSTAKA
LAMPIRAN
BAB I
PENDAHULUAN
1.1. Latar Belakang

Bidan diakui sebagai tenaga profesional yang bertanggung-jawab dan
akuntabel, yang bekerja sebagai mitra perempuan untuk memberikan
dukungan, asuhan dan nasehat selama masa hamil, masa persalinan dan masa
nifas, memimpin persalinan atas tanggung jawab sendiri dan memberikan
asuhan kepada bayi baru lahir, dan bayi. Asuhan ini mencakup upaya
pencegahan, promosi persalinan normal, deteksi komplikasi pada ibu dan anak,
dan akses bantuan medis atau bantuan lain yang sesuai, serta melaksanakan
tindakan kegawat-daruratan.
Bidan mempunyai tugas penting dalam konseling dan pendidikan
kesehatan, tidak hanya kepada perempuan, tetapi juga kepada keluarga dan
masyarakat. Kegiatan ini harus mencakup pendidikan antenatal dan persiapan
menjadi orang tua serta dapat meluas pada kesehatan perempuan, kesehatan
seksual atau kesehatan reproduksi dan asuhan anak. Oleh karena itu, dalam
perannya dimasyarakat dan untuk menjalin hubungan yang baik dengan klien,
bidan harus memiliki etika profesi yang baik dan sesuai dengan peraturan yang
telah ditetapkan serta bersikap profesional dalam memberikan asuhan terhadap
klien.
Bidan muncul sebagai wanita terpercaya dalam mendampingi dan
menolong ibu yang melahirkan. Peran dan posisi bidan dimasyarakat sangat
dihargai dan dihormati karena tugasnya yang sangat mulia, memberi semangat,
membesarkan hati, mendampingi, serta menolong ibu yang melahirkan sampai
ibu dapat merawat bayinya dengan baik. Sejak zaman pra sejarah, dalam
naskah kuno sudah tercatat bidan dari Mesir yang berani ambil resiko membela
keselamatan bayi-bayi laki-laki bangsa Yahudi yang diperintahkan oleh Firaun
untuk di bunuh. Mereka sudah menunjukkan sikap etika moral yang tinggi dan
takwa kepada Tuhan dalam membela orang-orang yang berada dalam posisi
yang lemah, yang pada zaman modern ini, kita sebut peran advokasi.
Bidan sebagai pekerja profesional dalam menjalankan tugas dan
prakteknya, bekerja berdasarkan pandangan filosofis yang dianut, keilmuan,
metode kerja, standar praktik pelayanan serta kode etik yang dimilikinya.
Dengan adanya fenomena tersebut menarik sekali untuk dikaji lebih
lanjut tentang ”Bidan sebagai Tenaga Profesional”
1.2 Rumusan Masalah

1. Apa Pengertian bidan?
2. Apa pengertian profesi dan profesional?
3. Apa sajakah jabatan profesional bidan?
4. Apa saja organisasi bidan ?
1.3 Tujuan
1. Tujuan UmumUntuk menambah pengetahuan tentang bidan sebagai profesi
dan bidan sebagai tenaga profesional.
2. Tujuan Khusus
Tujuan khusus dalam penyusunan makalah ini adalah untuk mengetahui:
a. Pengertian bidan
b. Pengertian profesi dan professional
c. Jabatan profesional bidan
d. Organisasi Bidan
BAB II
PEMBAHASAN
2.1 Pengertian Bidan

Pengertian bidan dan bidang praktiknya secara internasional telah
diakui oleh International Conferedation of Midwives (ICM) pada tahun 1972,
Interntional Federation of Gynaecologist and Obstetrician (FIGO) pada tahun
1973, WHO, dan badan lainnya. Pada pertemuan Dewan di Kobe 1990, ICM
menyempurnakan defenisi tersebut yang kemudian disahkan oleh FIGO (1991)
dan WHO (1992). Kemudian pada tanggal 19 Juli 2005, ICM memperbarui
kembali defenisi bidan. Secara lengkap defenisi bidan adalah :
A midwife is a person who heaving been regularly admitted to a midwifery
educational program, duly regornized in the country inwhich it is located, has
successfully completed the requisite qualifications to be registered and/or
legally licensed to practice midwifery.
The midwife is recognized as a responsible and accountable professional who
works in partnership with women to give the necessary support, care and
advice during pregnancy, labour, and the postpartum period, to conduct births
on the midwife’s own responsibility and to provide care for the newborn and
the infant. This care includes preventative measures, the promotion of normal
birth, the detection of complications in mother and child, the accessing of
medical care or other appropriate assistance and the carrying out of
emergency measures.
The midwife has an important task in health conseling and education, not only
for the woman, but also within the family and the community. This work should
involve antenatal education and preparations for parenthood and may extend
to women’s health, sexual or reproductive helath, and childcare.
A midwife may practice in any setting including the home, community,
hospitals, clinics or health units.
(Bidan adalah seorang yang telah menjalani program pendidikan bidan,
yang diakui oleh negara tempat ia tinggal, dan telah berhasil menyelesaikan
studi terkait kebidanan serta memenuhi persyaratan untuk terdaftar dan/atau
memiliki izin formal untuk praktik bidan.
Bidan dikenal sebagai profesional yang bertanggung jawab yang
bekerja sebagai mitra perempuan dalam meberikan dukungan yang diperlukan,
asuhan dan saran selama kehamilan, periode persalinan, dan postpartum,
melakukan pertolongan persalinan dibawah tanggung jawabnya sendiri, serta
memberikan perawatan pada bayi baru lahir dan bayi. Asuhan ini termasuk
tindakan pencegahan, promosi persalinan normal, deteksi komplikasi pada ibu
dan anknya, akses untuk perawatan medis atau pertolongan semestinya lainnya,
serta pemberian tindakan kedaruratan.
Bidan meiliki tugas penting dalam konseling dan pendidikan kesehatan,
tidak hanya untuk wanita tapi juga keluarga dan masyrakat. Tugas ini meliputi
pendidikan antenatal dan pesiapan menjadi orang tua dan dapat meluas hingga
kesehatan perempuan, kesehatan seksual atau reproduksi, dan perawatan anak.
Bidan dapat praktik dimana saja termasuk dirumah, masyarakat, rumah
sakit, atau unit kesehatan. (Soepardan, Suryani. 2008)
Menurut WHO bidan adalah seseorang yang telah diakui secara regular
dalam program pendidikan kebidanan sebagaimana yang telah diakui skala
yuridis, dimana ia ditempatkan dan telah menyelesaikan pendidikan kebidanan
dan memperoleh izin melaksanakan praktek kebidanan.
INTERNATIONAL CONFEDERATION of MIDWIFE bidan adalah
seseorang yang telah menyelesaikan pendidikan bidan yang diakui oleh negara
serta memperoleh kualifikasi dan diberi izin untuk melaksanakan praktek
kebidanan di negara itu.
Menurut Permenkes No. 1464/MENKES/PER/X/2010, Bidan adalah
seorang perempuan yang lulus dari pendidikan bidan yang telah teregistrasi
sesuai ketentuan peraturan perundang-undangan.
Menurut IBI (Ikatan Bidan Indonesia)Seorang perempuan yang telah
lulus dari pendidikan bidan yang diakui pemerintah dan organisasi profesi di
wilayah Negara Republik Indonesia serta memiliki kompetensi dan kualifikasi
untuk diregister,sertifikasi dan atau secarah sah mendapat lisensi untuk
menjalankan praktik kebidanan.
Dalam bahsa inggris, kata midwife (bidan) berarti “with woman”
(bersama wanita) – mid=together, wife = a woman. Dalam bahasa Perancis,
sage femme (bidan) baerarti “wanita bijaksana”, sedangakan dalam bahasa
latin, cum-mater (bidan) berarti “berkaitan dengan wanita”.
Menurut Churchill Medical Directory, bidan adalah “a health worker
who may or may not be formally trained and is not a physician, that delivers
babies and provides associated maternal care”(seorang petugas kesehatan
yang terlatih secara formal ataupun tidak dan bukan seorang dokter, yang
membantu pelahiran bayi serta memberi perawatan maternal terkait).
Jadi dapat disimpulkan bahwa, bidan adalah seorang perempuan yang
lulus dari pendidikan bidan, yang terakreditasi, memenuhi kualifikasi untuk
diregister, sertifikasi dan atau secara sah mendapat lisensi untuk praktek
kebidanan. Yang diakui sebagai seorang profesional yang bertanggungjawab,
bermitra dengan perempuan dalam memberikan dukungan, asuhan dan nasehat
yang diperlukan selama kehamilan, persalinan dan nifas, memfasilitasi
kelahiran atas tanggung jawabnya sendiri serta memberikan asuhan kepada
bayi baru lahir dan anak. (Heryani, Reni. 2011)
2.2 Pengertian Profesi dan profesional

a. Profesi
Professions as an occupatoin involving high educational or thecnical
qualifications or the body of person engaged in such a vocation.
In addition to laying claim to a special knowledge base that is socially

sancitioned, and deriving economic benefit from the application of this
knowledge, there is also an active political dynamic and legal legitimation
of any claim to proffessional status that has led to the assertion that
professions are the creation of a rulling class. the sociologist elliot friedson,
in defining the atttributes and caracterisics required for full professional
status in relation to the medical professions, advanced this view stating
A profession attains and maintains its position by virtue of the

protection and patronage of some elite segment of society which has been
persuaded that there is some special value in its work. (Ehrenreich and
English ,1973)
The atributes that characteristic a profession have been described as:
1. A strong level of commitment
2. Long and disciplined educational process
3. Unique body of knowledge and skill
4. Discretionary authority and judgement
5. Active and cohesive professional organisation
6. Acknowledged social worth and contribution

