| Peer-Reviewed

Assessment, Training and Evaluation of Emergency Obstetric and Neonatal Care Competences for Midwives in Tharaka-Nithi and Embu Counties, Kenya

Received: 12 July 2016     Accepted: 20 July 2016     Published: 3 August 2016
Views:       Downloads:
Abstract

Midwifery education in many countries currently follows a didactic curricular model where students learn through classroom lecture with little opportunity for skills practice, simulation and role play needed to develop critical thinking, values and the clinical decision making abilities needed for effective practice. Many midwifery students graduate having attended a limited number of women in labour and some with minimal clinical experience in antepartum, family planning or newborn care. In addition, the assessment of student progress and readiness for practice may not be linked to the intended outcomes of learning and targeted clinical competencies. The aim of the study was to assess, train and evaluate training in “Emergency Obstetric and Newborn Care” for midwives in order to improve the availability of emergency obstetric and Newborn care (EmONC) in Embu and Meru hospitals, Kenya. A three phase explorative study was used involving assessment, training and evaluation of 113 midwives from the maternity units of two hospitals I Kenya. Data was collected by use of a questionnaire, case study and checklist. Data was analysed using SPSS 2.0. Correlational analysis was also used. The results indicated that respondents on assessment of antenatal skills scored an average of 95.2% while on normal labor, childbirth and immediate newborn care skills they scored an average of 89.63% on postpartum care (mother and baby) an average of 87.92%, on management of complications they scored a mean of 88.22%. Based on the findings, CPD in EmONC should be provided to all midwives at all levels of health care delivery in the country including incorporating such activities in the induction programmes for midwives.

Published in American Journal of Nursing Science (Volume 5, Issue 4)
DOI 10.11648/j.ajns.20160504.16
Page(s) 158-161
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Evaluation, Essential Obstetrics Care, Nursing Education, Midwifery Education, CPD

