Effect Analysis of Midwife Education and Training with PDCA Model.

With the improvement of social living standards, pregnant women have higher and higher requirements for health and medical personnel. As the main body of medical service personnel, the service objects of midwives are increasing rapidly, while the existing working conditions and abilities of midwives are difficult to meet the growing medical needs of pregnant women. In order to improve the imbalance between supply and demand between limited medical resources and patients' medical treatment, this paper proposed to use PDCA model to educate and train midwives in order to improve their professional ability and work efficiency. Based on the analysis of the structure and functional principle of PDCA model, according to the working requirements of midwives, PDCA model was used to provide midwives with scientific teaching plan, implementation scheme, inspection requirements, and result evaluation methods. In order to test the effect of the application of this model, a group of hospitalized pregnant women were selected as samples and randomly divided into control group and observation group. Through comparative experiments, the effectiveness of PDCA model in midwife education and training was verified. The experimental results showed that the scores of midwife and patient satisfaction, theory and operation skills in the observation group were higher than those in the control group. Compared with the conventional nursing mode, the use of PDCA cycle mode to educate and train midwives had not only effectively improved the theoretical knowledge and professional skills of nurses, but also significantly improved the nursing and delivery monitoring ability of pregnant women. This study has certain reference and guiding significance for clinical medicine and other related application fields.

1. Introduction

The PDCA cycle theory was first proposed by American quality management expert Dr. Walter A. Shewhart. It was promoted and developed by Dr. Deming, and was first popularized in Japan, so it is also known as “Deming Circle” in the management circle. As a general model in quality management discipline, PDCA cycle mode is generally used for continuous improvement or monitoring of product quality. It is a recognized basic method in many quality management fields. All the processes of quality management actions are all the activities of the formulation of quality objectives and the organization and implementation [1]. This activity is based on the PDCA cycle and runs continuously without stopping. In the actual operation of quality management, PDCA cycle theory has been widely used, and achieved ideal results. With the development and innovation of PDCA cycle theory, its practical application has become more and more extensive, and it is no longer limited to the quality control of factory production. In the field of information technology, performance management, business management, schools, hospitals, and other industries have been adopted and achieved good results [2].

PDCA cycle is a cycle mode of quality management proposed based on the principle of information feedback, and is a method system for quality management in accordance with the scientific procedures of plan, do, check, and action. This method was first used in enterprise management, and is now widely used in clinical nursing research and practice such as hospital management, personnel training, and quality control. Nursing bedside shift plays a pivotal role in nursing quality management and affects nursing safety to a great extent.

The goal of skill training is to make no mistakes or make as few mistakes as possible, which is different from classroom teaching and answering questions for theoretical learning. In order to make fewer mistakes or even no mistakes, it is necessary to analyze common mistakes and formulate improvement countermeasures. PDCA cycle is a programmed, standardized, and scientific basic management method [3]. After decades of application in various fields, it has been proved that PDCA is very scientific and effective, and it is a basic way to ensure the operation of a comprehensive quality management system. According to the PDCA cycle management procedure, clinical medical staff training is divided into four stages for management, namely, teaching planning, implementation, organization, and processing. Through the cycle of constantly discovering new problems, revising teaching plans, re-implementation, and constantly standardizing clinical teaching management behavior, the theoretical and technical level of clinical training teachers can be improved, so as to achieve the purpose of improving the quality of clinical teaching. The application of PDCA cycle is conducive to changing the traditional practice of teaching by experience, and enables trainers to have a definite target and make the training more specific and standardized. In the application of the PDCA cycle method, through the formulation of teaching plans, implementation, and timely feedback on problems found, the shortcomings in the training are continuously analyzed and summarized, and countermeasures are formulated to improve [4]. After that, specific teaching measures such as standardized training are carried out to standardize the training methods of medical staff, so that the knowledge of the trainees is more firmly grasped, and the training situation is timely feedback. This makes the training scientific and can effectively improve the operational level of medical staff.

The teaching and learning of clinical nurses help clinical nurses to effectively link theoretical knowledge with practical operations, so as to deal with various problems in the future work process [5]. Therefore, the teaching and learning process has a significant impact on the actual quality of clinical nurses' future work. The application of traditional training mode only pays attention to the teaching of theoretical knowledge and clinical experience, while ignoring the cultivation of clinical nurses' autonomous learning ability, which makes clinical nurses lack the ability to flexibly deal with various problems in practical work [6]. Therefore, it is very important to choose a new teaching mode to train clinical nurses [7].