Howefer, a profession social power (autonomy) is even more
important than its expertise or knowledge , or the commitment of its
members .the halmark of a profession is its ability to regulate its self. a
professions autonomy means it is insruted with safeguarding the public
from those who lack competence of practise within profession
(halldorsdottir and katrlsdottir ,2011).
Profesi adalah pekerjaan yang membutuhkan pelatihan dan

penguasaan terhadap suatu pengetahuan khusus. Suatu profesi biasanya
memiliki asosiasi profesi, kode etik, serta proses sertifikasi dan lisensi yang
khusus untuk bidang profesi tersebut. Contoh profesi adalah pada bidang
hukum, kedokteran, keuangan, militer, dan teknik.
Profesi adalah suatu bidang pekerjaan yang dilandasi pendidikan
keahlian (keterampilan, keguruan, dsb) tertentu. (Kamus Besar Bahasa
Indonesia). Sebagai anggota profesi, bidan mempunyai ciri-ciri khas yang
khusus yaitu sebagaipelayanan professional yang merupakan bagian
integral dari pelayanan kesehatan.
Profesi adalah suatu pekerjaan yang membutuhkan pelatihan khusus
dalam ilmu atau seni khususnya dan hal yang dipelajari dalam profesi yaitu
hukum, ilmu agama atau pengobatan. Namun dalam kenyataannya sosial
sangat kompleks. ( Mavis Kirkham, 1996 )
Profesi berorientasi kepada pelayanan, memiliki ilmu pengetahuan
teoritik dengan otonomi dari kelompk pelaksana. (Suessman, 1997 )
Suatu pekerjaan yang membutuhan pengetahuan khusus dalam
beberapa bidang ilmu, melaksanakan cara-cara dan peraturan yang telah
disepakati anggota profesi itu ( Chin Yacobus, 1993 )
Beberapa ahli mengemukakan bahwa karakteristik suatu profesi harus
berorientasi pada pelayanan melalui pendidikan dan mempunyai otonomi.
Secara umum profesi mempunyai karateristik sebagai berikut :
a. Memiliki pengetahuan yang melandasi keterampilan dan pelayanan.
Keterampilan bidan dalam memberikan pelayanan kebidanan. Sudah
dimulai sejak zaman perjanjian lama. Pada masa tersebut pelayanan
yang diberikan berdasarkan pengetahuan yang turun temurun. Sejak
tahun 1952 sampai sekarang pengetahuan kebidanan sudah berdasarkan
ilmu terapan yang terdiri dari pengetahuan umum, keterampilan dan
perilaku yang berhubungan dengan ilmu-ilmu sosial, kesehatan
masyarakat, dan kesehatan profesional.
b. Mampu memberikan pelayanan yang unik kepada orang lain.
Keunikan bidan tergambar dalam perannya dalam meningkatkan
kesehatan ibu dan keluarga pada usia subur. Bidan bekerjasama dengan
wanita dalam memelihara dan meningkatkan kesehatan bagi dirinya
dan keluarganya dengan menghargai martabat manusia dan
memperlakukan wanita sebagai manusia seutuhnya. Pusat pelayanan
kebidanan pada peningkatan kesehatan ibu dan pencegahan dan
memandang kehamilan dan persalinan sebagai suatu peristiwa
kehidupan yang normal.
c. Mempunyai pendidikan yang mempunyai standar.
Pendidikan bidan sudah dimulai sejak tahun 1852. Pada masa itu
penididikan dilaksanakan sesuai dengan tuntutan pemenuhan
kebutuhan pelayanan. Tuntutan akademik belum menjadi persyaratan
dalam pelaksanaan pendidikan. Namun setelah melihat besarnya
tanggung jawab yang diemban oleh seorang bidan dalam melaksanakan
tugas pelayanan nya maka pendidikan bidan sudah ditingkatkan
menjadi pendidikan profesional melalui pendidikan tinggi. Di Amerika,
pendidikan tinggi kebidanan sudah dimulai pada tahun 1932 yaitu State
University of New York. Di Indonesia walaupun baru dimulai sejak
tahun 1996 dengan Diploma III Kebidanan, perkembangan jumlah
institusi penyelenggaranya sangat cepat. Terakhir tercatat 65 institusi
baik negeri maupun swasta yang menyelenggarakan pendidikan
Diploma III Kebidanan. Kini juga telah diselenggarakan pendidikan
Diploma IV Kebidanan program bidan pendidik sebanyak # institusi.
Selain itu juga diadakan pendidikan Diploma IV klinik yang lebih
dikhususkan bagi bidan dipelayanan. Saat ini organisasi profesi yaitu
IBI tengah berusaha untuk menyelenggarakan pendidikan lanjutan SP
1 dan SP 2 yang setara dengan pendidikan S2. Hal ini membuktikan
tingginya kesadaran akan pentingnya pendidikan tinggi bagi bidan.
d. Pengendalian terhadap standar praktik
Standar adalah suatu pernyataan atau kriteria yang mencerminkan
kualitas. Standar praktik kebidanan disusun oleh organisasi profesi
berdasarkan kompetensi inti bidan yang menekan pada tanggung jawab
bidan untuk memenuhi standar yang telah ditetapkan. Standar ini
bertujuan untuk melindungi bidan dan kliennya.
e. Bertanggung jawab dan mempertanggung jawabkan pelayanan yang
diberikannya.
Bidan menolong persalinan atas tanggung jawabnya sendiri dan
merawat bayi baru lahir.
f. Karir seumur hidup yang mandiri
Yang dimaksud dengan karir seumur hidup adalah pekerjaan seumur
hidup diluar pekerjaan rutin. Bidan yang dibekali ilmu pengetahuan
sesuai dengan kewenangannya dapat meneruskan karirnya dengan
praktik mandiri seumur hidup.
Ciri-ciri bidan sebagai profesi yaitu :
a. Mengembangkan pelayanan yang unik kepada masyarakat
b. Anggota-anggotanya dipersiapkan melalui suatu program pendidikan
yang dibutuhkan untuk maksud profesi yang bersangkutan
c. Memiliki serangkaian pengetahuan ilmiah
d. Anggota-anggotanya menjalankan tugas profesinya sesuai dengan kode
etik yang berlaku
e. Anggota-anggotanya bebas mengambil keputusan dalam menjalankan
profesinya
f. Anggota-anggotanya wajar menerima imbalan jasa atas pelayanan yang
diberikan
g. Memiliki suatu organisasi profesi yang senantiasa meningkatkan kualitas
pelayanan yang diberikan kepada masyarakat oleh anggotanya.
(Mufdlilah, dkk. 2012)
b. Profesional
Further a professional is defined as one who as skill or proficiency
in an art or science and who makes their living by the practise of this
knowledge, distinguished from one who engages in it for pleasure.
Professionalism can be considered the process by which an

occupation moves toward a special form of control called a
profession(aydelotte ,1985 dalam midwife preparation for practic , 2015).
The professionals midwife combines professional caring, competence

and wisdom,interpersonal competence, and personal and professionals
depelopment .underpining midwifery profesionalism is the midwife women
partnership and midwifery's with woman ideolgy. (Halldorsdottirand
Karsdottir,2011)
Profesionals status in australia include :
1. Educational Process
2. Body of Knowledge
3. Discretionary Authority and Judgement
4. Cohesive Professional Organisation

each supervisor has a professional and practice
responsibility to ensure that the practice within their own clinical
area is evidence-based, to challenge and monitor midwifery
practice, set a standarts and carry out clinical audit.
Sedangkan profesional menurut Philips (1991), profesional itu
sebagai individu yang bekerja sesuai standar moral dan etika yang
ditentukan oleh pekerjaan tersebut. Seseorang pekerja profesional dituntut
menguasai visi yang mendasari keterampilannya yang menyangkut
wawasan filosofi, pertimbangan rasional dan memiliki sikap yang positif
dalam melaksanakan serta mengembangkan mutu karyawan (T. Raka Joni,
1980).
Secara populer, seseorang yang bekerja dibidang apapun sering diberi
predikat profesional. Seorang pekerja profesioanl menurut bahasa
keseharian adalah seorang pekerja yang terampil atau cakap dalam kerjanya
meskipun keterampilan atau kecakapan tersebut merupakan hasil minat dan
belajar dari kebiasaan.
Pengertian jabatan profesional perlu dibedakan dengan predikat
profesional yang diperoleh dari jenis pekerjaan hasil pembiasaan melakukan
keterampilan tertentu ( melalui magang/ keterlibatan langsung dalam situasi
kerja tertentu dan mendapatkan keterampilan kerja sebagai warisan orang
tuanya atau pendahulunya).
Seorang pekerja profesional perlu dibedakan dari seorang teknisi.
Baik pekerja profesional maupun teknisi dapat saja terampil dalam unjuk
kerja ( misalnya menguasai teknik kerja yang sama, dapat memecahkan
masalah teknis dalam bidang kerjanya). Akan tetapi, seorang pekerja
profesional dituntut menguasai visi yang mendasari keterampilannnya yang
menyangkut wawasan filosofis, pertimbangan rasional dan memiliki sikap
yang positif dalam melaksanakan serta mengembangkan mutu karyanya.
C.V Good menjelaskan bahwa jenis pekerjaan profesional memiliki
ciri-ciri tertentu, yaitu : memerlukan persiapan atau pendidikan khusus bagi
pelakunya (membutuhkan pendidikan prajabatan yang relevan),
kecakapannya memenuhi persyaratan yang telah dibakukan oleh pihak yang
berwenang (misalnya organisasi profesional, konsorsium dan pemerintah),
serta jabtan tersebut mendapat pengakuan dari masyarakat dan/ atau negara.
Karakteristik Profesional
Suatu jabatan profesi yang disandang oleh anggota profesi tentu
mempunyai ciri- ciri yang mampu menunjukkan sebagai jabatan yang
professional.
Karakteristik profesionalisasi yang melandasi dan tercermin pada
praktik profesional adalah sebagi berikut :
a. Terbuka terhadap perubahan
b. Menguasai dan menggunakan pengetahuan teoritis
c. Mampu menyelesaikan masalah
d. Mengembangkan diri secara terus menerus
e. Mempunyai pendidikan formal
f. Ada system pengesahan terhadap kompetensi
g. Legalisasi standar praktik profesional
h. Melakukan praktik dengan memperhatikan etika
i. Mempunyai sangsi hukum terhadap malpraktik
j. Memberikan pelayanan kepada masyarakat
k. Memperbolehkan praktik otonom
Demikian pula pendapat Scum.E.H.(dalam makalah Ma’arif Husen)
menyebutkan bahwa karakteristik professional adalah :
a) Berbeda dengan amatir, terikat pekerjaan seumur hidup yang
merupakan sumber penghasilan utama.
b) Mempunyai pilihan kuat untuk pemilihan karir profesinya dan
mempunyai komitmen seumur hidup yang mantap terhadap karirnya.
c) Mempunyai kelompok ilmu pengetahuan dan ketrampilan khusus
melalui pendidikan dan pelatihan yang lama.
d) Mengambil keputusan demi kliennya berdasarkan prinsip-prinsip
dan teori.
e) Berorientasi pada pelayanan yang menggunakan keahlian demi
kebutuhan khusus klien.
f) Pelayanan yang diberikan pada klien berdasarkan kebutuhan klien.
g) Mempunyai otonomi dalam mempertahankan tindakan.
h) Membuat perkumpulan untuk profesi.
i) Mempunyai kekuatan dan status dalam bidang keahliannya dan
pengetahuan mereka dianggap khusus.
j) Dalam memberikan pelayanan tidak boleh advertensi dalam mencari
Klien. ( Mufdlilah, dkk. 2012 )
2.3 Jabatan Profesional Bidan

