Establishing an Online Continuing and Professional Development Library for Nurses and Midwives in East, Central, and Southern Africa

Hosey, K.N.; Kalula, Alphonce; Voss, Joachim

doi:10.1016/j.jana.2016.01.007

Cited by 22 publications

(26 citation statements)

References 8 publications

(10 reference statements)

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“…24 Arranging for midwives to attend a course in person is expensive, with long distances to be travelled in order to attend. 25 Creative ways of receiving continuing professional development, such as distance and online learning needs to be explored to cater to the needs of isolated midwifery graduates who work in rural and remote areas. An online system of professional development opportunities has been instigated successfully in several African nations.…”

Section: Discussionmentioning

confidence: 99%

“…An online system of professional development opportunities has been instigated successfully in several African nations. 25 It is interesting to note the different messages that were obtained about the optimum method of learning. Nurses and midwives seem to prefer reading matter in PDF format rather than at faceto-face courses.…”

Section: Discussionmentioning

confidence: 99%

“…Nurses and midwives seem to prefer reading matter in PDF format rather than at faceto-face courses. 25 As local contexts of practice and infrastructure requirements differ from country to country it would be necessary to examine the most appropriate and manageable mode for provision of continuing professional development in Papua New Guinea. Regulatory and professional bodies would be well positioned to coordinate and monitor opportunities for professional development.…”

Section: Discussionmentioning

confidence: 99%

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Continuing professional development and challenges facing newly graduated midwives in Papua New Guinea

Moores

Puawe

Buasi

et al. 2016

Pac J Reprod Health

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Background: The Maternal Mortality Ratio in Papua New Guinea (PNG) in 2008 was estimated at more than 700 deaths per 100,000 live births. In recognition of the high MMR, a Ministerial Taskforce was established in 2009 with recommendations to urgently address the workforce capacity in regard to maternal and child health services. In 2010, a new competency-based Bachelor of Midwifery curriculum was introduced into four universities in PNG and an increase in the numbers of midwifery students took place over a four year period.Aim: The aim of this study was to explore the experiences of Papua New Guinean midwifery graduates from the 2012 and 2013 Bachelor of Midwifery cohorts. These graduates were among the first to complete the revised national midwifery curriculum designed to improve the knowledge and skills of a registered midwife graduate.Method: A descriptive exploratory study was undertaken to explore the experiences of 174 graduates in the first two years post-graduation. All graduates that were able to be contacted were provided with information about the study, consented and were interviewed either face-to-face or by phone/email. Quantitative data were analysed using simple descriptive statistics in SPSS and qualitative data underwent content analysis and coding by the research team.Findings: Almost all (90%) graduates were working as midwives with 39% of graduates working in rural and remote locations across PNG. Midwifery education prepared graduates well for their work as midwives, but many commented that the course needed to be longer to improve feelings of competence. Professional support during their graduate year varied depending on location and motivation of supervisors. Many graduates, particularly those in rural areas, expressed the desire to work under clinical supervision in a hospital setting for a period of 6-12 months at the end of their training to become more skilled and confident prior to seeking employment.Conclusion: Most midwifery graduates from the new curriculum found employment as midwives. Only a minority of graduates have had opportunities for continued professional development or support from a mentor of senior colleague. Regular, ongoing professional development and supervision needs to be initiated for the provision of skilled and evidence based care. Support and incentives for staff to work in rural and remote areas should be considered.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Continuing professional development and challenges facing newly graduated midwives in Papua New Guinea

Moores

Puawe

Buasi

et al. 2016

Pac J Reprod Health

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“…The key wrds were:nurse, nurse practitioner, midwife, healthcare provider, healthcare practitioner, continuous professional education, in-service education, in-service training, continuing education, lifelong learning, professional development, workforce advancement, on the job training, staff development, continuing professional learning, mandatory and the 46 WHO Afro-region member states. Eight articles within the selected period addressed mandatory CPD in the WHO Afro-region member states ( Gross et al, 2015 , Hosey et al, 2016 , Ingwu et al, 2019 , Kelley et al, 2017 ; Leuning et al, 2016; Michel-Schuldt et al, 2018 , Mosol et al, 2017 , Viljoen et al, 2017 ). Only articles in English were included.…”