Based on the above analysis, this paper applies the PDCA method to midwives training, improves the scientific nature of midwives training, finds problems with technology, and improves the service level of midwives through continuous improvement.

2. Related Works

The PDCA cycle is a scientific procedure that should be followed in total quality management [8]. As the basic method of quality management, this method is widely used in various works in the medical and nursing fields [9]. The PDCA cycle is divided into four stages, plan (P), execution (D), check (C), and action (A), corresponding to 8 steps, respectively. The first cycle “P” (Plan) is the planning stage, which contains 4 steps: find the problem, find the cause, determine the goal, and plan the countermeasure [10]. At this stage, it is mainly to find out the problem, put forward corresponding countermeasures according to the problem, and predict the actual effect after the implementation of the measures [11]. The specific measures are mainly to answer the content of 5W1H in the planning function, to determine what to do (What), why to do it (Why), who to do it (Who), when to do it (When), where to do it (Where), and how to do it (How). The second cycle “D” (Do) is the implementation phase, which is also the fifth step in the PDCA cycle [12]. The main task of this phase is to put the measures formulated in the previous cycle into practice [13]. The third cycle is “C” (check), which is the sixth step in the PDCA cycle. In this stage, the actual implementation of the planned measures is mainly checked. The inspection method is to compare the actual effect with the planned goal, and find out that the deviations are corrected and improved [14]. The fourth cycle is “A” processing (Action), which are the seventh and eighth steps in the PDCA cycle. At this stage, the good aspects and successful experiences are incorporated into standards and norms, and consolidated to prevent the bad results that occur again; at the same time, it also includes the most important last step which is to continue to transfer the unsolved problems or the new problems found to the next PDCA cycle to achieve the continuous improvement of quality [15].

As a quality management tool, PDCA cycle theory is a logical working procedure. It is widely used in quality management and can be effectively applied to any quality management activity. It is found that PDCA cycle theory has potential application value in hospital quality management. The research found that medical quality is the core of hospital management. In the process of hospital development, the brand and performance of a hospital are of great significance to the survival and development of the hospital [16]. Use the PDCA cycle to establish a complete medical quality management system, formulate countermeasures for the problems found in the evaluation of the PDCA cycle, and establish the inspection standards. Then, within the scope of the hospital, through various forms: organizing personnel training, symposiums, group discussions, etc., let everyone participate, fully mobilize the enthusiasm of employees, and let each employee clarify the focus of his work. Combined with the random inspections, censuses, regular and irregular inspections, and other methods, problems in quality management can be found in time and corrected in time, so as to promote the entire quality management process to move towards the target direction [17]. Finally, the good direction in the PDCA cycle will be implemented as an institutional measure, and the implementation will continue to be consolidated. The new problems found in the inspection will be put into the next PDCA cycle management to continue to improve, so as to realize the spiral of hospital medical quality and the steady and comprehensive improvement [18]. Reference [19] also conducted an in-depth analysis of the application value and effect of the PDCA scheme in medical quality management work, and found that after applying PDCA in medical quality management, whether it is the satisfaction of hospital patients or the writing of medical records is qualified. The case study shows that the medical treatment rate and the passing rate of prescription information have been significantly improved, which shows that using PDCA cycle to improve the quality of medical management can achieve satisfactory results and is an effective method. As shown in Figure 1, it is the composition of the problem system related to midwife education and training.

Figure 1

Schematic diagram of related problems in midwife education and training.

3. Materials and Methods

As the main body of clinical medical staff, teaching and training for clinical midwives is an important stage that obstetric midwives must go through. However, with the enhancement of legal awareness of pregnant women and their families, highly trained midwives still face some problems in clinical midwifery practice. However, the PDCA cycle system has the remarkable characteristics of standardization and scientificization, and is very comprehensive and practical [20]. It is divided into 4 stages: plan (P), do (D), check (C), and action (A). Therefore, in order to improve the quality of training midwives and better complete clinical teaching tasks, according to the characteristics of the delivery room with strong professionalism, many professional operations, special patients, and short study time for advanced students, this paper uses the PDCA model to formulate a specific teaching plan to enable the advanced students to master the observation and treatment of labor and midwifery delivery technology as soon as possible, and to improve the theoretical, operational skills, and communication skills of the advanced midwives, so as to obtain a better evaluation.

