Building midwifery educator capacity using international partnerships: Findings from a qualitative study

West, Florence; Dawson, Angela; Homer, Caroline

doi:10.1016/j.nepr.2017.05.003

Cited by 15 publications

(15 citation statements)

References 33 publications

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“…Building research capacity is a challenging endeavor. It requires a holistic approach to understand the internal and external contexts of the academic unit in order to recognize potential barriers, identify existing opportunities, and develop new strategies to advance research activity (Huenneke et al, 2017;West et al, 2017). To advance the discipline of nursing we must conduct highquality and impactful research (Begley et al, 2014;Cooke et al, 2018;Green et al, 2006;Jamerson et al, 2011;Segrott et al, 2006;Torres et al, 2017).…”

Section: Background and Purposementioning

confidence: 99%

“…While mapping strategies and goals is a critical milestone to increase research capacity, it is equally important to recognize internal and externals barriers that might compromise their achievement. Internal and external barriers that might threaten research capacity for nursing academics include, but are not limited to imbalance between research and teaching time (Hauck et al, 2015;Torres et al, 2017;West et al, 2017); funding inequities between university departments and faculties (Green et al, 2006;Torres et al, 2017); gender inequities in research funding applications (Burns et al, 2019); and limited and highly competitive local, regional, and federal research funding opportunities (West et al, 2017). The complex interaction between these factors, as well as individual motivations and attitudes, often discourage faculty members from undertaking research activities (Hauck et al, 2015;Huenneke et al, 2017;West et al, 2017).…”

Section: Background and Purposementioning

confidence: 99%

“…The nature of these barriers has not changed over time; nursing faculty and academic units remain challenged. These challenges can be addressed, and perhaps overcome with a multifaceted approach that includes strategic visioning and tenacious academic leadership, incorporating strategies such as mapping existing capacity, excellent communication at all levels, and a robust infrastructure (Hauck et al, 2015;Huenneke et al, 2017;Jamerson et al, 2011;West et al, 2017).…”

Section: Background and Purposementioning

confidence: 99%

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Building Research Capacity in Nursing Academia in 2020: Is the Road Less Perilous?

et al. 2020

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Background Building research capacity in nursing academic units continues to be a challenge. There are a number of external contextual factors and internal factors that influence individual faculty as well as the collective to engage successfully in research. Purpose The overall aim of this opinion article is to provide an overview of the current external and internal, processes and structures, relevant to capacity of nursing faculty to engage in research. Methods To inform the external context, we reviewed national research funding trends for nursing. To inform the internal context, we provided an exemplar of the internal processes and structures designed to support research capacity building within our academic unit. Results Canadian Institutes of Health Research funding trends for research grants led by nurse principal applicants increased between 2010 and 2013, followed by a steady decline. In 2017 to 2018, there were only 24 research grants led by nurse principal applicants. These external challenges coupled with the traditional internal barriers, such as the imbalance between teaching and research time, threaten research capacity for nursing academics. Conclusion Organizational strategies to promote research capacity within academic nursing units are a necessary requirement to move forward.

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Section: Background and Purposementioning

confidence: 99%

Section: Background and Purposementioning

confidence: 99%

Section: Background and Purposementioning

confidence: 99%

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Building Research Capacity in Nursing Academia in 2020: Is the Road Less Perilous?

et al. 2020

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“…This gure is largely attributable to the shortage of midwives, equipment and transport infrastructure within the maternity services when complications occur [21,22]. Innovative ways are required to save the lives of women and newborns, educating healthcare professionals, particularly midwives, and strengthening their capacity [23,24]. The rst step in addressing this challenge is to understand women's decision-making when choosing a place of birth in a subsequent pregnancy.…”

Section: Introductionmentioning

confidence: 99%

Lack of autonomy in facility-based births makes women become absentees of maternity services in Somaliland fragile contexts - a qualitative study