Jabatan profesional adalah jabatan yang dibedakan dari jenis pekerjaan
yang menuntut dan dapat dipenuhi melalui pembiasaan melakukan
keterampilan tertentu (magang, keterlibatan langsung dalam situasi kerja
dilingkungannya dan keterampilan kerja sebagai warisan orang tuanya atau
pendahulunya).
Menguasai visi yang mendasari keterampilannya yang menyangkut
wawasan filosofi, pertimbangan rasional dan memiliki sikap yang positif dalam
melaksanakan serta mengembangkan mutu kerjanya (T. Rahajon 1980)
2.3.1 Bidan adalah Jabatan Profesional
Disebut jabatan profesional karena :
a. Disiapkan melalui pendidikan agar lulusannya dapat mengerjakan
pekerjaan yang menjadi tanggung jawabnya, dan kemampuannya
diperoleh memalui jenjang pendidikan
b. Dalam menjalankan tugasnya bidan mempunyai alat yang
dinamakan kode etik dan etika bidan
c. Bidan memiliki kelompok pengetahuan yang jelas dalam
menjalankan profesinya
d. Memiliki kewenangan dalam menjalankan tugasnya ( Kep Menkes
900/VII/2002 )
e. Memiliki organisasi profesi
f. Memiliki karakteristik khusus, dan dikenal serta dibutuhkan
masyarakat
g. Menjadikan bidan sebagai sumber utama kehidupan
2.3.2 Persyaratan Bidan sebagai Jabatan Profesional
a) Memberikan pelayanan kepada masyarakat yang bersifat khusus
atau spesialis
b) Melalui jenjang pendidikan yang menyiapkan bidan sebagai tenaga
profesional
c) Keberadaannya diakui dan diperlukan oleh masyarakat.
d) Mempunyai kewenangan yang disahkan atau diberikan oleh
pemerintah
e) Mempunyai perandan fungsi yang jelas
f) Mempunyai kompetensi yang jelas dan terukur
g) Memiliki organisasi profesi sebagai wadah
h) Memiliki kode etik kebidanan
i) Memiliki etika kebidanan
j) Memiliki standar pelayanan
k) Memiliki standar praktek
l) Memiliki standar praktek yang mendasari dan mengembangkan
profesi sesuai dengan kebutuhan
m) Memiliki standar pendidikan berkelanjutan sebagai wahana
pengembangan kompetensi (Mufdlilah, dkk. 2012)
2.3.3 Perilaku Profesional Bidan

Bidan sebagai tenaga profesional harus mempunyai perilaku yang
mencerminkan keprofesionallnya, adapun perilaku profesional bidan
antara lain :
a) Dalam melaksanakan tugas berpegang teguh pada filosofi, etika
profesi dan aspek legal.
b) Bertanggung jawab dan mempertanggung jawabkan keputusan
klinis yang dibuatnya.
c) Senantiasa mengikuti perkembangan pengetahuan dan kemampuan
mutakhir secara berkala.
d) Menggunakan cara pencegahan universal untuk penyakit, penularan
dan strategi pengendalian infeksi.
e) Melakukan konsultasi dan rujukan yang tepat dalam memberikan
asuhan kebidanan.
f) Meghargai budaya setempat sehubungan dengan praktek kesehatan,
kehamilan, kelahiran, periode pasca persalinan, bayi baru lahir dan
anak.
g) Menggunakan model kemitraan dalam bekerja sama dengan kaum
wanita/ibu agar mereka dapat menentukan pilihan yang telah
diinformasikan tentang semua aspek asuhan, meminta persetujuan
secara tertulis sepaya mereka bertanggung jawab atas kesehatannya
sendiri.
h) Menggunakan keterampilan komunikasi.
i) Bekerjasama dengan petugas kesehatan lain untuk meningkatkan
pelayanan kesehatan kepada ibu dan keluarga.
j) Advokasi terhadap ibu dalam tatanan pelayanan. (Mufdlilah, dkk.
2012)
2.3.4 Ciri-ciri jabatan profesional

a. Bagi pelakunya secara nyata dituntut berkecakapan kerja sesuai
dengan tugas-tugas khusus serta tuntutan dari jenis jabatannya
b. Kecakapan atau keahlian seseorang pekerja profesional bukan
sekedar hasil pembiasaan atau latihan rutin yang terkondisi, tetapi
perlu didasari oleh wawasan keilmuan yang mantap
c. Pekerja profesional dituntut berwawasan sosial yang luas sehingga
pilihan jabatan serta kerjanya didasari oleh kerangka nilai tertentu,
bersikap positif terhadap jabatan dan perannya dan bermotivasi serta
berusaha untuk berkarya sebaik-baiknya
d. Jabatan profesional perlu mendapat pengesahan dari masyarakat dan
atau negaranya. Jabatan profesional memiliki syarat-syarat serta
kode etik yang harus dipenuhi oleh pelakunya.
Sehubungan dengan profesionalisme jabatan bidan, perlu
dibahas bahwa bidan tergolong jabatan profesional. Jabatan dapat
ditinjau dari duaspek, yaitu jabatan struktural dan jabatan fungsional.
Jabatan struktural adalah jabtan yang secara tegas ada dan diatur
berjenjang dalam suatu organisasi, sedangkan jabatan fungsional adalah
jabatan yang ditinjau serta dihargai dari aspek fungsinya yang vital
dalam kehidupan masyarakat dan negara. Selain fungsi dan perannya
yang vital dalam kehidupan masyrakat, jabatan fungsional berorientasi
kualitatif. Dalam konteks inilah jabatan bidan adalah jabatan fungsional
profesional, dan wajarlah apabila bidan tersebut mendapat tunjangan
fungsional. (Mufdlilah, dkk. 2012)
2.4 Organisasi Profesi

2.4.1. Ikatan Bidan Indonesia (IBI)
Dalam sejarah Bidan Indonesia menyebutkan bahwa 24 Juni 1951
dipandang sebagai hari lahir IBI. Pengukuhan hari lahirnya IBI tersebut
didasarkan atas hasil konferensi bidan pertama yang diselenggarakan di
Jakarta 24 Juni 1951, yang merupakan prakarsa bidan-bidan senior
yang berdomisili di Jakarta.
Konferensi bidan pertama tersebut telah berhasil meletakkan
landasan yang kuat serta arah yang benar bagi perjuangan bidan
selanjutnya, yaitu: mendirikan sebuah organisasi profesi bernama
Ikatan Bidan Indonesia (IBI) berbentuk kesatuan, bersifat Nasional,
berazaskan Pancasila dan Undang-Undang Dasar 1945.
IBI yang seluruh anggotanya terdiri dari wanita telah diterima
menjadi anggota Kongres Wanita Indonesia (KOWANI) pada tahun
1951, hingga saat ini IBI tetap aktif mendukung program-program
KOWANI bersama organisasi wanita lainnya dalam meningkatkan
derajat kaum wanita Indonesia. Selain itu sesuai dengan Undang-
undang RI No.8 tahun 1985 tentang organisasi kemasyarakatan, maka
IBI dengan nomor 133 terdaftar sebagai salah satu Lembaga Sosial
Masyarakat di Indonesia. Gerak dan langkah IBI di semua tingkatan
dapat dikatakan semakin maju dan berkembang dengan baik. Sampai
dengan tahun 2003, IBI telah memiliki 30 pengurus daerah, 342 cabang
IBI (di tingkat Kabupaten / Kodya) dan 1,703 ranting IBI (di tingkat
kecamatan) dengan jumlah anggota sebanyak 68,772 orang.
Tujuan IBI adalah sebagai berikut :
1. Menggalang persatuan dan persaudaraan antara sesama bidan serta
kaum wanita pada umumnya dalam rangka memperkokoh persatuan
bangsa.
2. Membina pengetahuan dan keterampilan anggota dalam profesi
kebidanan khususnya dalam pelayanan KIA serta kesejahteraan
keluarga.
3. Membantu pemerintah dalam pembangunan nasional, terutama
dalam meningkatkan derajat kesehatan masyarakat.
4. Meningkatkan martabat dan kedudukan bidan dalam masyarakat.
Visi dan Misi IBI antara lain :
1. Membentuk organisasi Ikatan Bidan Indonesia yang bersifat
nasional, sebagai satu-satunya organisasi yang merupakan wadah
persatuan dan kesatuan bidan di Indonesia.
2. Pengurus besar IBI berkedudukan di Jakarta atau dimana pusat
pemerintahan berada
3. Meniadakan bidan kelas satu maupun bidan kelas dua, yang ada
hanya bidan
4. Membentuk pengurus didaerah-daerah. Dengan demikian organisasi
/ perkumpulan yang bersifat lokal yang ada sebelum konferensi ini
semuanya membubarkan diri dan selanjutnya menjadi anggota
cabang yang dikoordinir oleh pengurus daerah tingkat propinsi.
5. Bidan harus bekerja sesuai dengan profesi, apabila bekerja dibidang
perawatan harus mengikuti pendidikan perawat selama dua tahun,
demikian apabila perawata bekerja di kebidanan harus mengikuti
pendidikan bidan selama dua tahun.
2.4.2 International Confederation of Midwifes (ICM)