3.1. Sample Data

In order to evaluate the application effect of the model proposed in this paper, 20 hospitalized pregnant women were selected as samples, and 10 cases were randomly divided into control group and observation group. The age range was 24–35 years old. There was no significant difference in the data of age, pregnancy cycle, physical condition, and other indicators between the two groups (P > 0.05).

3.2. Experiment Method

In order to test the application effect of PDCA mode in midwife education and training, different education and training methods were adopted for the control group and the observation group, and the test results of the two groups were compared and analyzed. Among them, the control group used conventional teaching methods, and the observation group used PDCA cycle mode for teaching.

3.2.1. PDCA Model Structure and Function

During the experiment, PDCA cycle mode was used to educate and train midwives, and the application effect of PDCA model was analyzed through the test results of relevant indicators of the observation group. The specific application of PDCA model is as follows:

Plan: We first understand the specific characteristics of the advanced students and the specific requirements of the advanced education syllabus, and formulate a targeted clinical midwifery teaching plan. At the same time, we are familiar with the environment of the delivery room, master the workflow of the delivery room, and observe the operation and processing of the teacher. The operation and processing are carried out under the guidance of the teacher, and the operation and processing of the delivery room are completed independently under the supervision of the teacher, and the assessment is carried out.

Do: After entering the department, the teaching plan, ward environment, various equipment, nursing routines, etc., will be introduced. At the same time, it is necessary to designate a fixed teacher and make a study plan, such as the arrangement of weekly theoretical courses, the content and time of teaching ward rounds, the observation of common normal and abnormal stages of labor, the steps and methods of delivering onstage, and the skills of vulvar suture. In addition, it is necessary to organize nursing rounds once a week to improve the theoretical knowledge level of the advanced students, and regularly hold a business study, theoretical examination, practical operation examination, etc., to improve the theoretical and professional technical level of the advanced students.

Check: Head nurses and instructors can take random questioning inspections and teaching evaluation methods, and use morning meetings and nursing rounds to ask students questions. In addition, the degree of knowledge acquired by the trainee can be checked regularly. After each round of study is completed, the instructors will conduct relevant assessments on the advanced students. In order to assess the advanced students' mastery of knowledge and ability to solve problems, the head nurse finally fills in the department summary and advanced education appraisal, and collects the advanced students' opinions and suggestions to the teachers to improve the teacher's teaching level.

Action: It is necessary to obtain two-way feedback information during the training period through various channels to achieve the teaching effect of applying what you have learned. At the same time, it is necessary to regularly discuss, check, analyze, and solve problems in teaching, and constantly adjust the teaching plan to improve the quality of teaching. On this basis, this paper also combines the nursing of midwives to conduct research on the teaching and training of PDCA.

As shown in Figure 2, the structure and function of PDCA mode used in midwife education and training are described.

Figure 2

Structure and function diagram of PDCA model in midwife education and training.

3.2.2. Application of PDCA Model

For the experiment of the observation group, PDCA circular nursing mode was applied to the pregnant women in the observation group, mainly including the following aspects:

Plan (P): First, the department should set up a PDCA cycle nursing team of 3-4 members, set up a team leader, and investigate the nursing needs of the maternal when the maternal hospital conducts the obstetric examination. At the same time, it is necessary to combine the nursing experience of midwives to summarize the nursing problems that need to be solved. After that, the nursing team leader reports the difficult nursing problems and summary problems to the nurses, and then consults the nursing experts in the hospital and holds a discussion meeting to propose the revision measures. The discussed measures must be feasible, and finally the nursing plan is determined.

Do (D): In the specific implementation stage of education and training, it is necessary to introduce the safety and characteristics of different delivery methods to pregnant women according to the pro-formulated nursing plan. It should not only explain that cesarean section is an inevitable delivery method, but also explain the possible complications in the process of delivery. Nutritional supplements during pregnancy, common symptoms, breathing methods to guide the maternal labor process, and delivery coordination skills are explained. In the process of health education, it is necessary to pay attention to interactive questions with the maternal, and patiently answer the questions of the maternal and family members. In the postpartum period, the maternal is encouraged to adopt breastfeeding after delivery, and the maternal is instructed to perform basic nursing, bathing, touching, feeding, etc., to the newborn.

Check (C): When the maternal comes to the hospital next time, the nursing team leader inspects the effect after implementation, finds problems from the results and proposes improvement measures to improve. Members of the quality management team should check the nursing work of the department, implement various responsibilities, and summarize the problems in the nursing work in a timely manner, and formulate the best rectification plan.

