Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

Purpose: Labor is a physiological event, but it is a painful event.The agony and stress a woman suffers are beyond description. Primigravid women must be prepared during the antenatal period itself for safe and natural childbirth. The purpose of this study was to determine the effect of antenatal exercise in pain management during labor. Materials and methods:A quasi-experimental study was conducted with 600 primigravid women. Education on antenatal exercises provided with the help of three-dimensional (3D) animation and the practice was monitored. Visual analog scale (VAS) was used to assess the perception of the pain of these primigravid women during labor. Results:The primigravid women performed exercise for a minimum of 15 to a maximum of 34 days. In the experimental group, 74% of the primigravid women had moderate pain, and only 26% of them had severe pain. Whereas in the control group, 95.7% of the primigravid women had severe pain and only 4.4% of women had mild to moderate pain. Experimental group women had better pain bearing capacity due to exercise as compared to control group. Conclusion:Nurses and childbirth educators must be willing to provide sensitive, continuous care that is a collaborative effort with the woman to assist her in coping with pain and mastering the experience of childbirth. Greater attention needs to be paid to promote and implement the antenatal exercise program from the onset of pregnancy in the absence of any medical and obstetrical complications. Healthcare providers should appreciate and strongly recommend the exercise program as nonpharmacological pain relief measure during labor.

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Introduction As the number of males, entering nursing and midwifery increase in number, challenges faced by these males during training sessions also is on rise. Since these challenges vary from culture to culture, it is essential to understand the experiences and challenges of male nursing students during their nursing education. Aim To explore the challenges faced by male nursing students in learning maternal health nursing and the remedial strategies to improve their performance as identified by the students. Design A descriptive qualitative research design using focus group discussion method was used. Methods Twenty-two (22) undergraduate male nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018 were purposively selected to participate in the study through five (5) focus groups each comprising between four to six students. Results Three themes emerged from the study: (a) cultural constraints in the clinical learning process; (b) traditional gender-biased role expectations, and (c) alternative teaching strategies. In terms of “ cultural constraints,” the students felt the Arabic culture was the main barrier in direct patient care in midwifery practice. In relation to “ gender-biased role expectations,” the students reported that they felt “ not accepted and isolated” in midwifery clinical areas. Thirdly, the “ alternative teaching strategies” relate to the student's remedy to the cultural constraints and the gender bias faced that undermined their learning and overall performance in maternity nursing course . These alternative ways of learning included, “ increased involvement of nurses and midwives in teaching learning”; “ cultivating positive relationship between the clinical instructor and students,” and the “ use of high fidelity simulation to learn skills in midwifery education.” Conclusion The study findings revealed that male student nurses face significant challenges in maternity nursing course.