References
[1] Abbott, P., Burgess, K., Wang, E. and Kim, K. (2010) Analysis of dentists' participation in continuing professional development courses from 2001-2006. Open Dentistry Journal; 27: 179-184.
[2] Absi, E. G., Drage, N. A., Thomas, H. S., Newcombe, R. G. and Cowpe, J. (2011) Continuing dental education in radiation protection: knowledge retention following a postgraduate course. European Journal of Dental Education. 15: 189-192.
[3] Allen, D. and Hudges, D. (2010) Nursing and the Division of labor in Health care. Palgrave publishers inc. Great Britain. 450 pp.
[4] Ariff et al (2010). Health Services Research. BMC; 10: 319 http://www.biomedcentral.com/1472-6963/10/319
[5] Bello, A. and Lawson, I. (2013). Attitudes and Barriers towards engaging in continuing professional development among physiotherapists in Ghana. The internet Journal of Allied Health sciences and practice. Vol 11 No 1.
[6] Bennett, J., Braund, M., & Lubben, F. (2010). The Impact of Targeted Continuing Professional Development (CPD) On Teachers’ Professional Practice in Science. Main Report. Report commissioned by the DFCS through the National Science Learning Centre. York: University of York, Department of Educational Studies.
[7] Chartsbin Statistics Collector Team (2010). Global Distribution of Nurse/Midwife per 10,000 population, ChartsBin.com, viewed 25th May, 2015, .
[8] Coralynn, B. T. and Nancy, F. (2013). Evaluation of the impact of a continuing professional development worksheet on sustained learning and implementing change after a continuing pharmacy education activity. Research in Social and Administrative Pharmacy Volume 9, Issue 2, Pages 215-221.
[9] Das et al (2014). Reproductive Health. 11 (Suppl 2): S4 http://www.reproductive-health-journal.com/content/11/S2/S4
[10] Dickson et al (2015). Pregnancy and Childbirth. BMC; 15 (Suppl 2): S1 http://www.biomedcentral.com/1471-2393/15/S2/S1
[11] Donyai, P., Alexander, A. M., Denicolo, P. M. and Herbert, R. Z. (2010). The CPD for Revalidation in Pharmacy Study – CPD records for revalidation: assessing fitness-to-practise using “revalidation standards” and an Outcomes Framework. University of Reading. Accessedfromhttp://www.pharmacyregulation.org/sites/default/files/Workstream/ Project/ Final Report.pdf on 1 September 2011.
[12] Duysburgh et al (2015). Pregnancy and Childbirth. BMC; 15: 131 DOI 10.1186/s12884-015-0562-8.
[13] Fleet, J. et al (2010). Continuing professional development and social accountability: A review of the literature. BMA informahealth. 22 (1); 15-19.
[14] Fotso and Fogarty (2015). Health Services Research. BMC; 15 (Suppl 1): S1 http://www.biomedcentral.com/1472-6963/15/S1/S1
[15] Galer, J. B. et al (2009). Managers who led. A handbook for improving health services. Cambridge. Masachesets.
[16] Garza et al (2012). A professional development for medical laboratory scientists working in the immunohematology laboratory. Clin Lab Sci, 25: 2-6.
[17] General Dental Council CPD for dentists’ booklet (2011). Accessed from http://www.gdcuk.org/Newsandpublications/Publications/Publications/CPDfordentists2010[1].pdf on October 11 2011
[18] Goulet, F., (2013) I: Effects of continuing professional development on clinical performance. Can Fam Physician, 59: 518–525.
[19] Godin, G, belanger-gravel, A., Eccles, M. and Grimshaw, J. (2010). Healthcare professionals’ intentions and behaviours: A systematic review of studies based on social cognitive theories. Implement Sci 2010, 3: 36.
[20] Grant, J. (2011). The good CPD guide. A practical guide to managed continuing professional development in medicine. 2nd edition 2011. Oxford, Radcliffe Publishing.
[21] Harris, J. C., Bradbury, J., Porritt, J., Nilchian, F. and Franklin, C. D. (2011). NHS dental professionals' evaluation of a child protection learning resource. British Dental Journal; 210: 75-79.
[22] Jeffrey, D. S (2012) Millennium Development Goals To Sustainable Development Goals. Lancet 2012; 379: 2206–11.
[23] Jill, S. et al. (2011). The Effectiveness of Continuing Professional Development. A report prepared on behalf of College of Emergency Medicine, Federation of Royal Colleges of Physicians and Manchester Metropolitan University.
[24] Kenneth, E., et al (2011). The Impact of Continuing Professional Development in Dentistry: a Literature Review.
[25] Kenya Demographic Health Survey 2014.
[26] Kenya Demographic Health Survey 2008-2009.
[27] Kenya National Bureau of Statistics (2010). Kenya 2009 population and housing census.
[28] Murphy et al (2014). Human Resources for Health, 12: 72.
Cite This Article
  • APA Style

    Lucy Kawira Gitonga. (2016). Assessment, Training and Evaluation of Emergency Obstetric and Neonatal Care Competences for Midwives in Tharaka-Nithi and Embu Counties, Kenya. American Journal of Nursing Science, 5(4), 158-161. https://doi.org/10.11648/j.ajns.20160504.16

    Copy | Download

    ACS Style

    Lucy Kawira Gitonga. Assessment, Training and Evaluation of Emergency Obstetric and Neonatal Care Competences for Midwives in Tharaka-Nithi and Embu Counties, Kenya. Am. J. Nurs. Sci. 2016, 5(4), 158-161. doi: 10.11648/j.ajns.20160504.16

    Copy | Download

    AMA Style

    Lucy Kawira Gitonga. Assessment, Training and Evaluation of Emergency Obstetric and Neonatal Care Competences for Midwives in Tharaka-Nithi and Embu Counties, Kenya. Am J Nurs Sci. 2016;5(4):158-161. doi: 10.11648/j.ajns.20160504.16