Action (A): By soliciting opinions from the maternal and their families, this paper summarizes and analyzes the problems left over from the first three stages based on the nursing composition and the results of the head nurse's inspection. According to the actual nursing work situation, the nursing goals are appropriately adjusted and the revision measures are redrawn, and the remaining problems are transferred to the new PDCA cycle to consolidate the achievements that have been made. In addition, the nursing team leader conducts quality control on the nursing problems and key links of the maternal, and solves difficult problems for the responsible nurses in time, so as to refine the work responsibilities and improve the work process, so as to achieve the effect of continuous quality improvement.

For the experiment of the control group, the routine nursing mode was mainly applied to the pregnant women in the control group.

As shown in Figure 3, the application process of PDCA mode in midwife education and training is described.

Figure 3

Application flowchart of PDCA model in midwife education and training.

3.2.3. Evaluation Standard of Training Effect

When evaluating and analyzing the training effect, the midwife education and training effect questionnaire made in advance was used in the experiment, which was distributed to the participants after the experiment, and then the collected questionnaire was counted in order to obtain the evaluation results of the relevant indicators. The questionnaire mainly evaluates the training process from four aspects: training methods, training contents, training level, and training effectiveness. Among them, the training methods involve the diversity and effectiveness of the methods adopted and the use of modern teaching methods. The training content involves the rationality, practicability, amount of information, and cutting-edge of the training. The training level involves the training attitude, the integration of theory with practice, the enthusiasm of staff participation, and so on. The training effect involves the degree of help and satisfaction of the training to individuals. The highest score of each option in the questionnaire is 5 points, and the full score is 100 points.

3.2.4. Data Statistical Method

The statistical method used in the experiment is mainly SPSS 18.0 software for statistical analysis. The measured data are expressed by (x ± s), and the count data are expressed by t-test. P < 0.05 shows that the difference is statistically significant.

4. Results and Analysis

In order to analyze the effect of PDCA model proposed in this paper on midwife education and training, the two groups of experimental subjects can be compared from four aspects: training method, training content, training level, and training effect. In order to analyze the effect of PDCA model proposed in this paper on midwife education and training, the two groups of experimental subjects can be compared from four aspects: training method, training content, training level, and training effect. As shown in Table 1, the training quality scores of the two groups of subjects were compared. According to the statistics, not only the total score of the training quality of the observation group was higher than that of the control group, but also the scores of all indicators of the observation group were higher than that of the control group. T-test analysis showed that P < 0.05, indicating that the difference between the two groups was statistically significant.

Table 1

Comparison of training quality scores between the two groups.

Item	Training method	Training content	Training level	Training effect
Control group	13.36 ± 1.7	21.72 ± 1.5	21.65 ± 1.3	14.26 ± 0.8
Observation group	18.64 ± 1.9	26.58 ± 1.8	27.49 ± 1.8	19.73 ± 1.2
t	11.478	10.245	11.352	16.134
P	<0.05	<0.05	<0.05	<0.05

At the same time, the scores of theoretical knowledge and skill operation assessment of the two groups were counted. As shown in Table 2, the scores of all items in the observation group were higher than those in the control group. According to the analysis of t-test, P < 0.05, indicating that the difference between the two groups has certain statistical significance.

Table 2

Comparison of the two groups in the assessment of their professional ability.

Item	Theoretical knowledge	Skill operation
Control group	53.62 ± 1.6	32.68 ± 1.3
Observation group	59.35 ± 1.8	36.74 ± 1.5
t	13.572	9.263
P	<0.05	<0.05

In addition, the two groups of subjects were evaluated and compared from the aspects of aseptic technology operation, oxytocin use effect, and the effectiveness of suture technology, as shown in Figure 4. At the same time, the two groups of subjects were evaluated and compared in terms of patient satisfaction and teacher-student satisfaction, as shown in Figure 5. From the comparison results, the scores of various evaluation indexes in the observation group were higher than those in the control group.

Figure 4

Comparison of actual operation effect between the two groups.

Figure 5

Comparison of patient and teacher-student satisfaction between the two groups.

In the experiment, the treatment and nursing effects of the two groups at different stages of labor were compared, as shown in Figure 6. From the comparison results, the score of the observation group was higher than that of the control group.