ICM merupakan organisasi kebidanan dari berbagai negara (60
negara) yang markas besarnya berada di London Inggris. Tujuan umum
dari ICM yaitu memperbaiki standar pelayanan kebidanan pada ibu bayi
dan keluarga dan pendidikan yang berguna untuk peningkatan
profesionalisme. Sedangkan tujuan khusus dari ICM adalah:
1. Memperbaiki standar asuhan kepada ibu, bayi, dan keluarga
diseluruh dunia.
2. Meningkatkan penerapan asuhan kebidanan.
3. Mengembangkan peranan kebidanan sebagai praktisi profesional
dengan hak-haknya sendiri.
4. Meningkatkan secara global potensi dan nilai kebidanan untuk
menurunkan morbiditas dan moetalitas ibu dan bayi.
2.4.3 Association of Radical Midwifes (ARM)

ARM adalah organisasi yang beranggotakan para bidan,
mahasiswa bidan pada komite UK (United Kingdom) untuk
memperbaiki pelayanan kesehatan. Tujuan dari ARM adalah agar dapat
melakukan tukar wawasan, pendapat, keterampilan dan informasi
dengan kolega dan pasien untuk membantu bidan mengembangkan
perannya agar dapat memperoleh jaminan untuk berpartisipasi aktif
dalam pelayanan maternitas selain itu ARM juga memberikan
dukungan kepada para bidan dalam memberikan pelayanan yang
berkesinambungan, menggali pola pelayanan alternatif dan
mengevaluasi perkembangan lingkup praktek kebidanan.
BAB III
ANALISA JURNAL
3.1 ANALISA JURNAL 1
JUDUL : HOW DO MIDWIVES IN SLOVENIA VIEW THEIR

PROFESSIONAL STATUS !
BY : Mivšek P, Pahor M, Hlebec V, Hundley V (2015) How do midwives
in Slovenia view their professionalstatus? Midwifery (early online)
http://www.sciencedirect.com/science/article/pii/S0266613815002260
Pendahuluan : Perawatan kebidanan telah diidentifikasi sebagai

komponen penting dari ibu dan kualitas tinggi tentang sistem perawatan
kesehatan bayi baru lahir (Renfrew et al, 2014), namun di beberapa negara
peran bidan masih dipertanyakan. dengan pemikiran ini, jurnal ini membahas
masalah kebidanan sebagai profesi dari konteks sistem perawatan kesehatan
di Slovenia. Profesionalisme menarik bagi kelompok pekerjaan karena
menyediakan mereka dengan status khusus ini, tetapi juga menarik pengguna
layanan, karena meningkatkan kualitas layanan (Fournier, 1999). Interpretasi
dari profesionalisme mencakup banyak aspek dan beragam. Selain
berdasarkan karakteristik individu dan nilai-nilai, itu sebagian besar
didefinisikan juga oleh konteks (seperti dukungan organisasi, tempat kerja,
harapan orang lain, dan spesifikasi pengguna layanan) (Kesehatan dan
perawatan dewan profesi, 2014).
Tujuan : untuk mengeksplorasi pandangan para bidan di Slovenia tentang

status profesional bidan mereka.
Kebidanan di slovenia : Di Slovenia kebidanan masih berjuang untuk

meraih pengakuan sebagai suatu profesi . Menurut International
Confederation of Midwives (2011), secara independen menentukan dan
mengendalikan standar untuk pendidikan, peraturan dan praktik. . Setelah
kelahiran Perang Dunia Kedua di Slovenia dialihkan dari rumah ke rumah
sakit (Rožman, 2004) yang berada di bawah kontrol profesi medis dan di
mana peran independen bidan secara perlahan diubah menjadi peran perawat
kebidanan. Pendidikan kebidanan didirikan kembali pada tahun 1996 pada
tingkat diploma dengan yang pertama bidan lulus pada tahun 2000. Para bidan
ini menyelesaikan program tiga tahun dan harus lakukan masa percobaan
sembilan bulan (suatu periode bekerja di bawah pengawasan). Selama ini
masa percobaan bidan bekerja dengan seorang mentor. Mereka belum
mandiri dan tidak dapat bertanggung jawab penuh atas aktivitas profesional
mereka. Setelah 9 bulan masa percobaan mereka mengikuti ujian nasional di
Kementerian Kesehatan. Jika mereka lulus ini praktis dan teoritis ujian,
mereka bisa bekerja secara mandiri. Pada tahun 2004, ketika Slovenia
bergabung dengan Uni Eropa,Program kebidanan dilaksanakan sesuai dengan
arahan Uni Eropa . Masa percobaan dihapus pada Desember 2008, ketika
bidan pertama dari Program studi yang diimplementasikan Uni Eropa lulus.
Dengan program ini, para lulusan memperoleh lisensi dengan ijazah mereka.
Namun pada saat survei, masih ada beberapa individu dalam pengaturan
klinis yang diperlukan untuk menyelesaikan masa percobaan mereka untuk
menjadi dianggap kompeten untuk berlatih. Pendidikan kebidanan juga
belum ditetapkan di tingkat magister atau doktoral. Seperti yang dinyatakan
sebelumnya, lulusan biasanya dipekerjakan di ruang persalinan dan
perawatan antenatal yang masih dikendalikan oleh profesi lain yaituoleh
sistem perawatan kesehatan nasional. Bidan di Slovenia masih belum
memiliki undang-undang kebidanan nasional untuk menentukan cakupan
prakteknya. Daftar profesional didirikan pada 2007 oleh Asosiasi
Keperawatan dan Kebidanan Nasional. Sebelum 2007 bidan (dan perawat)
tidak terdaftar. Namun pada tahun 2010, Departemen Kesehatan tidak
memperbarui yurisdiksi perizinan dan mendaftar, dan Asosiasi Keperawatan
dan Kebidanan kehilangan kompetensi untuk dikelola pendaftaran.
Akibatnya daftar para profesional masih belum lengkap.
Kesimpulan :
Berdasarkan pembahasan kelompok tentang bidan sebagai suatu profesi dan
setelah dibandingkan dengan temuan jurnal pada tahun 2015 ini bahwa dapat
disimpulkan :
Kebidanan Slovenia tidak dapat ditentukan untuk menjadi profesi pada saat
ini. Profesi kebidannya masi berada dan dipegang oleh sistem perawat
nasional. Dan rekomendasi untuk praktek yang berasal dari temuan
penelitian adalah bahwa ruang lingkup praktek kebidanan dan tanggung
jawab otonom harus didefinisikan ulang. Peran dari bidan perlu diperluas
setidaknya mencakup lingkup praktik yang ditetapkan oleh UE .
Kebidanan kebidanan harus didorong oleh bidan sendiri, karena berhasil
terbukti oleh beberapa negara (Kornelsen dan Carty, 2004). 'Profesionalisasi
dari dalam', di mana inisiatif muncul dari kelompok profesional itu sendiri
(McClelland, 1990), menghasilkan identitas profesional yang lebih kuat dan
afiliasi dengan profesi (Evetts, 2003). Namun, penegakan suatu pekerjaan
sebagai profesi harus dikonfirmasi juga oleh masyarakat dan terkait profesi,
oleh karena itu ruang lingkup praktik kebidanan harus didefinisikan sesuai
dengan dokter kandungan dan perawat.
Berbeda dengan indonesia, bidan di Slovenia merasa bahwa nilai-nilai
profesinya terancam oleh profesi lain dalam sistem perawatan kesehatan.
Bahwa dalam negosiasi untuk yurisdiksi otonom, bidan mungkin harus
memiliki asosiasi profesional mereka sendiri, yang akan lebih aktif secara
politik dan mempromosikan profesi di depan umum. Sedangkan diindonesia
terdapat perbedaan yang jelas antara profesi keperawatan dan profesi
kebidanan dimana keduanya diatur oleh uu yang berbeda, organisasi yang
berbeda, dan memiliki batas-batas pengetahuan sikap keterampilan yang
tegas antara keduanya. Namun ini tidak terjadi di Slovenia karena kurangnya
guru serta pendidikan kebidanan. Penelitian lebih lanjut diperlukan untuk
mengidentifikasi rintangan dalam hal ini. Ini adalah studi pertama tentang
profesionalisme kebidanan di Slovenia yang memberikan wawasan pada
pendapat dari bidan Slovenia. Kesadaran sikap-sikap ini sangat penting untuk
dilakukan strategi mengenai pengembangan profesional masa depan praktik
kebidanan, pendidikan dan kebijakan.
BAB IV
PENUTUP
4.1 Kesimpulan
Kebidanan sebagai profesi merupakan komponen yang paling penting
dalam meningkatkan kesehatan perempuan. Dalam menjalankan tugasnya
bidan harus mempunyai karakter jujur,cerdas, tangguh peduli, bersikap
profesional terhadap tugasnya dengan memiliki kemampuan kritisi masalah
yang baik. Mampu mengambil keputusan sesuai dengan kode etik
dan evidence base yang berlaku dengan mementingkan kesejahteraan ibu dan
bayi.
Kemampuan kecerdasan sosialisasi sangat dibutuhkan bidan dalam
mengelola masalah yang timbul di masyarakat. Sehingga bidan bisa diterima
idenya dengan baik di ingkungan masyarakat.
Bidan sebagai pekerja professional dalam menjalankan tugas dan
praktiknya bekerja berlandaskan pandangan filosofis yang dianut, keilmuan,
metode kerja, standar praktik pelayanan serta kode etik yang dimiliki yang
diatur oleh organisasi profesinya yaitu Ikatan Bidan Indonesia
4.2 Saran
1. Bagi Bidan
Diharapkan bidan dapat berpartisipasi secara aktif dalam organisasi

