European Journal of Molecular & Clinical Medicine

Childbirth experience is one of the important outcomes of childbirth, so creating a positive experience of childbirth should always be considered as one of the goals of health care providers and programs. Present study investigate the Iranian women’s experience of physiological childbirth and its related factors. This cross-sectional study from June until Dec 2019 was conducted on 185 women based on estimating the average population formula, who had the experience of physiological childbirth in Fatemieh hospital in Hamadan, Iran. Samples were selected by convenience method. Data collection tools included demographic and midwifery questionnaire, childbirth experience questionnaire (CEQ) and midwifery care observation checklist. Data analysis was done using SPSS software (version 24) and descriptive and analytical tests such as Kolmogorov-Smirnov for assessment of normal data distribution and multiple linear regression test were applied. Significance level in the tests was considered less than 0.05.The overall mean score of childbirth experience was 71.85 ± 10.77 (score range of 22-88). Maternal satisfaction with the midwifery care, and the behavior of care providers were reported to be 67.13% and 75%, respectively. In 172 (92.97%) of cases, the backup midwife was present at the mother's bedside. On the other hand, the mean score of childbirth experience in the areas of “support of obstetric care providers”, especially back-up midwives (3.44 ± 0.53), and “own capacity” (3.12 ± 0.53) were higher and lower than other areas, orderly. As satisfaction with physiological childbirth was high, suggesting this type of midwifery care conveys great sense of security and satisfaction. This indicates that, the constant presence of midwifery staffs when women need them and minimal use of medical interventions, play an effective role in creating a positive experience of childbirth.

Creating its own National model of education, Uzbekistan was based on the proven experience of countries with a developed education system, including the provisions of the Bologna process.

Internships or practical work for students currently in higher education or university has become a necessity. Internships are important because they introduce students to the world of work, so that students not only learn theory, but also practice. The current condition where the world is hit by the Covid 19 pandemic makes many students unable to physically intern. Students cannot come to work and to clients due to social distancing. Augmented reality is one of the solution so that students can get a augmented internship experience. This research is a descriptive qualitative research. In this study, we present data in the form of literature reviews and observations regarding the use of augmented reality in providing internship experiences to students who specialize in the field of auditing science. The results of our research state that augmented reality is more widely used in providing augmented experiences, students can gain work experience without having to meet people physically, however, some challenges must also be considered in augmented development and augmented reality in audit learning, including: content problems, content development costs are still expensive, and also the issue of health problems after usage.

Internships or practical work for students currently in higher education or university has become a necessity. Internships are important because they introduce students to the world of work, so that students not only learn theory, but also practice. The current condition where the world is hit by the Covid 19 pandemic makes many students unable to physically intern. Students cannot come to work and to clients due to social distancing. Augmented reality is one of the solutions so that students can get an augmented internship experience. This research is a descriptive qualitative research. In this study, we present data in the form of literature reviews and observations regarding the use of augmented reality in providing internship experiences to students who specialize in the field of auditing science. The results of our research state that augmented reality is more widely used in providing augmented experiences, students can gain work experience without having to meet people physically, however, some challenges must also be considered in augmented development and augmented reality in audit learning, including: content problems, content development costs are still expensive, and also the issue of health problems after usage.