The challenges facing midwifery educators in sustaining a future education workforce

Albarran, John; Rosser, Elizabeth

doi:10.1016/j.midw.2013.07.016

Cited by 14 publications

(10 citation statements)

References 20 publications

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“…In fact, 93% of the participants reported that the resources of manpower are inadequate compared to the increasing number of nursing students rolling each year. These results are identical to those reported in (Agbedia, 2012;Albarran & Rosser, 2014;Bell et al, 2013;Budgen & Gamroth, 2008;Croxon & Maginnis, 2009;GormIey, 2003;Herrman, 2008 ;Luhanga, Billay, Grundy, Myrick, & Yonge, 2010;Mason, Shuman, & Cook, 2013;Norman, Buerhaus, Donelan, McCloskey, & Dittus, 2005;O'Flaherty & Phillips, 2015;Saarikoski, Isoaho, Warne, & Leino-Kilpi, 2008;Sarmiento, Laschinger, & Iwasiw, 2004;Sedgwick & Harris, 2012).…”

Section: Discussionsupporting

confidence: 90%

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

Lateef¹,

Mhlongo²

2019

GJHS

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Background: Teaching and learning are like two composites sides of a coin. While the indispensability of teaching to knowledge and skill acquisition among professionals including nurses is never in doubt, certain teaching methods have been proven to yield more fruitful results than others. This study therefore explored the lived experience of nurse educators regarding teaching methods and the challenges encountered in nursing education institutions in South West Nigeria. Methodology:A qualitative inquiry research approach was used. Fifteen nursing educators were purposively selected from three nursing institutions in South West Nigeria with at least one year of teaching experience. Data was collected through semi-structured, in-depth individual interviews with the selected participants. All interview sessions were audio recorded with participants' permission and later transcribed verbatim. Thereafter, the collected data was analyzed using thematic content analysis. Results:The study identified a number of factors that hindering teaching methods that support students learning by nurse educators. Results showed six themes viz: Inadequate preparedness of the students for higher education; Insufficient facilitation skills of the teachers; Misconceptions about teaching practices; Resource constraints; Resistance to change; and Lack of incentives. Further analysis revealed that the dynamic changes occurring in the health care professions, require a radical shift in the way nursing students are taught, to develop them into competent nurses of the future, who are capable of using their skills to solve the health care needs of the populace. Conclusions:The effective use of teaching methods is the cornerstone of the future of general nursing and nursing practice. Nurses need to be trained with an objective to become skilled and competent through effective teaching and learning by taking into account the diversity of higher education institutions and responding effectively to the needs of nursing educators and nursing students, as well as institutional demands.

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Section: Discussionsupporting

confidence: 90%

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

Lateef¹,

Mhlongo²

2019

GJHS

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“…According to the literature, the main challenges of clinical midwifery training have been incompetent professors, limited opportunities to acquire the required skills, and lack of facilities and equipment (38,39). Successful implementation of curricula calls for the presence of quali ed and skilled professors (40). The results of a systematic review showed that the need to update the knowledge and skills of instructors in clinical practice is essential (41).…”

Section: Discussionmentioning

confidence: 99%

Development of accreditation standards for midwifery clinical education in Iran

Abedian

Javadnoori

Montazeri

et al. 2022

Preprint

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Background Improving the quality of clinical education leads to the training of competent and professional staff. Therefore, it is necessary to pay attention to effective clinical education standards. The present study was designed to develop accreditation standards for midwifery clinical education in Iran. Methods This study was performed in two phases. In the first phase, accreditation standards for midwifery clinical education in the United Kingdom, the United States, Australia and the International Confederation of Midwives (ICM) were thoroughly examined through a narrative review study in 2021. In the second phase, a qualitative study with a directed content analysis approach was conducted. The axes extracted from the first phase were used as a framework and guide in this phase. The study population consisted of senior midwifery managers, faculty members of midwifery departments with a background in clinical teaching, clinical midwifery instructors, and final year undergraduate midwifery students (n = 15). Participants were selected by purposive sampling method, and data collection was continued until data saturation. Results The results of extracting the standards and accreditation criteria of midwifery schools from the review study were divided into 6 areas: Mission and goals; Curricula; Clinical instructors; Students, Clinical setting; and Assessment. These axes were used as a guide in formulating questions and conducting semi-structured interviews in the second phase. Data analysis in this phase led to the extraction of 131 codes, which were divided into 35 sub-subcategories, 15 sub-categories and 6 main categories. Conclusion If implemented, integrated and localized standards of clinical midwifery education in Iran is promising in improving the quality of clinical education programs.

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“…In Europe, and Norway, evidence suggests that nursing and midwifery educators are increasingly required to be in the possession of a doctoral degree for appointment as a lecturer [4, 33]. Once in education, midwifery educators are expected to meet higher education institutions’ expectations as researchers and develop pedagogical expertise [34].…”

Section: Discussionmentioning

confidence: 99%

“…Once in education, midwifery educators are expected to meet higher education institutions’ expectations as researchers and develop pedagogical expertise [34]. Thus, midwifery educators are stimulated to become academic scholars while practical skill instruction appears to be less valued [33]. In contrast to the ICM recommended standards, midwifery educators in Norway are not obliged to maintain competence in midwifery clinical practice once they have been appointed at an educational institution [35].…”

Section: Discussionmentioning

confidence: 99%

Norwegian midwives’ opinion of their midwifery education – a mixed methods study

et al. 2017

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BackgroundMidwifery education in Norway has undergone radical reforms in the past few decades. In 2004, the compulsory year of paid internship was removed from the requirement to become an authorised midwife. Since then, authorisation as a midwife depends on the successful completion of a two-year full-time academic course, consisting of 50% clinical practice and 50% theoretical education. Our objective was to examine midwives’ opinion of their Norwegian midwifery education in relation to their midwifery practice, comparing those educated with internship to those without.MethodsWe performed a mixed-methods study based on data from a nationwide cross-sectional survey. A sample of 547 midwives completed a postal questionnaire, autumn 2014. Midwives were asked how they were educated, how their education prepared them for practice (multiple choice) and to freely comment on their midwifery education. Thematic analysis and descriptive and comparative analysis was used. Data sets were analysed independently and jointly interpreted.ResultsOf our sample, 154 (28.2%) were educated through a two-year midwifery education without internship, while 393 (71.8%) had a one-year midwifery education with internship. Compared to midwives who had internship, midwives without were four times more likely to report that their education did not, or only partially prepare them for their work as a midwife. The association lost its significance when adjusted for experience as a midwife. According to the qualitative data, the primary reason for the association was insufficient clinical practice during education. Relevant clinical placement, ample practice time with good preceptorship and internship were proposed as methods to prepare for practice as a midwife. The theory–practice gap was highlighted as another hindrance to being prepared for practice.ConclusionsAcademisation of the midwifery education has resulted in newly qualified midwives feeling less prepared for practice. Midwives would have liked more time for clinical practice and simulation training of core midwifery clinical skills included in the education. Midwifery educations need to explore ways to achieve a good balance between practice and theory. Workplaces need to explore alternative ways to internship to assist new graduates to become confident midwives with a strong midwifery identity.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0917-0) contains supplementary material, which is available to authorized users.

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The challenges facing midwifery educators in sustaining a future education workforce

Cited by 14 publications

References 20 publications

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

Development of accreditation standards for midwifery clinical education in Iran

Norwegian midwives’ opinion of their midwifery education – a mixed methods study

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