Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda

Abstract

ObjectivesThe aim of this study was to explore how nurse and midwife educators applied the knowledge and skills acquired from attending acontinuous professional development (CPD) workshop on teaching methodologies into their teaching practices in Rwanda.MethodsA qualitative descriptive design was used with a purposive sample of 15 nursing and midwifery faculty members from six private and public post-secondary schools in Rwanda. Participants were involved in semi-structured individual interviews. Inductive content analysis was used for generating themes.ResultsFive themes emerged describing the educators’ teaching experiences: (1) enhanced teaching practices competencies; (2) application of knowledge and skills gained into classroom and clinical teaching; (3) collaboration and teamwork; (4) facilitators and challenges faced to the application of the knowledge and skills into practice; and (5) indirect outcomes to maternal, newborn, and child health care.ConclusionCPD workshops about teaching methodologies for nurse and midwife educators offer a substantive means of improving the quality of nursing and midwifery undergraduate education in Rwanda. There is, however, an ongoing need to address existing barriers to applying knowledge and skills to the practice of teaching.

Clinical teaching practices in maternal mental health care: An integrated review

“…Effective clinical practice in MMH requires nurse educators to be familiar with teaching strategies and the course to be taught so that they can teach effectively and provides students with current and evidence‐based information (Goh et al., 2021; Leonard et al., 2016). According to the review, most nurse educators lack confidence and competence in clinical teaching and mental health practice because of poor preservice preparation, as such they also fail to support students adequately (Gcawu et al., 2021; Legere et al., 2017; Ndayisenga et al., 2020; Vuckovic, Carlson, & Sunnqvist, 2021). The review has identified the need for training institutions to employ well‐trained teachers to support students in the classroom and clinical teaching (Yang & Chao, 2018).…”

“…The study results indicate that both nursing colleges and teaching hospitals are under resourced in terms of skilled mental health educators and materials to support student teaching(Asirifi et al, 2017;Günaydin & Arguvanli Çoban, 2021;Ndayisenga et al, 2020). A severe shortage of skilled staff has led to students being used as a helping hand, and a shift in duties to non-specialized nurse educators, resulting in poor classroom presentation and students not fully understanding the content(Günaydin & Arguvanli Çoban, 2021;Ndayisenga et al, 2020;Yang & Chao, 2018). Findings also indicate that there are no guidelines for MMH competencies to standardize care and a lack of screening tools for MMH conditions(Adjorlolo et al, 2019;Brown et al, 2020).…”

“…Training institutions are being encouraged to have well-formulated policies on staff recruitment and continuous professional development policy to ensure a competent workforce that supports students accordingly.5.3.4 | Theme 6: Shortage of teaching and learning resourcesOne of the most important aspects of effective clinical teaching practices is the availability of resources. The study results indicate that both nursing colleges and teaching hospitals are under resourced in terms of skilled mental health educators and materials to support student teaching(Asirifi et al, 2017;Günaydin & Arguvanli Çoban, 2021;Ndayisenga et al, 2020). A severe shortage of skilled staff has led to students being used as a helping hand, and a shift in duties to non-specialized nurse educators, resulting in poor classroom presentation and students not fully understanding the content(Günaydin & Arguvanli Çoban, 2021;Ndayisenga et al, 2020;Yang & Chao, 2018).…”

Nursing and Midwifery Students’ Perceptions and Experiences of Using Blended Learning in Rwanda: A Qualitative Study

“…Like other higher teaching and learning programs, nursing and midwifery education in Rwanda continues employing useful teaching methodologies that promote a conducive learning environment. [1][2][3][4] For example, to promote effective teaching and learning environment for their students and to reduce some challenges like continuing education during Covid-19 pandemic or continuing education while maintaining your working status and costs related to some other traditional teaching methods including money to travel to school and limited access to teaching and learning materials, both Rwandan private and public higher learning institutions (HLIs) initiated a blended learning (BL) approach in preservice nursing and midwifery education. [5] A BL approach combines the benefits of face-to-face and E-learning and minimizes the drawbacks of each method.…”