Journal – International Journal of Africa Nursing Sciences
Article type – Journal research article – Clinical research
Publication date – Jun – 2022
Authors – Duncan N. Shikuku, Edna Tallam , Ibrahim Wako , Agnes Mualuko , Lucy Waweru , Lucy Nyaga , Issak Bashir , Charles Ameh
Keywords – curriculum, Emergency obstetrics and newborn care, Kenya, Midwifery, Midwifery educators
Open access – Yes
Speciality – Obstetrics and Gynaecology, Surgical education
World region Eastern Africa
Country: Kenya
Language – English
Submitted to the One Surgery Index on July 3, 2022 at 1:28 am
Abstract:

Introduction
Provision of emergency obstetric and newborn care (EmONC) by skilled health personnel reduces maternal and newborn mortality. Pre-service diploma midwifery and clinical medicine (reproductive health) curricula in Kenya were reviewed and updated integrating the competency based EmONC curriculum. A two-part (virtual for theoretical component and face-to-face for the skills-based component) capacity building workshop for national midwifery/clinical medicine trainers of trainers to improve their capacity to implement the updated curricula and cascade it to colleagues nationwide was conducted.

Purpose
This paper measured change in confidence of pre-service midwifery/clinical medicine educators to deliver the updated competency-based curricula in Kenya.

Methods
A before-after study among 51 midwifery/clinical medicine educators from 35 training colleges who participated in upskilling workshops as trainers-of-trainers for the updated curricula between September-November 2020. Assessment included self-reported confidence using a 3-point Likert scale (not confident, somewhat confident or extremely confident) in facilitating online teaching (as COVID-19 pandemic containment measure), EmONC skills teaching/demonstration; scenario/simulation teaching, small group discussions, peer review and giving effective feedback. Analysis involved test of proportions with p-values < 0.05 statistically significant.

Results
Educators’ confidence significantly improved in facilitating virtual teaching (46% to 70%, p = 0.0082). On the competency-based training, the confidence among educators significantly increased in facilitating EmONC skills teaching/demonstration (44% to 96%), facilitating scenario/simulation teaching (46% to 92%), facilitating small group discussions (46% to 94%), giving effective feedback (46% to 92%), and peer review and feedback (47% to 77%), p < 0.05).

Conclusion
The blended training improved the confidence of pre-service educators to deliver the updated midwifery/clinical medicine curricula.

OSI Number – 21653

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