Simulation as a teaching methodology in midwifery education
- Authors: Rall, Nadine
- Date: 2019
- Subjects: Midwifery -- Study and teaching
- Language: English
- Type: Thesis , Doctorate , PhD
- Identifier: http://hdl.handle.net/10948/43013 , vital:36724
- Description: Increased rates of maternal and perinatal deaths remain a challenge in many countries. According to the National Committee on Confidential Enquiries into Maternal Deaths report maternal deaths in South Africa are also related to avoidable factors that could be among other reasons, because of poor performance by midwives. Since such poor performance is further associated with the different forms of clinical practice being taught by nurse educators in midwifery education at different nursing Education Institutions. Thus a revised common clinical teaching methodology, in the form of strategies, utilized in all the training nursing education institutions of final-year undergraduate midwifery students is needed. It would have an impact on how well midwifery students are uniformly prepared for role-taking in clinical practice. The overarching aim of the study was to develop strategies to facilitate simulation as a teaching methodology in midwifery education. The objectives for this study were to:•explore and describe the perceptions of midwifery students with regard to their preparation for role-taking in clinical practice;•explore and describe the perceptions of nurse educators with regard to simulation as a teaching methodology in midwifery education;•provide a literature context with regard to simulation as a teaching methodology in midwifery education, and•develop strategies to facilitate simulation as a teaching methodology for midwifery education. The study followed a qualitative, exploratory, descriptive and contextual research approach design, applying Kolb’s theory (1984) of experiential learning as the paradigm in four phases. In Phase one, the researcher collected data from two groups of participants using semi-structured one-on-one and focus group voice recorded interviews. Focus group interviews were arranged with 27final-year undergraduate midwifery students(Group 1) and individual interviews were conducted with 12 nurse educators (Group 2) in midwifery education and were inclusive of those in the pilot study. viThe participants were purposefully selected across three provinces of South Africa in four nursing Education Institutionsusing set inclusion criteria. Data analysis was done using Saldaña’s (2009) method of content analysis. The researcher and an independent coder analysed and coded the data independently from each other and concurrently for both groups of participants. From the results, three main themes and eight sub-themes emerged. Theme One combined the experiences of both groups and highlighted their experience of simulation as being beneficial. Theme Two addressed the barriers encountered by the participants of both groups when the simulation was used as a teaching methodology. Theme Three addressed the various recommendations that were suggested by both groups of participants on how to strengthen simulation as a teaching methodology. In Phase Two, a contextual description was provided about simulation as a teaching methodology in midwifery education through the use of related literature. The contextual description included the macro-, meso-and micro-environments as related to the use of simulation as a teaching methodology in midwifery education. In Phase Three, following contextual description of the concept of simulation as a teaching methodology the main concept of the study had to be identified and served as a foundation for strategies. The research themes became foundational content for the conceptual framework which was developed using the principles of Dickoff, James and Wiedenbach (1968) as a guide towards the needed strategies for the study. Lastly, in Phase Four three strategies were developed for the facilitation of simulation as a teaching methodology in midwifery education. The three main strategies developed were as follows:•mobilise resources, to facilitate the implementation of simulation in midwifery education;•create an environment conducive to supporting simulation education; and •design a relevant midwifery programme that accommodates simulation within the clinical module. The developed strategies will assist nurse educators to be better prepared to implement midwifery simulation as a teaching methodology in midwifery education. The three principles of research ethics according to The Belmont Report namely, respect for human dignity, beneficence and justice were adhered to throughout the study. Trustworthiness was ensured according to the four principles indicated by Lincoln and Guba’s (1985) Model of Trustworthiness which included credibility, dependability, transferability and neutrality.
