Evaluation of capacity to deliver Emergency Obstetrics and Newborn Care updated midwifery and reproductive health training curricula in Kenya: Before and after study

Shikuku, Duncan, Tallam, Edna, Wako, Ibrahim, Mualuko, Agnes, Waweru, Lucy, Nyaga, Lucy, Bashir, Isaak and Ameh, Charles ORCID: https://orcid.org/0000-0002-2341-7605 (2022) 'Evaluation of capacity to deliver Emergency Obstetrics and Newborn Care updated midwifery and reproductive health training curricula in Kenya: Before and after study'. International Journal of Africa Nursing Sciences, Vol 17, e100439.

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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.

Item Type:	Article
Subjects:	WA Public Health > WA 30 Socioeconomic factors in public health (General) WA Public Health > Health Problems of Special Population Groups > WA 310 Maternal welfare WQ Obstetrics > Childbirth. Prenatal Care > WQ 160 Midwifery WQ Obstetrics > Childbirth. Prenatal Care > WQ 175 Prenatal care WQ Obstetrics > Labor > WQ 330 Complications of labor WQ Obstetrics > WQ 500 Postnatal care WS Pediatrics > By Age Groups > WS 420 Newborn infants. Neonatology
Faculty: Department:	Clinical Sciences & International Health > International Public Health Department
Digital Object Identifer (DOI):	https://doi.org/10.1016/j.ijans.2022.100439
Depositing User:	Clare Bennett
Date Deposited:	10 Jun 2022 15:03
Last Modified:	10 Jun 2022 15:03
URI:	https://archive.lstmed.ac.uk/id/eprint/20547

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