dan mampu melaksanakan tugas dan kewajibannya sesuai dengan etika
profesinya agar bisa menjadi tenaga yang profesioanal.
2. Bagi Organisasi Profesi
Diharapkan agar terus berupaya mengembangkan pelayanan dan

pengetahuan bagi semua Bidan secara adil dan merata sehingga mampu
menjadi profesi yang bertanggung jawab terhadap profesionalisme seorang
bidan.
3. Bagi Pemerintah
Berupaya secara terus menerus dalam mendukung profesi Bidan

dengan cara meningkatkan kualitas SDM Bidan melalui penyediaan fasilitas
pendidikan yang bermutu, penyediaan fasilitas pelayanan kinerja bidan di
dalam masyarakat yang bermutu dan merata.
DAFTAR PUSTAKA
Heryani, Reni. 2011. Buku Ajar Konsep Kebidanan. Jakarta : CV. Trans Info
Media.
Marshall, Jayene, Raynor, Maureen. 2014. Myles textbook For Midwives. Churchill
Livingstone Elsevier.
Mufdlilah, dkk. 2012. Konsep Kebidanan. Yogyakarta : Nuha Medika.
Mesimusfindawati. 2018. Organisasi kebidanan dalam dan luar negeri.

(https://mesimusfindawati.files.wordpress.com/). Diakses tanggal 29 september
2018
Mivsek, dkk. 2015. How do midwives in Slovenia view their professionalstatus?

Midwifery (early online).
(http://www.sciencedirect.com/science/article/pii/S0266613815002260). Diakses
tanggal 30 september 2018
Pairman, Sally, dkk. 2015. Midwifery : preparation for practic. New Zealand :
Elsevier Australia.
Soepardan, Suryani. 2008. Konsep Kebidanan. Jakarta : EGC.