- Full Text:
- Date Issued: 2019
- Authors: Rall, Nadine
- Date: 2019
- Subjects: Midwifery -- Study and teaching
- Language: English
- Type: Thesis , Doctorate , PhD
- Identifier: http://hdl.handle.net/10948/43013 , vital:36724
- Description: Increased rates of maternal and perinatal deaths remain a challenge in many countries. According to the National Committee on Confidential Enquiries into Maternal Deaths report maternal deaths in South Africa are also related to avoidable factors that could be among other reasons, because of poor performance by midwives. Since such poor performance is further associated with the different forms of clinical practice being taught by nurse educators in midwifery education at different nursing Education Institutions. Thus a revised common clinical teaching methodology, in the form of strategies, utilized in all the training nursing education institutions of final-year undergraduate midwifery students is needed. It would have an impact on how well midwifery students are uniformly prepared for role-taking in clinical practice. The overarching aim of the study was to develop strategies to facilitate simulation as a teaching methodology in midwifery education. The objectives for this study were to:•explore and describe the perceptions of midwifery students with regard to their preparation for role-taking in clinical practice;•explore and describe the perceptions of nurse educators with regard to simulation as a teaching methodology in midwifery education;•provide a literature context with regard to simulation as a teaching methodology in midwifery education, and•develop strategies to facilitate simulation as a teaching methodology for midwifery education. The study followed a qualitative, exploratory, descriptive and contextual research approach design, applying Kolb’s theory (1984) of experiential learning as the paradigm in four phases. In Phase one, the researcher collected data from two groups of participants using semi-structured one-on-one and focus group voice recorded interviews. Focus group interviews were arranged with 27final-year undergraduate midwifery students(Group 1) and individual interviews were conducted with 12 nurse educators (Group 2) in midwifery education and were inclusive of those in the pilot study. viThe participants were purposefully selected across three provinces of South Africa in four nursing Education Institutionsusing set inclusion criteria. Data analysis was done using Saldaña’s (2009) method of content analysis. The researcher and an independent coder analysed and coded the data independently from each other and concurrently for both groups of participants. From the results, three main themes and eight sub-themes emerged. Theme One combined the experiences of both groups and highlighted their experience of simulation as being beneficial. Theme Two addressed the barriers encountered by the participants of both groups when the simulation was used as a teaching methodology. Theme Three addressed the various recommendations that were suggested by both groups of participants on how to strengthen simulation as a teaching methodology. In Phase Two, a contextual description was provided about simulation as a teaching methodology in midwifery education through the use of related literature. The contextual description included the macro-, meso-and micro-environments as related to the use of simulation as a teaching methodology in midwifery education. In Phase Three, following contextual description of the concept of simulation as a teaching methodology the main concept of the study had to be identified and served as a foundation for strategies. The research themes became foundational content for the conceptual framework which was developed using the principles of Dickoff, James and Wiedenbach (1968) as a guide towards the needed strategies for the study. Lastly, in Phase Four three strategies were developed for the facilitation of simulation as a teaching methodology in midwifery education. The three main strategies developed were as follows:•mobilise resources, to facilitate the implementation of simulation in midwifery education;•create an environment conducive to supporting simulation education; and •design a relevant midwifery programme that accommodates simulation within the clinical module. The developed strategies will assist nurse educators to be better prepared to implement midwifery simulation as a teaching methodology in midwifery education. The three principles of research ethics according to The Belmont Report namely, respect for human dignity, beneficence and justice were adhered to throughout the study. Trustworthiness was ensured according to the four principles indicated by Lincoln and Guba’s (1985) Model of Trustworthiness which included credibility, dependability, transferability and neutrality.
- Full Text:
- Date Issued: 2019
Exploring schoolgoing teenage girls' knowledge regarding reproductive healthcare in the Eastern Cape Province
- Titus, Luzane Jesica, Rall, Nadine
- Authors: Titus, Luzane Jesica , Rall, Nadine
- Date: 2017
- Subjects: Reproductive health -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape Midwifery -- Standards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/13702 , vital:27300
- Description: The increased rate of teenagers suffering from reproductive healthcare -related conditions is a global phenomenon. An estimated 16 million teenage girls aged between 15 and 19 years give birth every year with 95% of these births occurring in the developing countries. In South Africa one notes from recorded statistics that 20000 school going teenagers fell pregnant in South Africa during 2014. These statistics left many questions to be answered in terms of what information school going teenage girls do receive at school. Formally the current school curriculum in South Africa includes a subject around life skills orientation which is known as Life Orientation Programme and in which learners are introduced to reproductive healthcare from grade 7; but a persistent increase in the rate of pregnancies and sexually-transmitted infections amongst school going teenage girls is observed. The aim of the study was to explore and describe the knowledge of school going teenage girls regarding reproductive healthcare and services in the Eastern Cape Province. The objectives of this study were:-to determine and explore the knowledge of school going teenage girls regarding reproductive healthcare in the Eastern Cape Province; -to determine the nature of information given to school going teenage girls regarding reproductive healthcare through the school Life-Orientation programme; and,-based on the results of the entire study, develop guidelines that could assist the stakeholders in health and education professions in enhancing of knowledge regarding reproductive healthcare of school going teenage girls and improving their access to related services. A quantitative design with a descriptive, exploratory and contextual approach was used. A survey was conducted and the data -collection tool was a self-administered, structured questionnaire developed by the researcher with the assistance of the supervisor and the statistician. Validity and reliability were assured before data collection commenced. A convenience, non-probability sampling method was used to collect data from schoolgoing teenage girls that gave permission to participate and met the inclusion criteria of:- schools having school going teenage girls between the ages of 12 and 19 years in the Eastern Cape Province, - being within the Nelson Mandela Bay Municipality areaand the Sarah Baartman district and -the schoolgoing teenage girls being in grades 10 to 12. Data was collected in September 2016 from a total of 314 teenagers who participated and returned the completed questionnaires. The data was captured by the researcher and analysed using a Microsoft excel programme created by the statistician for data - analysis purposes. STATISTICA Version 12 computer software application was used. The study results revealed that learners received some reproductive healthcare related education in Life-orientationprogramme lessons; but the information was seen as insufficient. Parents were telling them about their body development; but were not discussing reproductive healthcare issues with them. Participants did not know how to use the different methods of contraceptives correctly though they knew about the methods. Participants did not know about other signs of complications of reproductive healthcare as they did not know how to identify sexually-transmitted infections, breast and vaginal infections and related problems. Based on the above study results guidelines wasdeveloped as the necessary tool to facilitate the enhancement of schoolgoing girls’ knowledge regarding reproductive healthcare in the Eastern Cape Province. The study adopted the Belmont Report principles, namely, respect for persons, beneficence and justice, to enhance ethical considerations.
