Factors affecting integration of midwifery nursing science theory with clinical practice in Vhembe District, Limpopo Province as perceived by professional midwives

Abstract

BackgroundProfessional midwives have an important role to play in midwifery training to produce a competent midwife. According to the social learning theory, professional midwives act as role models for students. When allocated for clinical learning experiences in the training hospitals, students will have the opportunity to observe the well-trained, skilled, and experienced professional midwives. The whole process will enable students to integrate theory with practice and they will become competent.AimThe aim of this study was to determine the factors affecting integration of midwifery nursing science theory with clinical practice as perceived by midwives.SettingThe study was conducted at the training hospitals in Vhembe district of the Limpopo Province, South Africa. These hospitals were: Donald Fraser, Siloam, and Tshidzini.MethodsA qualitative explorative, descriptive and contextual design was used. A Non-probability, convenient sampling method was used to select 11 midwives from the following hospitals: Donald Fraser, Siloam, and Tshidzini, in Vhembe district. In-depth individual interviews were conducted. Data were analysed through open coding method.ResultOne theme and five sub-themes emerged from the analysed data, namely: shortage of midwives, attitudes towards student midwives, reluctance to perform teaching functions, language barriers, and declining midwifery practice standards.ConclusionShortage of midwives in the clinical areas led to fewer numbers of mentors whom the students could observe and imitate to acquire clinical skills. Some of the midwives were reluctant to teach students. Recommendations were made for both training institutions and hospitals to employ preceptors for students in the clinical practical.

A road less travelled: Undergraduate midwifery students’ experiences of a decentralised clinical training platform

“…The first finding highlights the value of midwifery students’ recognition of teamwork. The DCTP sites were unlike the urban-based clinical settings that are often described as overcrowded (De Villiers et al 2014) and result in students competing for the facilitator’s attention and knowledge (Malwela, Maputle & Lebese 2016 ; Rikhotso, Williams & De Wet 2014 ). As seen in this study, the rural settings with smaller number of students appeared to lessen the power discourses, provided for teamwork, and access to clinical learning opportunities (Ahmadi et al 2018 ).…”

Ebelik Öğrencilerinin Doğum Simülasyon Eğitimi Deneyimleri

“…Klinikteki sağlık ekibinin, öğrencilere rehberlik etmek sorumluluğu bulunmasına rağmen bu çalışmada öğrencilerin sağlık ekibi tarafından mobbinge maruz kaldıkları belirlenmiştir. Bu çalışmaya benzer şekilde Malwela et al (2016) yaptığı çalışmada profesyonel ebelerin öğrencilere yönelik olumsuz tutumları olduğunu ve öğretmekte gönülsüz olduklarını saptamıştır (8). Došler et al (2014) ebelik öğrencilerinin klinik ortamda mobbing'e maruz kalma oranının %82,3 gibi yüksek bir oranda olduğunu belirtmiştir (9).…”

Current Issues and Challenges of Clinical Education in Nursing and Midwifery in Africa: Protocol of a Scoping Review Study

“…Clinical skills underpin professional practice in nursing and midwifery which fundamentally dependent on the knowledge, attitudes and skills acquired through clinical education during training [1]. According to the World Health Organization (WHO)…”

“…[2], the increasing demands of the dynamic and complex health care system globally and African countries in particular requires that academic institutions tailor their clinical education and trainings towards imparting on students, practical skills that will make them suitable and successful at the work place in meeting the needs of the population. Although high quality clinical education is regarded an indispensable and essential component of nursing and midwifery education internationally [1,3], Africa is hit hardest with much daunting challenges such as poor communication and collaboration between nursing educational institutions and healthcare organizations, problem of theory-practice nexus, inadequate faculty and hospital staff with increasing student population as well as lack of time and heavy workload at clinical learning environment [3,4]. These collectively or individually contribute to inadequate supervision and guidance of student nurses and midwives during clinical placement inter alia [3][4][5][6].…”

“…Evidence from studies conducted in Ghana and South Africa show that there is a disconnect between nursing colleges and healthcare facilities in providing clinical education for students' practical learning experiences [7][8][9]. This is sufficiently demonstrated by the seeming failure of nurse educators from nursing colleges and preceptors as well as clinical nurses from the healthcare facilities to collaborate in preparing an educated nursing workforce [1]. According to Anarado, Agu and Nwonu [10] and Senti and Seekoe [11], this may be exacerbated by the lack of clear, direct role of nurse educators and clinical nurses on clinical teaching for students on placement.…”