    Copy | Download

  • @article{10.11648/j.ajns.20160504.16,
      author = {Lucy Kawira Gitonga},
      title = {Assessment, Training and Evaluation of Emergency Obstetric and Neonatal Care Competences for Midwives in Tharaka-Nithi and Embu Counties, Kenya},
      journal = {American Journal of Nursing Science},
      volume = {5},
      number = {4},
      pages = {158-161},
      doi = {10.11648/j.ajns.20160504.16},
      url = {https://doi.org/10.11648/j.ajns.20160504.16},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20160504.16},
      abstract = {Midwifery education in many countries currently follows a didactic curricular model where students learn through classroom lecture with little opportunity for skills practice, simulation and role play needed to develop critical thinking, values and the clinical decision making abilities needed for effective practice. Many midwifery students graduate having attended a limited number of women in labour and some with minimal clinical experience in antepartum, family planning or newborn care. In addition, the assessment of student progress and readiness for practice may not be linked to the intended outcomes of learning and targeted clinical competencies. The aim of the study was to assess, train and evaluate training in “Emergency Obstetric and Newborn Care” for midwives in order to improve the availability of emergency obstetric and Newborn care (EmONC) in Embu and Meru hospitals, Kenya. A three phase explorative study was used involving assessment, training and evaluation of 113 midwives from the maternity units of two hospitals I Kenya. Data was collected by use of a questionnaire, case study and checklist. Data was analysed using SPSS 2.0. Correlational analysis was also used. The results indicated that respondents on assessment of antenatal skills scored an average of 95.2% while on normal labor, childbirth and immediate newborn care skills they scored an average of 89.63% on postpartum care (mother and baby) an average of 87.92%, on management of complications they scored a mean of 88.22%. Based on the findings, CPD in EmONC should be provided to all midwives at all levels of health care delivery in the country including incorporating such activities in the induction programmes for midwives.},
     year = {2016}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Assessment, Training and Evaluation of Emergency Obstetric and Neonatal Care Competences for Midwives in Tharaka-Nithi and Embu Counties, Kenya
    AU  - Lucy Kawira Gitonga
    Y1  - 2016/08/03
    PY  - 2016
    N1  - https://doi.org/10.11648/j.ajns.20160504.16
    DO  - 10.11648/j.ajns.20160504.16
    T2  - American Journal of Nursing Science
    JF  - American Journal of Nursing Science
    JO  - American Journal of Nursing Science
    SP  - 158
    EP  - 161
    PB  - Science Publishing Group
    SN  - 2328-5753
    UR  - https://doi.org/10.11648/j.ajns.20160504.16
    AB  - Midwifery education in many countries currently follows a didactic curricular model where students learn through classroom lecture with little opportunity for skills practice, simulation and role play needed to develop critical thinking, values and the clinical decision making abilities needed for effective practice. Many midwifery students graduate having attended a limited number of women in labour and some with minimal clinical experience in antepartum, family planning or newborn care. In addition, the assessment of student progress and readiness for practice may not be linked to the intended outcomes of learning and targeted clinical competencies. The aim of the study was to assess, train and evaluate training in “Emergency Obstetric and Newborn Care” for midwives in order to improve the availability of emergency obstetric and Newborn care (EmONC) in Embu and Meru hospitals, Kenya. A three phase explorative study was used involving assessment, training and evaluation of 113 midwives from the maternity units of two hospitals I Kenya. Data was collected by use of a questionnaire, case study and checklist. Data was analysed using SPSS 2.0. Correlational analysis was also used. The results indicated that respondents on assessment of antenatal skills scored an average of 95.2% while on normal labor, childbirth and immediate newborn care skills they scored an average of 89.63% on postpartum care (mother and baby) an average of 87.92%, on management of complications they scored a mean of 88.22%. Based on the findings, CPD in EmONC should be provided to all midwives at all levels of health care delivery in the country including incorporating such activities in the induction programmes for midwives.
    VL  - 5
    IS  - 4
    ER  - 

    Copy | Download

Author Information
  • Department of Nursing, Faculty of Health Sciences, Chuka University, Nairobi, Kenya

  • Sections