- Full Text:
- Date Issued: 2017
- Authors: Titus, Luzane Jesica , Rall, Nadine
- Date: 2017
- Subjects: Reproductive health -- South Africa -- Eastern Cape , Teenage pregnancy -- South Africa -- Eastern Cape Midwifery -- Standards -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/13702 , vital:27300
- Description: The increased rate of teenagers suffering from reproductive healthcare -related conditions is a global phenomenon. An estimated 16 million teenage girls aged between 15 and 19 years give birth every year with 95% of these births occurring in the developing countries. In South Africa one notes from recorded statistics that 20000 school going teenagers fell pregnant in South Africa during 2014. These statistics left many questions to be answered in terms of what information school going teenage girls do receive at school. Formally the current school curriculum in South Africa includes a subject around life skills orientation which is known as Life Orientation Programme and in which learners are introduced to reproductive healthcare from grade 7; but a persistent increase in the rate of pregnancies and sexually-transmitted infections amongst school going teenage girls is observed. The aim of the study was to explore and describe the knowledge of school going teenage girls regarding reproductive healthcare and services in the Eastern Cape Province. The objectives of this study were:-to determine and explore the knowledge of school going teenage girls regarding reproductive healthcare in the Eastern Cape Province; -to determine the nature of information given to school going teenage girls regarding reproductive healthcare through the school Life-Orientation programme; and,-based on the results of the entire study, develop guidelines that could assist the stakeholders in health and education professions in enhancing of knowledge regarding reproductive healthcare of school going teenage girls and improving their access to related services. A quantitative design with a descriptive, exploratory and contextual approach was used. A survey was conducted and the data -collection tool was a self-administered, structured questionnaire developed by the researcher with the assistance of the supervisor and the statistician. Validity and reliability were assured before data collection commenced. A convenience, non-probability sampling method was used to collect data from schoolgoing teenage girls that gave permission to participate and met the inclusion criteria of:- schools having school going teenage girls between the ages of 12 and 19 years in the Eastern Cape Province, - being within the Nelson Mandela Bay Municipality areaand the Sarah Baartman district and -the schoolgoing teenage girls being in grades 10 to 12. Data was collected in September 2016 from a total of 314 teenagers who participated and returned the completed questionnaires. The data was captured by the researcher and analysed using a Microsoft excel programme created by the statistician for data - analysis purposes. STATISTICA Version 12 computer software application was used. The study results revealed that learners received some reproductive healthcare related education in Life-orientationprogramme lessons; but the information was seen as insufficient. Parents were telling them about their body development; but were not discussing reproductive healthcare issues with them. Participants did not know how to use the different methods of contraceptives correctly though they knew about the methods. Participants did not know about other signs of complications of reproductive healthcare as they did not know how to identify sexually-transmitted infections, breast and vaginal infections and related problems. Based on the above study results guidelines wasdeveloped as the necessary tool to facilitate the enhancement of schoolgoing girls’ knowledge regarding reproductive healthcare in the Eastern Cape Province. The study adopted the Belmont Report principles, namely, respect for persons, beneficence and justice, to enhance ethical considerations.
