Steps to Submit an Abstract
Complete the Abstract Submission Form below
Attach your file in the requested format
If you have any questions, email us at firstname.lastname@example.org (Please note in subject line that this is related to the Midwives LEAD Program).
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ACNM is seeking presenters that can present on the following topics (please note that the sessions are not final and may be subject to change):
This initial session sets the tone for the conference and occurs during the welcome breakfast. The session will introduce the concepts of individual leadership styles and encourage participants to recognize their own natural style while exploring style fluidity. Participants will begin to appreciate that leadership skills are not necessarily innate qualities but rather are skill sets that can be learned. Included in the session is the opportunity to take a leadership style and strengths self-inventory. Assessment results will be reviewed and discussed at a later session.
High-level decision making is inherent in leadership positions. This session will present decision making strategies that provide a framework for identifying, analyzing, and understanding essential data and information and how to turn it into the basis for active decision making.
Effective communication and effective leadership are closely intertwined. Participants in this session will explore ways to clearly communicate data and information and the role of midwifery and evidence-informed care to government, health care, and other stakeholders. Processes and resources to support scholarly writing and manuscript and abstract preparation will be discussed and peer review processes in publications, presentations, research, and practice will be reviewed. Concepts and a framework for structuring and presenting persuasive arguments will be presented.
Cultural Competency Skills
A culturally competent leader possesses the skills, knowledge, and attitude necessary to create authentic relationships with those from different cultures and backgrounds. This session will help participants to understand and respond to diverse needs, assess organizational cultural diversity and competence, assess effects of policies and programs on different populations, and act to support a diverse midwifery workforce.
Policy Development/Program Planning Skills
Determining and advocating for needed policies and programs is a key priority for midwifery leaders as we work to change the healthcare landscape, improve health outcomes, and reduce disparities. This session introduces the skills needed to plan, implement, and evaluate policies and programs, develop and implement strategies for continuous quality improvement, and develop and implement strategic community health improvement plans.
Community Dimensions of Practice Skills
The concept of community dimension of practice evolved within the world of public health and refers to a strategy of community and stakeholder engagement to achieve public health goals. Principles of community dimensions of practice will be explored and participants will be introduced to methods to evaluate and develop linkages and relationships within the community, maintain and advance partnerships and community involvement, negotiate for use of community assets, defend public health policies and programs, and evaluate effectiveness and improve community engagement.
Financial Planning and Management Skills
In this session, participants will learn to engage government agencies that can address community health needs, leverage public health and healthcare funding mechanisms, develop and defend budgets, evaluate and improve program and organization performance, and use performance management systems to improve organization performance. Participants will also learn key project management concepts and principles of innovation, effective decision making, and change management. Civil discourse and strategies to build and maintain effective and diverse teams will also be discussed.
Leadership and Systems Thinking Skills
Managing uncertainty and complexity requires an approach that moves away from linear thinking and into the broader realm of whole systems thinking. This session prompts the midwifery leader to consider the healthcare environment, institution, and organizations through a systems lens. Participants will learn to incorporate ethical decision making into an organization, adjust practices to address changing needs, environments, and resources, and manage organizational change while ensuring continuous quality improvement. Participants will gain essential skills to advocate for optimal patient care and the role of midwives, influence decision-making bodies at the system, state, or national level, and assume leadership positions in professional, political, or regulatory organizations. An overview of the structure and function of organizational boards will be provided. Identifying opportunities for interprofessional leadership and peer mentoring will be discussed.
Emotional intelligence is a popular concept describing the ability to understand and manage one’s own emotions and recognize the effect of those emotions on those around you. People with a high degree of emotional intelligence know what they're feeling, what their emotions mean, and how these emotions can affect other people. Classic elements of emotional intelligence include self-awareness, self-regulation, motivation, empathy, and social skills. Participants will be introduced to resources and strategies to grow their emotional intelligence skills. This final session will be an online follow-up to the in-person two-day workshop.
Each submission must contain all 8 of the following outlined parts:
Part 1 - Session Title
Your session should have a succinct title that describes the main topic of the session. Keep in mind that the title may be listed in materials without the abstract and meeting attendees often use the titles to decide which symposia to attend.
Part 2 - Session Length in Minutes
The following activities should not be included when calculating contact hours for CEU: breaks, meals, socials (presentation germane to the course during meal activities), announcements, introductions, welcoming speeches, reports, etc.; time for study, travel, assigned reading, or related activities outside the classroom or meeting schedule, unless the activity is monitored and/or assessed and the learner receives feedback.
Part 3 - Teaching/Delivery Methods
Examples of teaching methods are lecture, small group discussion, panel discussion, small group case studies, etc.
Part 4 - Behavioral Objectives
The behavioral objectives serve to clearly outline what the participant will learn as a result of attending this session. Each objective must be stated in terms of learner outcome. i.e. “At the end of the session, the participant should be able to demonstrate the following knowledge and/or skills…” The participants will need to be able to answer:
If the learning objectives were met
If the speaker was knowledgeable about the topic and effective in presenting the material
If the degree of the session/workshop meet their expectations
If the session/workshop was fair, balanced, and free of commercial bias
Part 5 - Content Outline of Session
The outline should be relevant to each objective. The outline and the objectives must support each other and be directly related. For each content area, be sure to indicate time allocated. Please indicate if pharmacologic content exists.
Part 6- Bibliography/Reference List
Each session must include a reference list/bibliography to support the session topic. Seventy-five (75%) percent must be current within the last 5 years, preferably in peer-reviewed journals. A 1-hour presentation should contain at least 5 references; a 4-hour presentation should contain between 5-10 references; and an 8-hour presentation should contain between 10-15 references. Noted classics will be accepted. Articles published by the presenter may be included. This criterion is not optional and non-submission of this information will result in an incomplete application that will only be reviewed upon receipt of the reference list.
Part 7 - Faculty Resumes
Faculty examples include: presenters, authors, editors, moderators, etc. You do not need to attach the speaker’s full CV or resume. The resume should be submitted in narrative form and should include the faculty’s credentials and educational background, work experience, and publications/presentations relevant to the current topic. Be sure to list each of the faculty for each session.
Part 8 - Prior/Other CEU Approval
If any session currently being submitted for ACNM approval has received approval previously, please indicate this below and include the ACNM program number.