Egal

Essa

Yusuf

et al. 2021

Preprint

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ObjectiveSomaliland has high levels of both maternal and infant mortality. This has been attributed, in part, to the fact that nearly 80% of births in the country take place at home, with women assisted by Traditional Birth Attendants (TBA) who have limited medical knowledge when it comes to obstetric complications. In this study we aim to capture multipara women’s decision-making when choosing the place of birth, illuminated by their experiences of maternity services in SomalilandDesignAn explorative qualitative approach using individual interviews conducted in Somaliland with 25 multiparous women who had experience of both a home and facility-based birth within the last three years.FindingsThe main finding of this study was the description of how valuable autonomy and respectful care were for Somaliland women. Respectful care and the cost of maternity services were vital parts of women’s autonomous decision-making when choosing a place of birth. Disrespectful care in maternity services made low-risk pregnancy women chose homebirth instead of a health facility birth. Women who had previous high-risk pregnancies that suggested they should be returnees to facility-based antenatal care, were still planning for a homebirth as their first choice.Key conclusionThis qualitative study was conducted in the fragile context of Somaliland and suggest a need to transform maternal and child health clinics into midwifery-led birthing centers that promote natural birth. It is further important to create new roles and responsibilities for TBAs that link them to the formal health system assuring timely health care seeking during pregnancy and in relation to delivery. There is a need to conduct a country-wide study on the availability and distribution of healthcare providers and to construct a long-term sustainable plan to assure quality and equal access to maternal health care in the country.

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“…The midwifery workforce plays a critical role in meeting women's sexual, reproductive, maternal and newborn healthcare needs [2,3]. In order to ensure midwives are adequately trained [4][5][6], high quality midwifery education is essential. While the International Confederation of Midwives (ICM) and the World Health Organization (WHO) have set up international standards for midwifery education, researchers havent't paid much attention to this, but global policymakers have.…”

Section: Introductionmentioning

confidence: 99%

Evaluating a model for the capacity building of midwifery educators in Bangladesh through a blended, web-based master’s programme

Erlandsson

Byrskog

Osman

et al. 2019

Global Health Action

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Background: While setting international standards for midwifery education has attracted considerable global attention, the education and training of midwifery educators has been relatively neglected, particularly in low-resource settings where capacity building is crucial. Objective: The aim of this study was to describe the expectations of midwifery educators in Bangladesh who took part in a blended web-based master's programme in SRHR and the extent to which these were realized after 12 months of part-time study. Methods: Both quantitative and qualitative methods have been used to collect data. A structured baseline questionnaire was distributed to all participants at the start of the first course (n = 30) and a second endpoint questionnaire was distributed after they (n = 29) had completed the core courses one year later. At the start of the first course, five focus group discussions (FGD) were held with the midwifery educators. Descriptive statistics and content analysis were used for the analyses. Results: Midwifery educators who took part in the study identified expectations that can be grouped into three distinct areas. They hoped to become more familiar with technology, anticipated they would learn pedagogical and other skills that would enable them to better support their students' learning and thought they might acquire skills to empower their students as human beings. Participants reported they realized these ambitions, attributing the master's programme with helping them take responsibility for their own teaching and learning, showing them how to enhance their students' learning and how to foster reflective and critical thinking among them. Conclusions: Midwifery educators have taken part in a creative learning environment which has developed their engagement in teaching and learning. They have done this using a blended learning model which combines online learning with face-to-face contact. This model can be scaled up in low resource and remote settings.

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Building midwifery educator capacity using international partnerships: Findings from a qualitative study

Cited by 15 publications

References 33 publications

Building Research Capacity in Nursing Academia in 2020: Is the Road Less Perilous?

Building Research Capacity in Nursing Academia in 2020: Is the Road Less Perilous?

Lack of autonomy in facility-based births makes women become absentees of maternity services in Somaliland fragile contexts - a qualitative study

Evaluating a model for the capacity building of midwifery educators in Bangladesh through a blended, web-based master’s programme

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