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Shikuku DN, Mohammed H, Mwanzia L, Ladur AN, Nandikove P, Uyara A, Waigwe C, Nyaga L, Bashir I, Ndirangu E, Bedwell C, Bar-Zeev S, Ameh C. Evaluation of the feasibility of a midwifery educator continuous professional development (CPD) programme in Kenya and Nigeria: a mixed methods study. BMC MEDICAL EDUCATION 2024; 24:534. [PMID: 38745243 PMCID: PMC11095014 DOI: 10.1186/s12909-024-05524-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Accepted: 05/06/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND Midwifery education is under-invested in developing countries with limited opportunities for midwifery educators to improve/maintain their core professional competencies. To improve the quality of midwifery education and capacity for educators to update their competencies, a blended midwifery educator-specific continuous professional development (CPD) programme was designed with key stakeholders. This study evaluated the feasibility of this programme in Kenya and Nigeria. METHODS This was a mixed methods intervention study using a concurrent nested design. 120 randomly selected midwifery educators from 81 pre-service training institutions were recruited. Educators completed four self-directed online learning (SDL) modules and three-day practical training of the blended CPD programme on teaching methods (theory and clinical skills), assessments, effective feedback and digital innovations in teaching and learning. Pre- and post-training knowledge using multiple choice questions in SDL; confidence (on a 0-4 Likert scale) and practical skills in preparing a teaching a plan and microteaching (against a checklist) were measured. Differences in knowledge, confidence and skills were analysed. Participants' reaction to the programme (relevance and satisfaction assessed on a 0-4 Likert scale, what they liked and challenges) were collected. Key informant interviews with nursing and midwifery councils and institutions' managers were conducted. Thematic framework analysis was conducted for qualitative data. RESULTS 116 (96.7%) and 108 (90%) educators completed the SDL and practical components respectively. Mean knowledge scores in SDL modules improved from 52.4% (± 10.4) to 80.4% (± 8.1), preparing teaching plan median scores improved from 63.6% (IQR 45.5) to 81.8% (IQR 27.3), and confidence in applying selected pedagogy skills improved from 2.7 to 3.7, p < 0.001. Participants rated the SDL and practical components of the programme high for relevance and satisfaction (median, 4 out of 4 for both). After training, 51.4% and 57.9% of the participants scored 75% or higher in preparing teaching plans and microteaching assessments. Country, training institution type or educator characteristics had no significant associations with overall competence in preparing teaching plans and microteaching (p > 0.05). Qualitatively, educators found the programme educative, flexible, convenient, motivating, and interactive for learning. Internet connectivity, computer technology, costs and time constraints were potential challenges to completing the programme. CONCLUSION The programme was feasible and effective in improving the knowledge and skills of educators for effective teaching/learning. For successful roll-out, policy framework for mandatory midwifery educator specific CPD programme is needed.
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Affiliation(s)
- Duncan N Shikuku
- Liverpool School of Tropical Medicine (Kenya), P.O. Box 24672-00100, Nairobi, Kenya.
- Liverpool School of Tropical Medicine (UK), Liverpool, L3 5QA, UK.
| | - Hauwa Mohammed
- Liverpool School of Tropical Medicine (Nigeria), Utako District, P.O Box 7745, Abuja, Nigeria
| | | | | | - Peter Nandikove
- Masinde Muliro University of Science and Technology, P.O. Box 190-50100, Kakamega, Kenya
| | | | - Catherine Waigwe
- Kenya Medical Training College, P.O Box 30195-00100, Nairobi, Kenya
| | - Lucy Nyaga
- Liverpool School of Tropical Medicine (Kenya), P.O. Box 24672-00100, Nairobi, Kenya
| | - Issak Bashir
- Department of Family Health, Ministry of Health (Kenya), P.O. Box 30016-00100, Nairobi, Kenya
| | - Eunice Ndirangu
- Aga Khan University of East Africa, P.O Box 39340-00623, Nairobi, Kenya
| | - Carol Bedwell
- Liverpool School of Tropical Medicine (UK), Liverpool, L3 5QA, UK
| | - Sarah Bar-Zeev
- Burnet Institute, 85 Commercial Road Prahran Victoria, Melbourne, Australia
| | - Charles Ameh
- Liverpool School of Tropical Medicine (UK), Liverpool, L3 5QA, UK
- University of Nairobi, P. O. Box 19676-00100, Nairobi, Kenya
- Diponegoro University, JI. Prof Sudarto No 13, Temalang, Kec, Tembalang, Kota, Semarang, Jawa Tengah, 50275, Indonesia
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Erlandsson K, Byrskog U, Osman F, Pedersen C, Hatakka M, Klingberg-Allvin M. Evaluating a model for the capacity building of midwifery eduators in Bangladesh through a blended, web-based master's programme. Glob Health Action 2019; 12:1652022. [PMID: 31411128 PMCID: PMC6713181 DOI: 10.1080/16549716.2019.1652022] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2019] [Accepted: 07/31/2019] [Indexed: 10/26/2022] Open
Abstract
Background: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master's programme in SRHR and the extent to which these were realized after 12 months of part-time study. Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses. Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students' learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master's programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students' learning and how to foster reflective and critical thinking among them. Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.
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Affiliation(s)
- Kerstin Erlandsson
- School of Education, Health and Social Studies, Dalarna University, Falun, Sweden
| | - Ulrika Byrskog
- School of Education, Health and Social Studies, Dalarna University, Falun, Sweden
| | - Fatumo Osman
- School of Education, Health and Social Studies, Dalarna University, Falun, Sweden
| | - Christina Pedersen
- School of Education, Health and Social Studies, Dalarna University, Falun, Sweden
| | - Mathias Hatakka
- School of Technology and Business Studies, Dalarna University, Falun, Sweden
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