This mixed-methods research aimed to understand the practices and perceptions of teachers regarding written feedback. For this purpose, a survey was administered to 150 teachers forming a non-probability sample, who were working in various universities in Karachi. The disciplines chosen for the study included nursing, applied linguistics, medicine and education departments in institutes of higher education situated in Karachi. Before sampling, initial screening was done to obtain a list of institutes which provide written feedback on students' assignments. Two homogenous groups of teachers by discipline (nursing and education) were then selected for focus group discussions. It was found that most teachers consider written feedback an important tool for guiding and helping students improve their work. In fact, they consider written feedback as important as verbal feedback. Teachers also recognized the importance of discussing the written feedback with the students but they rarely did so because of time constraints. Most teachers preferred to directly fix students' errors instead of providing feedback to enable them to correct those errors by themselves. While less than half of the participants used a checklist for grading, others used annotation. Several factors were found to have a great influence on the amount and quality of feedback. The most significant factor was whether teachers had formal training in providing feedback. Only 17% of the participants in this study had proper training to give written feedback. They also identified several environmental and personal factors that had an impact on their feedback practices including time, the relationship between the teacher and individual students, and, most importantly, the policies and culture of the institutes.

Written feedback can facilitate students' learning in several ways. However, the teachers' practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers' accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A purposive sample of 12 teachers from nursing institutions in Karachi, Pakistan, participated in the study. Using a semi-structured guide, in-depth interviews were conducted with the participants, between January-September, 2013. The interviews were tape recorded and transcribed verbatim and were manually content analyzed. The analysis of findings led to three sections: teachers' conceptions about written feedback, teachers' practices of providing written feedback, and factors that affect the teachers' practices of providing written feedback to their students. The findings indicated that although the teachers realize the importance of written feedback and its impact on students' learning, several factors, including teachers' competence and commitment, students' receptivity, and contextual barriers, affected their practices. To actualize the potential power of teachers' written feedback in students' learning, both teachers and institutional administrators need to realize the importance of written feedback. Moreover, concerted efforts including teachers' development and policies are required to overcome the factors that negatively influence the practices of written feedback.

Objective:The purpose of this study was to explore the perceptions of women about childbirth experiences at the birthing centers (BCs) in Karachi, Pakistan.Design:A qualitative descriptive exploratory approach was employed using semistructured interviews.Participants:A purposive sample of eight women who had used BCs was enrolled from each site.Findings:Five themes emerged from content analysis including: (a) satisfaction with BC, (b) provision of homely environment, (c) promotion of normalcy, (d) facilitation of family support, and (e) protection of privacy.Key Conclusions:Overall, the findings of the study revealed that women who used BCs were satisfied with the services and the environment provided to them by the midwives during the antenatal, intranatal, and postnatal periods. Most of the women appreciated the privacy offered at the BCs. They considered BCs as a safe, accessible, and affordable option for childbirth and encouraged others in the community to opt for it.Implications for Practice:The findings of this study may help to advocate for births at BCs and provide women-friendly maternity care, by giving choice and control to women during childbirth, providing comfort to women by using fewer medical interventions, and promoting normalcy by attending spontaneous vaginal delivery.

No abstract

Aims: To explore the perceptions of community midwives about their work experiences after deployment in the rural settings of Chitral, Khyber Pakhtunkhwa, Pakistan. Methods: A qualitative descriptive approach was used, conducting in-depth semi-structured interviews with 13 community midwives. Findings: The three major themes that emerged from the analysis of the data were: (1) rural community midwives' perceptions of their role and competencies, (2) factors facilitating and hindering the rural community midwives' ability to function, and (3) continuation of community midwives' services in the future. Conclusions: The study findings highlighted the factors that empower and obstruct community midwives in providing services in rural areas. The majority of the community midwives felt empowered because of their increased earning capacity and enhanced competencies in performing their roles. However, some of them shared challenges in terms of socio-cultural and financial constraints. These findings have important implications for midwives working in rural areas.