Pre-service Training Institutions Research Articles

Evaluation of the feasibility of a midwifery educator continuous professional development (CPD) programme in Kenya and Nigeria: a mixed methods study

BackgroundMidwifery education is under-invested in developing countries with limited opportunities for midwifery educators to improve/maintain their core professional competencies. To improve the quality of midwifery education and capacity for educators to update their competencies, a blended midwifery educator-specific continuous professional development (CPD) programme was designed with key stakeholders. This study evaluated the feasibility of this programme in Kenya and Nigeria.MethodsThis was a mixed methods intervention study using a concurrent nested design. 120 randomly selected midwifery educators from 81 pre-service training institutions were recruited. Educators completed four self-directed online learning (SDL) modules and three-day practical training of the blended CPD programme on teaching methods (theory and clinical skills), assessments, effective feedback and digital innovations in teaching and learning. Pre- and post-training knowledge using multiple choice questions in SDL; confidence (on a 0–4 Likert scale) and practical skills in preparing a teaching a plan and microteaching (against a checklist) were measured. Differences in knowledge, confidence and skills were analysed. Participants’ reaction to the programme (relevance and satisfaction assessed on a 0–4 Likert scale, what they liked and challenges) were collected. Key informant interviews with nursing and midwifery councils and institutions’ managers were conducted. Thematic framework analysis was conducted for qualitative data.Results116 (96.7%) and 108 (90%) educators completed the SDL and practical components respectively. Mean knowledge scores in SDL modules improved from 52.4% (± 10.4) to 80.4% (± 8.1), preparing teaching plan median scores improved from 63.6% (IQR 45.5) to 81.8% (IQR 27.3), and confidence in applying selected pedagogy skills improved from 2.7 to 3.7, p < 0.001. Participants rated the SDL and practical components of the programme high for relevance and satisfaction (median, 4 out of 4 for both). After training, 51.4% and 57.9% of the participants scored 75% or higher in preparing teaching plans and microteaching assessments. Country, training institution type or educator characteristics had no significant associations with overall competence in preparing teaching plans and microteaching (p > 0.05). Qualitatively, educators found the programme educative, flexible, convenient, motivating, and interactive for learning. Internet connectivity, computer technology, costs and time constraints were potential challenges to completing the programme.ConclusionThe programme was feasible and effective in improving the knowledge and skills of educators for effective teaching/learning. For successful roll-out, policy framework for mandatory midwifery educator specific CPD programme is needed.

Health professional competency building for the Baby-Friendly Hospital Initiative in Malawi.

Health professional competency building is one of nine national responsibilities (to achieve universal coverage and sustainability) described in the 2018 World Health Organization (WHO)/United Nations Children's Fund (UNICEF) implementation guidance for the Baby-Friendly Hospital Initiative (BFHI). With stagnating rates of exclusive breastfeeding worldwide, skilled breastfeeding support as a standard of newborn care is critical to the establishment of lactation and exclusive breastfeeding. Few studies exist on how low-income countries are integrating BFHI into their standards of care. This qualitative case study describes Malawi's experience. We interviewed 48 key informants and conducted a desk review of the literature on BFHI programming, national plans, policies and other related documents. We explored the findings using the seven key domains and 16 competencies to implement the Ten Steps to successful breastfeeding from the WHO and UNICEF Competency Verification Toolkit. The study found that although the focus of the guidance is on preservice training, continuing education and in-service training remain important. To achieve universal coverage for health professional competency, Malawi uses preservice, in-serviceand refresher training. However, their main limitations to aligning with the new guidance are a lack of preservice BFHI- and breastfeeding-specific curricula, experienced lecturers and sufficient time to dedicate to practical skill development. Conducted during the coronavirus disease 2019 pandemic, this study confirmed disruptions to BFHI training and service delivery, while also documenting Malawi's resilient attempts to mitigate impacts on breastfeeding support through mentoring and coaching. Opportunities exist for strengthening and scaling up, including engaging preservice training institutions and standardizing mentoring, coachingand competency verification.