Mivšek P, Pahor M, Hlebec V, Hundley V (2015) How do midwives in Slovenia
view their professional
status? Midwifery (early online)
1
HOW DO MIDWIVES IN SLOVENIA VIEW THEIR PROFESSIONAL
STATUS?
Abstract
Objective: The aim of the study was to explore Slovenian midwives’ views of their
professional status. The influence of participants’ educational background on their
views wasalso examined, since higher education is related to professionalism.
Design: This was a quantitative descriptive survey, using postal data collection. The
questionnaire comprised of six elements crucial for professionalism - three
elements distinctive of “old” professionalism (power, ethics, specific knowledge)
and three characteristics of “new” professionalism (reflective practice, inter-
professional collaboration and partnership with users).
Participants: A total of 300 midwives who were registered in a national register of
nurses and midwives at the time of the study. The response rate was 50.7% (152
returned the questionnaire). Participants that were on a probationary period were
excluded, leaving 128 questionnaires for analysis (43%). Some 40.9% participants
had secondary midwifery education, 56.7% had higher midwifery education and
only few (2.4%) finished postgraduate education.
Findings: The majority of participants did not consider midwifery to be a specific
profession. Midwives with secondary education were more likely to consider
practical skills to be important than theoretical midwifery knowledge. In general
midwives did not feel enabled to practice autonomously; and this caused them to
face ethical dilemmas when aiming to fulfil women’s wishes. All participants with
midwifery secondary school education thought that obstetrics jeopardizes
midwifery scope of practice, but only half of the BSc participants thought this. One
fifth of all participants estimated that midwifery is also threatened by
nursing. The respondents reported feeling a lack of control over their professional
activity and
policy making, however the majority of midwives claimed that they were willing
to take on more responsibility for independent practice.
Key conclusions: Slovenian midwifery cannot be considered to be a profession yet.
It faces several hindrances, due to its historical development.
Implications for practice: In order to develop a specific professional identity for
midwives, the content and structure of education should be analysed and changed
in order to improve socialisation and professionalism. In clinical settings, the scope
of midwifery practice and responsibilities, as defined by EU directives, should be
agreed by all professional groups.
Key words: new professionalism, old professionalism, midwifery, Slovenia.
view their professional status? Midwifery (early online)
http://www.sciencedirect.com/science/article/pii/S0266613815002260 2
Introduction
Midwifery care has been identified as an essential component of high quality
maternal and newborn health care systems (Renfrew et al, 2014), yet in some
countries the midwife’s role is still questioned. The recent Lancet series on
midwifery care identified a framework that set out the scope of midwifery care
(Renfrew et al, 2014), identified the impact (Homer et al, 2014), and provided a
tool for assessment (Van Lerbergh et al, 2014). However, the series recognised that
in many countries there is still work to do if midwifery is to be seen as an
autonomous profession (Renfrew et al, 2014); with this in mind, this paper explores
the issue of midwifery as a profession from the context of the Slovenian health care
system. Professionalism is connected with the quality of services and with a strong
morality of the professionals involved (Abbott and Meerabeau, 1998). People trust
professionals because of their expert knowledge and faith in their altruism
(Schwirian, 1998), and this is especially important when discussing those
professionals involved in health care. With public confirmation, based on trust,
professionals gain special status in society, and this provides them with autonomy
and respect (Freidson, 1988). Professionalism is attractive to occupational groups
since it provides them with this special status, but it is also attractive to service
users, because it increases the service quality (Fournier, 1999). Interpretation of
professionalism encompasses many and varied aspects. Besides being based on
individual characteristics and values, it is largely defined also by context (such as
organisational support, workplace, expectations of others, and the specifics of the
service users) (Health and care professions council, 2014).
Professionalisation
Professionalisation, is a collective strategy used by an occupational group to gain
the status of a profession (Larson, 1977; Turner, 1995). Approaches to defining an
occupational group as a profession vary (Adams, 2003). The most well-known is
the trait approach, which lists the characteristics that an occupational group needs
to attain in order to gain the status of a ‘profession’. The most commonly quoted
attributes of a profession were summarized by Turner (1995) as:
- expert esoteric body of knowledge, specific for the professional group;
- autonomy that sets the grounds for jurisdiction on a certain field of practice and
imparts to professionals social power;
- and ethical considerations.
These elements are defined as elements of ‘old professionalism’, since they
describe the characteristics of traditional professions (medicine, law and theology).
Some claim that these professions gained their status in different social conditions
(Leicht and Fennell, 2001) and as a result the defining elements are inadequate for
current occupational groups that would like to become professions today.
According to some authors (Evetts, 2010; Snoek, 2010; Davies, 1996) the situation
in post-modern society is different; authority and hierarchy of traditional
professions are no longer appropriate. New characteristics of professions have
emerged, such as:
- inter-professional collaboration;
- partnership with users;
- and reflective practice.
These characteristics bring about the so called ‘new professionalism’ (Davies,
1998).
3 These six elements of professionalism, three old and three new, were the
theoretical basis for the study performed and described below.
Knowledge
The basic characteristic of a profession is a highly specialised abstract knowledge
(Freidson, 2001) that has to be gained through a university education (Abbot, 1988;
Evetts, 2003). The activity of professionals is usually not manual; but when it is,
the professional is usually highly responsible and deals with patients’ bodies, as in
the case of medicine (MacDonald, 1995). Theoretical knowledge is more highly
valued (Freidson, 2001). This theoretical knowledge needs to be specific – only
professionals from certain groups can solve users’ problems; and as a result
professions are important for society (Leicht and Fennell, 2001). Because this
knowledge defines the profession, members of the profession are proud of it and
develop it further within the professional group. Ethics Every profession needs to
develop a professional code of conduct to reassure society that they are behaving in
a moral manner, since professions serve to provide for the public well-being.
However, the existence of a professional code alone is not a satisfactory assurance;
the ideology behind the code must also be instilled in the minds of professionals
(Freidson, 2001). Professional associations play a major role in the evaluation of
their members’ work and sanction members for inappropriate acts (Turner, 1995).
The public trusts professionals and grants them respect (Evetts, 2006) and this gives
them jurisdiction over a certain scope of practice.
Autonomy
Professionals work independently in their field of work and need specific
competencies in order to practise (Fourner, 1999). They take responsibility for the
outcomes of this practice. Professional associations supervise them (Freidson,
2001), because only members of a professional group are capable of verifying the
appropriateness of another individual’s professional work. Professionals have a
strong affiliation to their profession (Rainey, 2005) and internalise professional
values (Gabe at al., 2004). Society trusts the professional group (Flemming, 1998)
and the professional group is also appreciated by other professionals.
Inter-professional collaboration
In order to collaborate inter-professionally, professional groups need to be mutually
respectful. The collaboration is based on the feeling of equality (Crozier, 2003); if
one profession feels threatened by another, the opportunity to collaborate is weaker
(Hartley, 2002). Good cooperation among professionals improves their satisfaction
at work (Keleher, 1998) and empowered professionals more easily leave control to
the users (Halliday, 2002).
Partnership with users
Only active users, that have a feeling of control, can establish partnerships with
professionals. Informed decisions are therefore crucial in order to gain an equal
position within a relationship (Richards, 1982; Calnan and Rowe, 2008). However
in order to leave control to the user, the professional has to be empowered and
autonomous in professional decisions (Rodwell, 1996).
4 Reflective practice
The users’ estimation of professional work is important in the partnership; however
the professional’s actions must also be self-evaluated through the process of
reflection (Plack and Greenberg, 2005) and in a group that offers peer-support. As
a consequence, Epstein and Hundert (2002) claim that reflective practice is crucial
for professional development. This paper describes a study that aimed to apply all
of these elements of professionalisation to Slovenian midwifery. Since midwifery
has a different historical development to that of medicine (Witz, 1992; Symonds
and Hunt, 1996; Lupton, 2006) it was anticipated that midwifery would identify
more strongly with the elements of ‘new’ professionalism.
Slovenian midwifery
It is worth first considering the specific situation of midwifery within the Slovenian
context; a situation that is common to many East European countries, because they
underwent a similar historical development (Stromerova, 2012; Fleming and
Holmes, 2005).
Slovenia is a small country, with approximately 21,000 births per year (Euro-
Peristat, 2010). It has a low neonatal mortality rate; in 2010 the perinatal mortality
rate was 2.71 per 1000 live births (RS UKOM, 2012). In the years from 2006-2010
the maternal mortality ratio was 14.6 per100.000 live births (MFZFD, 2015).
Despite having a caesarean section rate still under 20% in 2010 (Euro-Peristat,
2010), the country has seen a rise in this obstetric intervention in the past few years.
In Slovenia midwifery still struggles to attain recognition as an autonomous
profession that should, according to the International Confederation of Midwives
(2011), independently determine and control the standards for education, regulation
and practice. Despite a strong tradition of midwifery, different historical turning
points have meant that midwives in Slovenia are not autonomous (Mivšek, 2015).
After the Second World War birth in Slovenia was redirected from the home to
hospitals (Rožman, 2004) that were under the control of the medical profession and
where the independent role of the midwife was slowly converted into the role of an
obstetric nurse. In 1980 the midwifery (secondary) school that had educated
midwives since 1753 was closed. The result was a shortage of midwives within a
few years of the closure. Midwives were therefore redirected to work in delivery
rooms. Antenatal care was taken over by gynaecologists and obstetricians, postnatal
care by nurses
(Mivšek, 2015). This fragmented system of maternal and newborn care does not
offer the interdisciplinary and integrated approach to skilled care recommended by
Renfrew et al (2014).
Midwives who finished secondary education are still present in the delivery rooms
in Slovenia. Their scope of practice and responsibilities are the same as the
competencies of BSc midwives, who graduated from 2000 on.
Midwifery education was re-established in 1996 on a diploma (BSc) level, with the
first midwives graduating in 2000. These midwives finished the three year
programme and had to do a nine month probation period (a period working under
supervision). During this probationary period the midwives worked with a mentor.
They were not yet autonomous and could not take full responsibility for their
professional activity. After 9 months of probation
5 they sat a national exam at the Ministry of Health. If they passed this practical
and theoretical exam, they could work independently. In 2004, when Slovenia
joined the EU, the midwifery programme was implemented according to the EU
directives (the practice of a probationary period was included in the programme;
however it remained a 3-year programme). New contents were added on a
theoretical level (biochemistry, biophysics, embryology etc.) and also practical
training in simulation rooms (suturing of the perineum, examination of the
newborn, managing breech deliveries, management of healthy pregnant and
postpartum women etc.), however students rarely have an opportunity to practice
these skills in clinical settings (there they are still performed by doctors or nurses).
The probationary period was abolished in December 2008, when the first midwives
from the EU implemented study programme graduated. With this programme
graduates gained a licence with their diploma. However at the time of the survey,
there were still some individuals in the clinical settings that needed to finish their
probationary period in order to be considered competent to practice. Midwifery
education was always direct entry; however a lot of obstetricians and nurses teach
in the programme, because the midwifery profession has only a few academics.
Midwifery education is also not yet established at masters or doctoral level. As
previously stated, graduates are usually employed in the delivery rooms, because
antenatal and postnatal care is still controlled by other professions. Today,
midwives still work only in the institutions of the national health care system, where
midwifery is usually subordinate to medicine (Mivšek, 2015). Looking from this
perspective it might be expected that midwives in the study would report a low level
of perceived professionalism, but since higher education is supposed to enhance
professionalism, we anticipated that the answers from participants with BSc level
or postgraduate education might differ. Midwives in Slovenia still lack national
midwifery legislation to define their scope of practice. A joint association of nurses
and midwives governs midwifery practice, but midwives are in the minority. The
register of professionals was established in 2007 by the National Nursing and
Midwifery Association. Prior to 2007 midwives (and nurses) were not registered.
However in 2010 the Ministry of Health did not renew the jurisdiction of licencing
and registering, and the Nursing and Midwifery Association lost the competency to
manage the register. As a result the register of professionals is still not complete.
Aims and objectives The aim of the study was to determine how Slovenian
midwives view the professional status of Slovenian midwifery, according to the
elements of ‘old’ and ‘new’ professionalism. The research questions which led our
study were:
Which elements of professionalism are present in Slovenian midwifery?
Is perception of the elements of professionalism different according to the level
of education of the midwives?
Methods
A deductive approach was adopted, involving a descriptive method in order to gain
insight into the current situation regarding professionalism in Slovenian midwifery.
6 Research design
This was a survey that used a postal questionnaire sent to Slovenian midwives
working in practice and education.
Research tool
We tried to attain better reliability and validity of the research tool by using
questions from an existing research tool (Hampton and Hampton, 2000, 2004). We
used these questions to test the elements of ‘old’ professionalism and translated
them into Slovenian. Questions for testing the elements of ‘new’ professionalism
were derived from a literature review. Terminology within the questionnaire was
adapted for Slovenian circumstances (for example the term “nurse-midwives” was
changed to “midwives”). The questionnaire was discussed with the PhD supervisors
who advised on the development of the research tool and in the
survey process. Expert review of the research tool is said to improve content validity
(Polit et al., 2001). It was tested with six midwives who had different educational
backgrounds to assess comprehension of the questions. No ambiguity was
expressed; therefore no changes were made. The final version of the questionnaire
was composed of two main parts. In the first part, demographic data were collected,
while in the second part we gathered midwives’ opinions regarding midwifery
professionalism. On the basis of the six elements of professionalism (three
elements of ‘old’ and three elements of ‘new’), six matrices of statements were
formed and agreement measured with a 4-point Likert scale that did not allow a
neutral response; participants had to opt for agreement or disagreement. This
encourages the participants, called floaters, who always opt for the neutral option
where it is given (Neuman, 2006).
Sampling and data collection
When the study was performed, the national register of nurses and midwives was
not introduced completely; only 300 midwives were registered at the time.
Challenges in maintaining the register continue and therefore it is still practically
impossible to estimate the population of Slovenian midwives. All registered
midwives at the time of the survey, were selected as participants. According to the
most optimistic estimations regarding the number of midwives in Slovenia (654
members of midwifery as stated by the World Health Organization (2006)) that
meant 45.9% of the population. Data were collected by postal questionnaires sent
in 2008 and 2009. Participants returned their responses in the envelopes provided.
During the data collection phase, one written reminder was sent to all participants.
The response rate was 50.7% (N=152). Participants that were on a probationary
period were excluded leaving 128 questionnaires for the analysis (43%). These
exclusions were the individuals described above who still had to finish their
probationary period in order to be competent to practice.
Ethics
The researcher followed the principles of research ethics, to maintain the integrity
of the participants. The addresses of the participants were obtained from the
National Nursing and Midwifery Association that held the register of midwives in
Slovenia at that time. In order to gain the association’s consent, the study had to be
presented in their honorary court of arbitration. Midwives were contacted through
the association and were informed that their
7 participation was voluntary and anonymity would be assured. Lack of participant
identifierson the questionnaires, in order to assure the anonymity, meant that
reminders had to be sent toall participants.
Analysis
Data were processed with the SPSS 18 programme. In the process of the analysis
first the basic descriptive statistics were calculated. In the second step crosstabs
were used to identify differences in the opinions of the participants regarding the
elements of professionalism, according to their level of education (chi square test).
Data were divided according to the professionalisation elements of ‘new’ and ‘old’
professionalism. We expected differences in opinions with regard to the level of the
participant’s education, since some researchers claim that a higher level of
education is connected with a higher level of professionalism (Gurney et al., 1997).
Therefore we divided the group into participants who had finished secondary
midwifery education (before 1982) and BSc participants, who finished BSc or
postgraduate education (after 1996).
Findings
The results presented reflect participants’ views regarding the professionalism of
Slovenian midwifery.
Demographic data
The final response rate was 43%. Almost all participants (98.4%) were female (only
twoparticipants were male). With regard to age: 46.7% participants were more than
40 years old, 53.3% aged from 20-40 years. Approximately half of the group
(40.9%) had secondary midwifery education, 57.5% of participants had finished the
undergraduate programme and two participants had finished postgraduate
education. The maternity hospital was the most common place of employment
(64.1%), with most participants working as a midwife in the delivery suite (53.7%).
The next most often quoted place of employment was the community (12.5%). Two
participants were employed in the
midwifery school and four of them in private practice (but not as independent
midwives). Approximately one third (38.7%) of midwives had less than 5 years of
working experience, 29% more than 25 years. Few participants occupied
managerial positions (15.4%).
Data regarding professionalism