Section: The Focus Of Cpd Information Retrievalmentioning

confidence: 99%

Continuing Professional Development status in the World Health Organisation, Afro-region member states

Baloyi¹,

Jarvis²

2020

International Journal of Africa Nursing Sciences

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There is evidence of underperformance of the Global Health Indicators, particularly in the WHO Afro-region. Yet, quality, effective healthcare delivery, and access to information about best practice remains a challenge to nurses and midwives in the WHO Afro-region. For nurses and midwives to have the capacity to practice safely and competently they need to engage in mandatory Continuing Professional Development (CPD). However a composite picture is not available for future project planners, researchers, and policy developers. Published literature from the past five years and professional body webpages were searched. The results of shining a light on the WHO Afro-region member states CPD status revealed strengths, weaknesses, opportunities, and threats. The strengths lay in the beginnings of mandatory CPD and annual licensure renewal, while the weaknesses revealed inequity of CPD distribution across the region. The opportunities showed international academic partnership with possibilities for further engagement, and the threats were evident in the health context of the Afro-region, the shortage of nurses and the lesser participation of nurses in CPD programs. The illumination of the CPD status in the Afro-region suggests that a revised CPD landscape is necessary to strengthen the relevance and response capacity of nurses and midwives, as key contributors towards the Global Health Indicators.

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“…It is also important to consider whether the web‐based training platform is viable and acceptable in an LMIC like South Africa. Efforts to utilize online options for professional development in healthcare workers already exist in Africa, with most success reported in the education arena [Hosey, Kalula, & Voss, ; Mars, ]. South Africa has one of the highest Internet penetration rates in Africa [Statistics South Africa, ] with 53.5% of households reporting at least one individual with access to the Internet.…”

Section: Introductionmentioning

confidence: 99%

Feasibility of utilizing autism navigator® for primary care in South Africa

et al. 2018

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There is a significant research‐to‐practice gap in early detection of young children with autism spectrum disorder (ASD) worldwide but particularly in low‐ and middle‐income countries (LMICs) where expertise is limited and high‐quality training is difficult to access. Autism Navigator® for Primary Care is a web‐based course designed to increase awareness of red flags of ASD in the second year of life and thus promote earlier detection and referral for intervention. It contains extensive video illustrations that offer rapid access to multiple exemplars of ASD red flags. This study examined aspects of feasibility of the Autism Navigator® for Primary Care in one LMIC, South Africa. A mixed‐methods quasi‐experimental design was used to examine relevant professionals' implementation of the course and measure changes in their knowledge of red flags after training. Perceptions of the acceptability, demand, and practicality of the course were explored in focus groups. Sixty‐two providers completed the course online with a 94% completion rate. Built‐in learner assessment pass rates ranged from 88% to 100%. Second‐language English speakers took longer to complete the learner assessments, and professionals with less access to the Internet spent less time in the course. Participants' perceptions of the acceptability, demand, and practicality of the course were mostly positive with some suggestions made for local conditions. Results supported the feasibility of the course in this LMIC with some supports required pertaining to language and Internet access. We propose that this training has the potential to lower the age of detection of ASD in South Africa and other LMICs. Autism Research 2018, 11: 1511–1521. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Professionals in low‐ and middle‐income countries urgently need training to recognize red flags of autism in very young children. The feasibility of utilizing the Autism Navigator® for Primary Care course for this training was explored with 62 South African professionals. After training, professionals' knowledge of early red flags improved, and most reported the course important and needed in South Africa. They found the web‐based design mostly acceptable, practical, and culturally applicable. The course could help lower the age of autism detection.

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Establishing an Online Continuing and Professional Development Library for Nurses and Midwives in East, Central, and Southern Africa

Cited by 22 publications

References 8 publications

Continuing professional development and challenges facing newly graduated midwives in Papua New Guinea

Continuing professional development and challenges facing newly graduated midwives in Papua New Guinea

Continuing Professional Development status in the World Health Organisation, Afro-region member states

Feasibility of utilizing autism navigator® for primary care in South Africa

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