Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

Workplace environment can have a considerable impact on the physical, psychological and maternal health of pregnant healthcare workers. This article aimed to summarise the impact of work-related ergonomic stressors on pregnancy outcomes for healthcare workers, along with potential interventions to resolve these stressors. A narrative review analysis using the Pearl Growing Strategy was conducted between February 2019 and June 2020 to identify English-language articles published between 2000 and 2020. A total of 89 studies were identified from the SCOPUS (Elsevier, Amsterdam, Netherlands), MEDLINE® (National Library of Medicine, Bethesda, Maryland, USA) databases and Google Scholar (Google LLC, Menlo Park, California, USA). The results indicated that poor work-related ergonomics had detrimental effects on pregnancy outcomes, resulting in spontaneous abortions, preterm delivery, low birth weight babies and infertility. Policymakers and employers should conduct ergonomic assessments and implement appropriate practices to ensure the safety of pregnant healthcare workers. Keywords: Healthcare Workers; Physical Ergonomics; Pregnancy Outcomes; Occupational Health; Occupational Exposure.

Cultural barriers can significantly diminish educator's chances of teaching clinical skills and competencies to students [1]. We report about Voice Enhanced High Fidelity Simulation (VES) using Gaumard's NOELLE® Advanced Maternal Care simulator to teach undergraduate male nursing students maternity nursing skills. This innovation was essential because as a minimum entry-topractice competency, baccalaureate nursing graduates are required to competently care for mothers and their families during labor and childbirth, and to provide safe and supportive environment, while being able to identify complications and respond to psychological needs [2][3]. In our study, we found that simulation helped students to fill the gap between theoretical knowledge and practical skills. Secondly, simulation helped the students to experience heightened awareness and deeper appreciation of the process of labour and childbirth. Thirdly, simulation enhanced student's communication ability with the mother. Furthermore, simulated experiences taught the students when to call for help. Finally, simulation enabled the students to better understand the role and tenets of interprofessional collaboration in the management of labour. We conclude that VES can be used to overcome barriers that hinder the teaching of male nursing student's attitudes, skills and competencies to provide safe care to childbearing mothers and their families, including the tenets of how to effectively collaborate with others during their care.

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This paper presents specific pregnancy outcomes of COVID-19 during pregnancy, based on the literature available until August 2020. Methods: A systematic review was conducted in PubMed, Scopus, Google Scholar, Springer, Science Direct, and the EMBASE database of publications regarding coronavirus disease following the PRISMA checklist. The search terms used include: "pregnancy"; "pregnant"; "neonatal"; "neonate"; "COVID-19"; "coronavirus disease 2019" "pregnancy", "pregnant", "neonatal" and "neonate". All studies exploring the maternal and fetal outcomes among pregnant women with COVID-19 were considered for this review. Results: A total of 11 case reports on 17 pregnant women and 12 retrospective reviews of the medical records of 795 pregnant women meeting the inclusion criteria were included in the review. Of 362 deliveries, 59.3% involved caesarean sections [CS] while 40.6% were vaginal deliveries. Of the 362 deliveries, 22.37% were preterm. Of 51 neonates, 20% were found to have low birth weight and one tested positive for SARS-CoV-2. A total of nine neonatal deaths were reported, which were not associated with the viral infection, and 15 neonates were found to be COVID-19 positive, although no indication of vertical transmission of infection was established. Conclusions: Pregnancy does not increase the risk of COVID-19 and prospective mothers should follow the same recommendations as applicable to the general population, to limit the transmission of COVID-19. Information compiled in this systematic review of COVID-19-related pregnancy outcomes may help in planning the best care in future.