The results regarding statements about ‘old’ elements of professionalism are shown
in Table 1. More than half of the midwives (63%) thought practical skills were more
important for the midwifery profession than theoretical knowledge. Almost half of
them (41%) thought that a diploma was not necessary in order to practice
midwifery. The only statistically significant difference between the two educational
groups was seen in answers regarding the necessity of having at least (BSc) diploma
degree to start practicing midwifery ( =17,211, p < 0,001).
8 A lot (59%) of participants were not in favour of direct entry midwifery education,
while slightly less (39%) thought midwifery was a not specific profession, but a
branch of nursing. All participants (100%) claimed that they practiced ethically, but
when it came to evaluating their colleagues’ ethics they were more critical (90%).
Almost all (98%) participants thought that midwifery is important for society and
felt proud to be midwives, however 34% felt that society did not appreciate
midwifery. In contrast, they did feel appreciated by other health professions, who
often seek their professional advice. Still a lot of participants did not feel that they
had professional autonomy and therefore did not feel competent to manage
physiological pregnancy, birth and the postnatal period. The majority (78%) were
willing to take on more professional responsibility in order to practice more
independently. Professional associations have a strong role in establishing the
autonomy of the profession and 67% of participants thought that the Slovenian
Midwifery Association was not proactive enough in promoting midwifery.
Participants’ opinions regarding the elements of new professionalism are presented
in Table 2. Almost all (90%) participants stated that they practice informed decision
making and 74% that they prioritise women’s wishes, however almost three
quarters of them see their lack of independence as an obstacle to fulfilling women’s
wishes. In contrast, a fifth of participants admitted that they felt a lack of control
when practising partnership with women, which could be understood as not wanting
to share decision making with women. The strong agreement with the statement “I
usually quickly recognise the problems of the user and choose the best solution to
solve them” can also be seen as problematic when discussing users’ active
involvement in midwifery care. Participants also felt that other health professionals
could threaten their scope of practice. More than a quarter of participants felt that
nurses (26%) jeopardise midwifery practice, while nearly half felt that doctors
(48%) jeopardise midwifery practice. Despite these feelings, more than 80% of
participants reported that they are still professionally respected by both groups. The
fact that only 32% of participants agreed with the statement “where I work we
regularly discuss our professional work” confirms that midwives themselves do not
have strong professional supervision networks. Low agreement with the statement
“I always verify the quality of my work with superiors”, also acknowledges that.
The participants most often assess the quality of their work with users, but less often
with colleagues or supervisors.
Discussion
Special theoretical knowledge is said to be the base of a profession (Symonds and
Hunt, 1996). Midwifery is associated with more efficient use of resources and
improved outcomes of care when provided by midwives who are educated, trained,
licensed, and regulated, and there is evidence that midwives are most effective when
integrated into the health system, (Renfrew et al., 2014). Experts claim that
midwifery education must be raised to the academic level of MSc or PhD (Pehlke-
Milde et al., 2006). An association between higher degrees and a rise in Mivšek P,
Pahor M, Hlebec V, Hundley V (2015) How do midwives in Slovenia view their
professional status? Midwifery (early online)
9 professionalism was confirmed in this study and mirrors the findings of Hampton
and Hampton (2000). We found that Slovenian midwives, especially those with less
than a diploma (BSc) level of education, think that practical skills are more
important than theory and that diploma level education is not necessary to practise
midwifery. Pahor and Domajnko (2010) state that there is an anti-intellectual stream
of individuals in Slovenian nursing and midwifery. This group have developed a
specific subculture of low-educated members who praise practical skills and
undervalue education. This perception might derive from the fact that midwives in
Slovenia were historically the most autonomous (in the time of community
midwives who were not formally educated) and their practical expertise was the
key to their autonomy. However, some claim that this practical (or traditional)
knowledge that used to lead midwifery to the legitimate autonomy is in opposition
to modern discourses of science and theory (Boje, 1995). Lively debate regarding
the value of degrees in nursing and midwifery is still present in a number of
countries, other than Slovenia (Spencer, 2006; The Guardian, 2015). Kirkham
(1998) claims that midwifery should combine all types of knowing, while others
suggest a more pure scientific way (Pehlke-Milde et al., 2006; Tierney, 1997;
Treacy and Hyde, 1999). In Slovenia midwifery education is direct entry, which is
argued to provide better outcomes and a stronger professional identity (Leap, 2000),
and this enables a better understanding of professional roles. The outcome of direct
entry programmes is said to enhance a midwifery philosophy that promotes
physiology (Lay, 2000; Kornelsen and Carty, 2004). Midwives in the study by
Hampton and Hampton (2000) strongly supported the direct entry midwifery
programme. In our study the majority of the participants did not see midwifery as a
specific expertise, despite the fact that midwifery was always a special and separate
educational course; however they were proud of their profession. The main reason
for this is likely to be the current circumstances of midwifery in Slovenia. At present
Slovenian midwives do not practice all midwifery activities, as defined within the
scope of practice for midwives by the EU directives, and the borders between
nursing, midwifery and obstetrics are often blurred. This has also been found by
studies from other countries with similar situations to Slovenia, due to similar
historical backgrounds (Hresanova, 2007). Midwifery care affects quality of care
for pregnant families, and poor quality care is not just about the absence of services.
There is global concern about the overuse of interventions and increasingly
medicalised care (Renfrew et al., 2014). Midwifery philosophy promotes the
physiology of pregnancy, birth and postpartum. However Slovenian women still
traditionally seek care from a gynaecologist-obstetrician, when they conceive. Only
30% of women who participated in a national study of birth in Slovenia (Mivšek,
2007) realised benefits of receiving antenatal care from midwives. Disappointment
over the current situation can also be seen in our study, and in particular in
participants’ answers regarding midwives’ reputation in society. Almost all of the
participants agreed that midwifery is important for society, which is an important
attribute of professionalism (Hampton and Hampton, 2000), but more than a third
thought that society does not appreciate their work. These results were contrast with
the findings of Hampton and Hampton (2000), where satisfaction with the work and
autonomous practice were strongly connected; participants practised autonomously
and had the feeling that their role was well recognised and respected in society. It
is likely that the Slovenian public is not fully aware of the midwifery profession –
further studies would be necessary to gauge public opinion and see if the public can
differentiate between nurses and midwives. There is some evidence that Mivšek P,
Pahor M, Hlebec V, Hundley V (2015) How do midwives in Slovenia view their
professional status? Midwifery (early online)
10 users in other countries often mistake midwives for nurses (Hresanova, 2007),
since their autonomy and roles in the hospital are similar. All participants claimed
to practice ethically but often felt that they could not fulfil users’ wishes (and might
therefore encounter ethical dilemmas) due to a lack of autonomy. Autonomy is one
of the crucial issues in professionalism (Freidson, 1988; Leicht and Fennell, 2001),
however only 40% of participants in our study felt that they could practice
autonomously. Some even estimated that they were not competent or able to carry
out the basic midwifery competences such as caring for a healthy pregnant,
labouring or postpartum woman and a baby by themselves. Since autonomy is
closely connected with responsibility, it is surprising to find that one fifth of the
participants were happy with the situation and were not willing to take over more
professional responsibility. Accepting responsibility is key to becoming an
independent profession (Fleming, 1998; Symon, 1996). However, midwives who
work in hospitals are often subordinated to medicine or/and nursing (Fleming,
1998), a process that is sometimes promoted even by the midwives themselves
(Bryar, 1995). As a result, some claim that it would be impossible for midwifery to
gain complete independence within these institutions (Baly, 1995; Kirkham, 1998).
An additional factor that may inhibit the autonomy of midwives in Slovenia is the
undefined scope of practice, roles and responsibilities of midwives.
Professionalisation is a political action of a profession and should be driven by a
professional association (Abbott, 1988), but almost three quarters of participants
thought that the midwifery section within the Slovenian Nursing and Midwifery
Association does not provide enough support for their profession. This result is
diametrically opposite to the findings of the study by Hampton and Hampton
(2000). The passive role of professional organisations can also be a hindrance in
asserting midwifery autonomy. One of the explanations is that midwifery in
Slovenia has a joint association with nursing (where midwives are in the minority
and have little political impact). In certain circumstances this can lead to conflict
between the two professions (for example if midwives want to gain back their scope
of practice in relation to postpartum care, which is currently done by nurses). If
midwives feel that they lack power then it is less likely that they will be able to
empower women (Pahor, 2009); however women wish to be more active and to
have more control over what is happening to them and their babies (Cutts et al.,
2003) during pregnancy, birth and postpartum. In low-income and middle-income
countries, users are becoming more demanding; they want high-quality and safe
care during pregnancy and childbirth (Hoope Bender et al., 2014). Women want
health professionals who have clinical knowledge and skills and are at the same
time empathic, and possess interpersonal and cultural competence (Renfrew et al.,
2014). Informed decision-making is an extremely important element in the context
of partnership with women (Lupton, 2006). Participants’ responses regarding their
cooperation with users in our study are controversial. On the one hand they know
that women want to be active in the management of their pregnancy and labour and
they feel that women should be able to decide the care they receive, but one quarter
of participants felt threatened by the loss of control involved in shared decision-
making (diploma level midwives more often than midwives with secondary
education). There was a high level of agreement with the statement “I often see the
problem of a woman and find the best solution to solve it” which may suggest that
all previous answers of participants were socially-desired. The Slovenian national
study of birth (Mivšek, 2007) that explored women’s views and satisfaction with
care in pregnancy, birth and postpartum, showed that women often do not have the
opportunity to make decisions regarding procedures. This may be indicative of the
reluctance of midwives to Mivšek P, Pahor M, Hlebec V, Hundley V (2015) How
do midwives in Slovenia view their professional status? Midwifery (early online)
11 share decision-making with women. Midwives should become aware that users
play a major role in the professionalisation process; thus society defines the level
of autonomy of the profession (Freidson, 1988). The findings in our study regarding
reflective practice, which indicate that midwives most often verify the quality of
their work with users, might demonstrate their growing awareness of the
importance of users’ satisfaction. Besides users’ views, acknowledgement from
other professions is also an important element of professionalism (Adams, 2003).
Midwives in the study estimated that the professional respect for midwifery
demonstrated by nurses and obstetricians was good and that they felt that
cooperation in the health care team where they worked was solid. This is also very
important from the users’ point of view, since good relationships set the working
atmosphere and can consequently also affect women’s satisfaction with care (Pahor,
2009). Hoope Benderet al. (2014) write that to ensure expectations of users
regarding the quality of care, competencies of all health practitioners that work with
pregnant, labouring and postpartum women should be brought together into an
interprofessional team. Equality among cooperative professions is crucial for
collaboration; differences in power negatively affect these relationships (San
Martin-Rodriguez et al., 2005). Some participants in our study expressed feelings
of threat. Since the boundaries of subordinated professions are often challenged
(Leicht and Fennel, 2001), they usually perceive more threat from other
professional groups (Darling and Ogg, 1984; Hartley, 2002). It was obvious that
Slovenian midwives felt that midwifery is threatened by obstetrics, probably due to
the historical subordination of nursing and midwifery by medicine and the fact that
very hierarchical relationships between these professions still remain in East
European countries (Stromerova, 2012). Some midwives even felt that midwifery
is threatened by nursing, which may be due to the fact that the scope of practice
between the professions is not clearly defined and nurses are the profession that
usually occupies management positions in maternity hospitals (Mivšek and Beričič,
2011). This perception of threat could be a reason why midwives so rarely verified
the quality of their work with their superiors (usually nurses) and why they felt that
midwifery practice was being evaluated by other professions. Another reason could
be that Slovenian policy still considers doctors to be responsible for physiological
pregnancy, birth and postpartum. Midwives should take on the responsibility for
the care of women during normal pregnancy, birth and postnatal period. However,
they should also be ready to cooperate in interdisciplinary teams that can offer
specialised care when needed (Sakala and Newburn, 2014). Outcomes are optimal
when care is led by midwives who are educated, licensed, regulated, and integrated
in the health system. Renfrew et al. (2014) found that when obstetricians care for
women during pregnancy, childbirth and postpartum mortality and morbidity rates
improve, however if there are no midwives in the health system, that might also
reduce quality and increase cost. In summary, it could be argued that Slovenian
midwifery has a strong element of professionalism in terms of ethics. In the case of
knowledge, the only statistically significant difference was between undergraduate
and secondary school participants, confirming the findings of previous studies that
suggest raising the educational level results in a rise in the level of professionalism.
The results on collaboration with users remain ambiguous. Weak elements of
Slovenian midwifery professionalism are autonomous practice and professional
confidence (demonstrated by participants reporting a highly perceived threat from
related professions).
12 There are certain limitations of the described study that could potentially affect
the quality of the results. One of the major restraints is the identification of the
sample; because of the lack of a formal midwifery register there are no exact data
on how many midwives in the population have secondary education and how many
have diploma level education and it is hard to estimate therefore whether we used
a representative sample. However, professionalism can be understood to be a
subjective characteristic of the individual professional that influences the general
picture of professionalism of the group (Hampton and Hampton, 2000); so it could
be claimed that the answers of participants that were a part of our sample might
reflect the opinion of the whole population of Slovenian midwives. Although care
was taken to use existing, validated questions within the tool, translation was
limited by resources. One of the improvements of the study could be a double blind
translation of the questionnaire, as suggested by Hampton and Hampton (2000).
Finally, the study explored the issue of professionalism from a quantitative
perspective. Challenges to midwifery autonomy could be investigated in more
specific detail by using qualitative approaches such as focus group interviews.
Conclusion
Slovenian midwifery cannot be determined to be a profession at this point. The
crucial recommendation for practice that derives from the findings of the study is
that the scope of autonomous midwifery practice and responsibilities have to be re-
defined. The role of the midwife needs to be expanded to at least include the scope
of practice set by the EU directives. Currently Slovenian midwifery is mainly
limited to intrapartum care, where it confronts boundaries imposed by obstetrics.
As Horton and Astudillo (2014, p.1075) wrote:
"A frequent view is that midwifery is about assisting childbirth. It is, but it is also
much more than that." The midwifery model of care has been shown to be effective
in terms of improved health outcomes and cost, however education of health-care
professionals and efficient regulation of practice are important prerequisites. In
addition, it is important to create cooperation between care providers and clients
(Hoope Bender et al., 2014). Midwifery professionalisation has to be driven by
midwives themselves, as successfully proven by some countries (Kornelsen and
Carty, 2004). ‘Professionalisation from within’, where the initiative arises from the
professional group itself (McClelland, 1990), results in stronger professional
identity and affiliation to the profession (Evetts, 2003). However, enforcement of
an occupation as a profession has to be confirmed also by society and related
professions, therefore the scope of midwifery practice should be defined in
agreement with obstetricians and nurses. Good collaboration among health
professionals can improve the quality of care for clients (Shamian, 2014), however
collaboration is always considered as a partnership of equals (Hartley, 2002). As
seen in our study the Slovenian midwifery profession feels that its values are
threatened by other professions in the health care system. In order to be well
represented in the negotiations for autonomous jurisdiction, midwives might benefit
by having their own professional association, which would be more politically
active and promote the profession in public. Midwifery education in Slovenia does
not currently achieve a strong professional identity for midwives, despite the long
tradition of a direct entry approach. It might be that students spend too much time
in medicalised practice settings, where the role of the midwife is not promoted
enough. Stone and Arulkumaran (2014) write that in some countries teachers do not
work in clinical settings anymore and that therefore the hidden curriculum of
tradition prevails; Mivšek P, Pahor M, Hlebec V, Hundley V (2015) How do
midwives in Slovenia view their professional status? Midwifery (early online)
13 however this is not the case in Slovenia. It might be that the philosophy of
midwifery care cannot be passed over to graduates, since only a few subjects in the
programme are taught by midwives, because of a lack of midwifery teachers.
Further research is needed to identify the hindrances in this regard. This is the first
study on professionalism of midwifery in Slovenia that gives an insight to the
opinions of Slovenian midwives. The awareness of these attitudes is crucial in order
to make strategies regarding the future professional development of midwifery
practice, education and policy.