How the Teaching of English Pronunciation can be improved in Pre-service Training Institutions; A study at Wesley College of Education, Kumasi, Ghana

The focus of this research was to discover how the teaching of English pronunciation in the pre-service training institutions in Ghana could be improved. It was a study at Wesley College of Education, Kumasi, Ghana. The purposive sampling method was employed to select three tutors of English and twenty students for the study. Interviews and observations were done to gather information. As part of the findings; Pronunciation teaching must be included in course outlines of the colleges of Education. The Transforming Teacher Education and Learning (T-TEL) programme should factor in pronunciation when suggesting the review of the course outlines of the Colleges of Education (which are being transformed into University Colleges as of the preparation time of this paper). This will contribute to improving pronunciation teaching. Also, Pronunciation must be well taught at the basic level as the pupils grow with the knowledge and in-turn pass it on to other pupils/students in Ghana. This is because students of the Colleges of Education, complete their course only to go and teach the pupils in basic schools. It is obvious that when pronunciation is not well taught at the basic level, it goes a long way to affect individuals even unto adulthood. In addition, better methods of teaching pronunciation, if employed, will help improve it. Again, a campus FM should be established and utilized appropriately to educate and improve pronunciation. Teaching pronunciation through the media can be helpful if only it is carefully planned. In addition, the language laboratory stereotyped for only the French students, should be upgraded to a standard language laboratory where all other language teachers and student-teachers will benefit from. In sum, if all who may need to contribute to ensure the improvement of pronunciation teaching play their role well, its improvement will become a reality.

Outcomes of the Expanded Programme on Immunization Pre-Service Training Initiatives in Kenya: A Mixed Methods Study

Background: The Maternal and Child Survival Program of United States Agency for International Development conducted a study in 2017 to assess the outcome of an initiative to strengthen Expanded Programme on Immunization (EPI) pre-service training. The pre-service training initiative was undertaken by the Ministry of Health (MOH) with support from partners in 2012-2016. The overall objective of the study was to assess the adoption and effectiveness of the initiative in the competency (knowledge, skills and attitude) of graduate nurses. Methods: The study included a conveniently selected sample of 14 pre-service training institutions, 23 field practicum sites, and 29 health facilities in western Kenya, and used quantitative and qualitative methods of data collection. Results: All pre-service training institutions were found to have adapted the WHO EPI prototype curriculum. Overall, tutors followed training method in the classroom as suggested in the curriculum, except evaluation of students’ learning lacked tests or quizzes. Students had opportunities for hands-on practical experience in the field practicum sites. Graduate nurses were found to have acquired the skills for vaccinating children. However, some pre-service training institutions lacked functional skills labs for practical learning of students. In addition, students did not receive up-to-date information on EPI program, and lacked knowledge and skills on monitoring and documentation of EPI coverage during preservice training. Conclusions: It appears that the EPI pre-service training strengthening initiatives facilitated competency-based EPI training of nurses in Kenya. However, preservice training institutions still have scope for improvement in the skills lab, hand-washing practice, providing up-to-date information, and training students on coverage monitoring and documentation.

Problems Related to the Teaching of English Pronunciation in Pre-service Institutions: A Study at the Wesley College of Education, Kumasi, Ghana

The purpose of the study was to find out the problems related to the teaching of English pronunciation in the pre-service training institutions. Wesley College of Education, Kumasi, Ghana, was used as a case study. Out of the problems, deductions were made to make recommendations. Three tutors of English and twenty students were purposively sampled for the study. Through the use of interviews, three key findings, realized from the research include the following: First, the mode of correcting students’ mispronunciation. The manner in which some tutors correct students’ mispronunciation was found to be very discouraging to the students; second, the less attention given to English ‘pronunciation’ as one of the aspects of English language teaching/learning was a concern; In any case, though pronunciation was not conspicuously part of the English course outline, it did not imply that there was no form of pronunciation teaching. Thus, during the teaching learning process pronunciation teaching go on directly or indirectly. In terms, of other subject areas other than English language, pronunciation teaching hardly happens. More importantly, another vital problem found was the poor foundation at the basic level of education. The student teachers should in-turn have a better grounding in English pronunciation to teach the pupils in the basic schools in Ghana. Unfortunately, the ill tradition of unintelligible pronunciation goes on, which the researcher terms it the ‘dark cycle’. The views of students and tutors were gathered through recording and transcription of interviews. The research generally reveals the need for language teachers and curriculum planners to factor in pronunciation as a vital aspect of building up students; especially, student- teachers who will complete soon and go and teach younger ones, ensuring the avoidance of ‘dark cycle’ as the researcher’s term, explained in the ‘key words’.

Special Educators as Secondary Content Teachers: How Justifiable?

Although there is substantial variability regionally, in many states special educators are responsible for teaching core content classes to adolescents with mild disabilities. This study examined the degree to which pre-service training institutions value and provide content area background to secondary special educators. States were grouped according to the degree of content instruction provided by public school special educators. Seventy-eight training programs (38 from 13 "content-teaching" states and 40 from 13 "non-content-teaching" states) participated. The results indicated that pre-service training in content areas was minimal in importance and scope, with no differences between the groups. The results also indicated that science and social studies were considered significantly less important than English and mathematics and afforded correspondingly less training exposure. Implications for training and secondary school service delivery are discussed.