Figure 6

Comparison of treatment and nursing effects of two groups in different stages of labor.

According to the experimental comparison results of the two groups, because PDCA mode can meet the needs of midwife education and training, the use of PDCA mode can effectively improve the effectiveness of midwife education and training. It includes the following aspects:

4.1. Planning Stage

First of all, it is necessary to select excellent teachers and team leaders. The delivery room is a special post in the hospital, which is related to the safety of the mother and the baby. Therefore, it is necessary to choose senior midwives with high sense of responsibility and noble professional ethics, rich experience, and solid business skills to implement one-on-one teaching. After that, one of the teachers needs to be selected as the leader of the teaching team. Setting goals: It includes attitude goals, knowledge goals, and skill goals. According to the requirements of the internship syllabus and the specialty characteristics of the delivery room, a teaching plan is formulated. For example, the teaching content of the first week is mainly to understand the environment and rules and regulations of the delivery room, and to be familiar with the work responsibilities and work procedures of each class. The teaching objectives are that the interns can fill in the labor examination records, understand the description of the partogram, and master the application of perineal irrigation and Doppler stethoscope.

4.2. Implementation Stage

Due to the environment and facilities of the delivery room, uneven work schedules, and high professional and technical requirements, interns cannot quickly adapt to the undergraduate environment. According to the teaching plan, on the first day of each midwife trainee entering the department, the head nurse or the leader of the teaching team will introduce the characteristics of the delivery room environment, the use of the facilities for placing items, the teaching teachers and other medical staff, the management system, the disinfection and isolation system, and job responsibilities, work procedures, and work flow. Moreover, it is necessary to make midwife trainees adapt to the working environment as soon as possible, eliminate tension and fear, and enhance their self-confidence. At the same time, it is necessary to strengthen specialized knowledge training and improve the practical operation level. The team leader is responsible for one theoretical lecture and one operation demonstration per week, and a teaching plan is required, and the intern must have a lecture record. In addition, it is necessary to focus on the duties of midwifery, palpation of the four parts, perineal flushing, surgical hand brushing, observation of labor, drawing of labor map, anesthesia for perineal block, episiotomy and vaginal delivery, resuscitation of neonatal asphyxia and breastfeeding, aseptic technique operation principles, and personal protection knowledge. The interactive teaching method is adopted, which can be combined with cases to ask questions and rhetorical questions, consolidate theoretical knowledge, and train interns to use critical thinking in their work. It is very necessary and crucial to have targeted work exchanges with interns every day. The main point is to communicate daily about key cases, nursing activities, and approximate time schedules. Teachers are required to focus on the legal significance of standardizing the writing of labor inspection records, labor charts, oxytocin IV observation records, nursing records, and delivery records, and give interns more opportunities to write. Moreover, after the intern has written the record, the teacher should check it in time, and correct any mistakes or incompleteness immediately, so as to continuously deepen the intern's understanding of the requirements for the writing of labor nursing records, and improve the level of the intern's writing records.

4.3. Inspection Stage

The teacher or head nurse or other midwives can randomly ask students questions to check the mastery of knowledge and increase their motivation and pressure for learning. When encountering specific operations, it is even more important to ask questions and check the time, so that the knowledge learned can be brought to the surface and integrated, and it is also an evaluation of the teacher. At the same time, in the examination stage, we need to participate in regular lecture review to improve the quality of lectures. The head nurse needs to participate in each lecture in order to track and manage the education and training process. Moreover, it is necessary to supplement the content of the lectures in time and make necessary comments to continuously improve the level of lectures. In addition, it is necessary to give praise to teachers who have carefully prepared lessons and have a high level of lectures, and take regular and irregular assessments of students' specialized skills and basic operations to assess the quality of teaching and learning. Before the end of each nurse's practice, a theoretical knowledge test and an operation test are conducted, and the theoretical knowledge is tested by the written answer. The leader of the teaching group is required to set a different set of theory test questions for each batch of students. The operation test items are based on the requirements of the syllabus, and two operation items are selected from the operations that the students have mastered. For the deficiencies in the students' examinations, it is necessary to quickly give feedback to the students, so that they can find the deficiencies and help them improve. Students are required to write weekly journals every week to record the content and experience of learning this week, and to understand the gains of the internship and the ideas of deficiencies. Teachers need to check weekly and have comments to facilitate mutual understanding and communication between teachers and students, and then compare the syllabus to make up for deficiencies. At the same time, the internship appraisal is filled out by the instructor and makes a fair evaluation of the students' performance during the internship to point out the strengths and weaknesses, so as to help the students to avoid weaknesses in the next round of internships. The summary of the course is organized by the teaching team leader to make a comprehensive summary of the practice content, so as to understand the students' completion of the practice tasks and whether the teachers are implementing the teaching plan under the umbrella, and ask the students for their opinions and suggestions on the teachers and teaching methods. It is conducive to the improvement of teaching quality.