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KONSEP KEBIDANAN

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PROGRAM MATRIKULASI STUDI S2 KEBIDANAN

Dalam penulisan makalah ini, kami menyadari masih banyak terdapat

Padang, Oktober 2018

DAFTAR ISI ........................................................................................................ iii

1.1 Latar belakang ....................................................................................... 1

1.2 Rumusan masalah .................................................................................. 2

1.3 Tujuan .................................................................................................... 2

2.1 Pengertian Bidan .................................................................................... 3

3.1 Analisa Jurnal ....................................................................................... 18

4.1 Kesimpulan ............................................................................................ 22

4.2 Saran ...................................................................................................... 22

1.1. Latar Belakang

1.2 Rumusan Masalah

2.1 Pengertian Bidan

2.2 Pengertian Profesi dan profesional

In addition to laying claim to a special knowledge base that is socially

A profession attains and maintains its position by virtue of the

The atributes that characteristic a profession have been described as:

1. A strong level of commitment

2. Long and disciplined educational process

3. Unique body of knowledge and skill

4. Discretionary authority and judgement

5. Active and cohesive professional organisation

6. Acknowledged social worth and contribution

Profesi adalah pekerjaan yang membutuhkan pelatihan dan

Professionalism can be considered the process by which an

The professionals midwife combines professional caring, competence

3. Discretionary Authority and Judgement

4. Cohesive Professional Organisation

2.3 Jabatan Profesional Bidan

2.3.3 Perilaku Profesional Bidan

2.3.4 Ciri-ciri jabatan profesional

2.4 Organisasi Profesi

2.4.2 International Confederation of Midwifes (ICM)

2.4.3 Association of Radical Midwifes (ARM)

3.1 ANALISA JURNAL 1

JUDUL : HOW DO MIDWIVES IN SLOVENIA VIEW THEIR

Pendahuluan : Perawatan kebidanan telah diidentifikasi sebagai

Tujuan : untuk mengeksplorasi pandangan para bidan di Slovenia tentang

Kebidanan di slovenia : Di Slovenia kebidanan masih berjuang untuk

Diharapkan bidan dapat berpartisipasi secara aktif dalam organisasi

2. Bagi Organisasi Profesi

Diharapkan agar terus berupaya mengembangkan pelayanan dan

Berupaya secara terus menerus dalam mendukung profesi Bidan

Mufdlilah, dkk. 2012. Konsep Kebidanan. Yogyakarta : Nuha Medika.

Mesimusfindawati. 2018. Organisasi kebidanan dalam dan luar negeri.

Mivsek, dkk. 2015. How do midwives in Slovenia view their professionalstatus?

Soepardan, Suryani. 2008. Konsep Kebidanan. Jakarta : EGC.

Data regarding professionalism

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