Half-time evaluation of a new 4-year Ph.D. program in nursing and midwifery at the University of Gondar, Ethiopia

Abstract

A new four-year Ph.D. programme in nursing and midwifery, the first of its kind in Ethiopia, was started in 2018/2019 at the University of Gondar when eight doctoral students in nursing and midwifery entered the program. We who have been involved see this as an appropriate time to evaluate what has been accomplished to date and to look toward future possibilities. Our aim in carrying out such an evaluation and presenting our findings is in part to determine if similar programs might be developed in other similar settings and in part to learn what modifications to the present program might be considered. The key elements of a questionnaire survey with closed and open response alternatives were based on the content, structure and learning outcomes of the home university Ph.D. programme as described in the curriculum. The questionnaire responses captured changes that would be needed to maintain a fully satisfactory programme that blends onsite instruction and online access to faculty resulting in a twenty-first century blended Ph.D. programme. Improved dialogue between the home university faculty and the external supervisors is needed. The programme can provide a career pathway that midwifery and nursing educators can follow in their own country rather than having to leave to study in another country. The findings provide insight into the feasibility of extending similar Ph.D. programmes to other parts of East Africa and with the SDG 5 in mind with an increased focus on women leadership. The justification for this initiative is to meet the need for more nursing and midwifery faculty who can provide quality midwifery and nursing education in East African countries. Retention of these professionals will help to deal with the shortage of healthcare personnel and will provide better care for the general population.

Emergency medicine doctoral education in Africa: a scoping review of the published literature

“…The literature suggests that formal training in supervision and mentoring is desired [ 16 , 17 , 20 ]. With the current focus on interdisciplinary approaches to address supervision capacity restraints, a mention was made to be cognizant of the importance of co-supervision [ 17 ] and out-of-departmental expertise [ 27 ]. Having individuals assist on doctoral projects from various professional backgrounds can address many of the research sustainability and academic staff resource concerns while providing the opportunity for an enriching experience for the students [ 23 ].…”

“…The concept of collaborative learning was apparent in multiple articles but not explicitly mentioned. The act of assigning current and past PhD students as supervisors to other post-graduate students, in their respective academic departments, helped both the university and the student in terms of resource capacity and experience respectively [ 27 , 35 ]. Balogun et al furthered this by saying that PhD graduates should sustain the contact they have with their department, to both support the university and to further their own development [ 35 ].…”

“…The concept of research sustainability in this study refers to long-term research capacity strengthening with production of high-quality, independent researchers, research leaders and outputs [ 38 ]. The topic domain of research sustainability was mostly introduced as doctoral programmes enlisting the help of their post-doctorate students or other alumni in helping with the supervision of their current doctoral students [ 27 ].…”

Exploring the Unexpected Transition to Online Learning Due to the COVID-19 Pandemic in an Ethiopian-Public-University Context

“…students and their virtual learning, teaching, and assessment have recently become the center of the quality debate following the COVID-19 pandemic [16]. This is particularly true in universities in Ethiopia, as students, parents, and the public have become increasingly doubtful about virtual learning, and suspicious about the potentials of the technology in serving the learning, teaching, and assessment functions as well as face-to-face learning does [17,18].…”