4.4. Action Stage

The problem feedback stage summarizes the three stages of planning, implementation, and improvement, and runs through these three stages. Through the two-way feedback of problems, we can deal with the newly found problems in time for continuous improvement.

5. Discussion

Circular teaching can improve the quality of teaching for advanced students. The PDCA cycle program is used for teaching, and the overall goal of fine-tuning is refined, so as to quickly achieve the purpose of teaching. According to the characteristics of advanced students, make targeted and orderly teaching, gradually complete the teaching plan, and finally complete the entire teaching, making the teaching more scientific and orderly. In different stages of PDCA cycle, it is necessary to complete different teaching contents and achieve certain teaching objectives, so as to effectively improve the practice ability and innovation ability of senior students. And improve students' confidence in learning and invest in the next learning cycle, so as to continuously achieve each goal. On the other hand, the PDCA cycle teaching method has been well received by teachers and advanced students, forming an interactive teaching mode, improving the teaching level and nursing skills.

PDCA cycle teaching method is applied to the teaching of senior students, which makes senior students study actively, improves the quality of midwifery, ensures the safety of mother and baby in the teaching process, and has been affirmed and supported by pregnant women and their families. It fully proves that PDCA cycle teaching method has a significant effect in the clinical teaching of senior midwives.

From the comparative experimental results of this paper, compared with the conventional teaching methods, the use of PDCA cycle mode to educate and train midwives not only improves the theoretical knowledge level and practical skills of midwives, but also effectively improves the situation of pregnant women and newborns. This shows that PDCA cycle mode has a significant effect on midwife education and training. However, at present, the education level of midwives in most underdeveloped countries is generally low due to weak economic development, insufficient infrastructure, shortage of materials, and obsolete equipment [21]. In addition, in some countries, professional education and training for midwives is often ignored because there is no specific specialty to distinguish midwives from nurses.

Research shows that the improvement of nursing operation teaching quality must go through the process of analyzing causes, clarifying objectives, taking effective measures, summarizing and evaluating, feedback, and adjustment. PDCA cycle management is applied to the teaching of midwifery interns, focusing on how to improve the teaching quality of students, make the teaching purposeful and planned, make the clinical teaching in the delivery room from difficult to easy, which is conducive to management and monitoring, form a good cycle of teaching quality and teaching experience, and mobilize the enthusiasm of teachers. It can not only let students learn, but also improve teachers' teaching theory and promote teachers to actively improve their theoretical and teaching level through a variety of ways. Midwifery has changed from the original passive working state to active working state, forming an independent and orderly working style, which reflects the independent function of nursing discipline in practice.

In order to ensure the health of pregnant women and normal delivery, we should not only educate and train midwives, but also create a good working environment for midwives, so as to give full play to the role of midwives [22]. For example, areas with backward working conditions and low education level will limit the function of midwives to a great extent, especially in remote areas, which should provide midwives with the necessary working environment. Therefore, midwives not only need to master certain professional knowledge and basic skills, but also have a favorable working environment.

6. Conclusion

Aiming at the problem that the existing medical resources were difficult to meet the growing needs of pregnant women, this paper proposed to use PDCA model to educate and train midwives. By analyzing the structure and functional principle of PDCA model, combined with the working requirements of midwives, PDCA model was used to formulate the scientific teaching plans, implementation plans, inspection requirements, and evaluation methods for midwives. Through the experimental comparison, it was known that the PDCA cycle mode can effectively improve the theoretical knowledge and professional skills of midwives, and significantly improve the nursing and delivery monitoring ability of pregnant women. Compared with the conventional nursing mode, the midwives trained by PDCA cycle mode not only ensured the nursing quality of patients, but also significantly improved the satisfaction of patients and their families with the nursing work of midwives, and reduced doctor-patient disputes to a great extent. The results of this study can not only provide guidance for the application of PDCA model in medical management, but also provide some reference for the application of PDCA model in other related fields.