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Goal / Purpose: Universities are increasingly investing in makerspaces. These learning spaces are presented as a place where students can share their projects, can innovate using rapid prototyping equipment, use low and high technology that serves as a starting point for students to launch start-ups, get advice on how to place a product in the market, and relate to potential lenders. This paper aims to discuss whether companies can benefit from these projects and whether skills for engineers can be developed in this environment. The paper provides insightful perceptions of the actions developed by one emergent university to develop innovative methodologies to support industry and students, to provide potential partnerships that fund projects in order to better prepare professionals for the industry 4.0. Design / Methodology / Approach: A discussion of the subject was carried out based on the existing literature and an exploratory study in an existing makerspace in the Netherlands. It was one qualitative research based on a case study. Field observation and research questions were based on the technical skills of engineering described in theory. Results: This article presented the idea that the makerspaces can be a great source of innovation if they are appropriately designed. The connection between universities and companies, aligned to active methodologies for teaching and learning meets a global need within a corporate universe to get faster and simpler and make the team see the project in a more holistic and complete manner. However, the goal is to bridge the gap with professors, researchers, makers, start-ups, and companies who want to use business-to-business practices. It can be said that these are beneficial characteristics of a makerspace observed: (i) students’ learning is more active, (ii) more interaction between students and professors, through different areas (iii) at an early stage, students get in contact with the professional reality of their field, as the projects are related to real Engineering problems, and (iv) students develop transversal skills. Practical implications: This paper identifies the potential that Makerspaces offer as a strategic approach to teaching and learning related to the fourth industrial era. This paper implies that universities and academics that wish to tailor their education to industry 4.0 need understand this model better, and where appropriate invest in educational infrastructures such as this in universities, companies or cities. This will ensure that universities are educating professionals with the most suitable skills for industry and society, generating innovation in creative teaching and learning spaces. Research Limitations: The study is limited to one empirical research, analysis, and observation of a case study that can serve as a basis for future studies in other locations. [ABSTRACT FROM AUTHOR]

Women want positive birth experiences with high quality maternity care that is neither too much, too soon, nor too little, too late. Research confirms the effectiveness of midwifery care, and the midwifery approach to birth as physiologic may counter the upward trend of the unnecessary medicalization of birth. The role of guardian of physiologic birth is seen as central to midwifery practice; however, medical hegemony has led to the subordination of midwives, which inhibits them in fulfilling the role as guardian of physiologic birth. Learning to become powerful advocates of physiologic birth creates midwives able to speak up for effective, evidence-based maternity care and challenge the unnecessary use of obstetric intervention. Midwifery education has a role to fulfil in molding midwives who are able to assume this role. This brief report describes the development of an educational prototype aimed at increasing student midwife agency as an advocate of physiologic birth. This was done using rapid prototyping (RP) methodology, in which important stakeholders gave input and feedback during the educational design and development process. Input from stakeholders led to the inclusion of persuasive communication strategies and discussion and debate as teaching methodologies in order to increase student midwife agency to argue for physiologic birth. Reflective evidence-based practice, using the Optimality Index-Netherlands, allowed students to reflect on their practice while providing a framework for discussion. Working with the RP methodology allowed for the development of a prototype that reflected the needs of midwifery stakeholders and was mindful of material and human resources., (© 2019 by the American College of Nurse-Midwives.)