- Full Text:
- Date Issued: 2017
Experiences of mothers relating to live premature birth and the premature infant at a private hospital in the Eastern Cape
- Martin, Samantha Rochelle, Rall, Nadine
- Authors: Martin, Samantha Rochelle , Rall, Nadine
- Date: 2015
- Subjects: Premature infants -- South Africa -- Eastern Cape Premature labor -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/11482 , vital:26931
- Description: Premature births, which are among the leading causes of neonatal mortality and morbidity in South Africa, often result not only in adverse effects on the infant due to the poorly developed organs and systems, but also affect the mother. Much literature exists about the causes of premature birth, clinical manifestations and management of premature infants; but healthcare practitioners, researchers and authors have not reported much on the mothers’ thoughts and feelings while going through the experience of premature labour and birth. This study deals with the experiences of mothers relating to live premature birth and the premature infant at a private hospital in the Nelson Mandela Metropolitan Municipality, an urban area within the Eastern Cape Province. The objectives of the study were to explore and describe the experiences of mothers relating to live premature birth and the premature infant at a private hospital in the Eastern Cape Province and to make recommendations based on the research findings which could be utilised by midwives when caring for mothers who had experienced a premature birth. This study, which is qualitative in nature, utilised an explorative, descriptive and contextual design. The population of the study was mothers between the ages of 18 and 38 years who had had a premature birth and were of a gestational age ranging from 28 to 34 weeks. Data collection took place at a private hospital in the Eastern Cape Province over a period of five months. A private room that was designated for the data collection and was not far from the unit where the neonate was kept, proved to be suitable for data-collection purposes. Semi-structured one-on-one interviews were conducted and recorded with an audio digital taperecorder, with a purposefully selected sample of 12 mothers including the pilot study. Data analysis followed formally after data saturation and the data collected was transcribed verbatim and analysed as recommended by Tesch, namely, data coding. An independent coder was used to verify and finalise the results. Two main themes with three sub-themes each and several categories emerged from the data analysis. The two main themes were that: 1. participants had experienced premature birth as an unexpected and traumatic occurrence; and 2. participants had experienced positive support as a coping mechanism throughout the premature birth. Direct quotations were used from the raw data collected to support the description of experiences and findings of this study. Trustworthiness of the study was maintained by using the criteria of credibility, transferability, dependability and confirmability. Ethical principles such as autonomy, beneficence, non-maleficence and justice were used to ensure that the research was conducted in an ethical manner. A summary of the study including limitations, recommendations and conclusions was provided.
- Full Text:
- Date Issued: 2015
- Authors: Martin, Samantha Rochelle , Rall, Nadine
- Date: 2015
- Subjects: Premature infants -- South Africa -- Eastern Cape Premature labor -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MCur
- Identifier: http://hdl.handle.net/10948/11482 , vital:26931
- Description: Premature births, which are among the leading causes of neonatal mortality and morbidity in South Africa, often result not only in adverse effects on the infant due to the poorly developed organs and systems, but also affect the mother. Much literature exists about the causes of premature birth, clinical manifestations and management of premature infants; but healthcare practitioners, researchers and authors have not reported much on the mothers’ thoughts and feelings while going through the experience of premature labour and birth. This study deals with the experiences of mothers relating to live premature birth and the premature infant at a private hospital in the Nelson Mandela Metropolitan Municipality, an urban area within the Eastern Cape Province. The objectives of the study were to explore and describe the experiences of mothers relating to live premature birth and the premature infant at a private hospital in the Eastern Cape Province and to make recommendations based on the research findings which could be utilised by midwives when caring for mothers who had experienced a premature birth. This study, which is qualitative in nature, utilised an explorative, descriptive and contextual design. The population of the study was mothers between the ages of 18 and 38 years who had had a premature birth and were of a gestational age ranging from 28 to 34 weeks. Data collection took place at a private hospital in the Eastern Cape Province over a period of five months. A private room that was designated for the data collection and was not far from the unit where the neonate was kept, proved to be suitable for data-collection purposes. Semi-structured one-on-one interviews were conducted and recorded with an audio digital taperecorder, with a purposefully selected sample of 12 mothers including the pilot study. Data analysis followed formally after data saturation and the data collected was transcribed verbatim and analysed as recommended by Tesch, namely, data coding. An independent coder was used to verify and finalise the results. Two main themes with three sub-themes each and several categories emerged from the data analysis. The two main themes were that: 1. participants had experienced premature birth as an unexpected and traumatic occurrence; and 2. participants had experienced positive support as a coping mechanism throughout the premature birth. Direct quotations were used from the raw data collected to support the description of experiences and findings of this study. Trustworthiness of the study was maintained by using the criteria of credibility, transferability, dependability and confirmability. Ethical principles such as autonomy, beneficence, non-maleficence and justice were used to ensure that the research was conducted in an ethical manner. A summary of the study including limitations, recommendations and conclusions was provided.
- Full Text:
- Date Issued: 2015
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