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Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study
Thesis (PhD)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867614116655398912 |
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| access_status_str | Open Access |
| author | Tallam, Edna |
| author2 | Kaura, Doreen Kainyu |
| author_browse | Kaura, Doreen Kainyu Tallam, Edna |
| author_facet | Kaura, Doreen Kainyu Tallam, Edna |
| author_sort | Tallam, Edna |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (PhD)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128453 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:46:55.727Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128453 Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study Tallam, Edna Kaura, Doreen Kainyu Mash, Bob Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Nursing and Midwifery. Midwifery -- Study and teaching -- Kenya Midwives -- Training of -- Kenya Midwifery -- Standards -- Kenya Competency-based education -- Kenya Clinical competence -- Kenya Curriculum planning -- Kenya UCTD Thesis (PhD)--Stellenbosch University, 2023. ENGLISH SUMMARY: Background: Essential midwifery competency standards, as set by the International Confederationof Midwives (ICM), guide midwifery education and practice. Midwives with requisite competencies contribute significantly to providing quality maternal and neonatal health (MNH) care and reducing preventable maternal and perinatal mortality and morbidity. Midwives are most providers of MNH, and well-educated midwives can offer over 83%of the care needed by women and newborns. Midwifery education in Kenya contains varied qualifications with inadequate alignmentto ICM essential competence standards. This influences the midwife’s competencies and provision of quality care to women, children, and communities. Competence and confidence in midwives are critical to Optimising their role in influencing maternal outcomes. Purpose: The study aimed to develop a framework for standardising midwifery education competencies to improve competence (knowledge, skills, and behaviour) and confidence during clinical practice. Methods: The study utilised an explanatory, sequential, mixed-method design. The study was conducted in two distinct phases; a second qualitative phase explained the findings of the first quantitative phase. This integration enabled the sampling of participants and the development of the interview guide for the qualitative phase. Further, the integration of the two phases was done during the interpretation of the results and findings of the study and facilitated the development of the framework to standardise midwifery competencies. Results: Based on the study findings, two articles have been published, and two articles are publication ready. The findings in the quantitative phase revealed that the direct entry midwifery qualifications and facilities were associated with the midwife’s self-perceived competence during practice. The labour and childbirth domain and working in tertiary facilities were associated with high confidence in knowledge and skills. Qualitative phase findings showed that the qualifications, clinical practice experience and enabling environment influence competence and confidence of midwives. Conclusion: A supportive environment is required to enable appropriate clinical experience, confidence, and competence. To promote midwives’ confidence and competence in clinical practice, there is a need to standardise midwifery education and integrate coaching and in-service mentoring practice. A Midwifery Competency Framework, incorporating the education and health systems, has been suggested as the study's outcome. AFRIKAANSE OPSOMMING: Agtergrond: Noodsaaklike vroedvrou bevoegdhede standaarde, soos voorgeskryf deur die Internasionale Konfederasie van Vroedvroue (ICM), verskaf voorskrifte vir die onderwys en praktyk van vroedvroue. Vroedvroue met die nodige vaardighede se bydrae tot die verskaffing van kwaliteit materiaal en neonatale versorging is betekenisvol en dra by tot die vermindering en voorkoming van moeder- en perinatale mortaliteit en morbiditeit (MNH). Vroedvroue vorm die grootste verskaffers van MNH en vroedvroue wat voldoende opgelei is, is verantwoordelik vir meer as 83% van die versorging wat deur vroue en pasgebore babas benodig word. Onderwys van vroedvroue in Kenia bevat ‘n verskeidenheid van kwalifikasies, maar wat nie in lyn met die ICM noodsaaklike bevoegdhede standaarde is nie. Dit veroorsaak dat die vroedvroue se vermoe om kwaliteit versorging aan vroue, kinders en gemeenskappe te lewer onvoldoende is. Vaardighede en vertroue in vroedvroue is krities om die rol van vroedvroue se invloed te optimeer. Doelwit: ierdie studie stel ‘n raamwerk voor vir die standaardisering van vroedvrou opleiding en bevoegdhede om sodoende vaardighede te verbeter (kennis, vaardighede en gedrag) om met vertroue tydens kliniese praktyke op te tree. Metodes: Die studie gebruik ‘n ondersoekende, sekwensiele gemengde metode ontwerp. Die studie bevat twee fases waar die tweede kwalitatiewe fase die bevindings van die eerste fase verduidelik. Die integrasie het die steekproef van die deelnemers aan die studie moontlik gemaak en die ontwikkeling van die riglyn vir die onderhoude van die kwalitatiewe fase. Verder was die integrasie van die twee fases gedoen tydens die interpretering van die resultate en bevindinge van die studie en het die ontwikkeling van die raamwerk vir die standaardisering van vroedvrou vaardighede moontlik gemaak. Resultate: Die kwalitatiewe fase se bevindinge het aangedui dat die kwalifikasies, kliniese praktyk ervaring en ondersteunende omgewing die bevoegdhede en vertroue in vroedvroue beinvloed. Twee artikels is gepubliseer gebaseer op die studie en ‘n verdere twee artikels is gereed vir publikasie. Die bevindinge in die kwantitatiewe fase het geopenbaar dat die direkte intree-kwalifikasies en die fasiliteite ooreenstem met die vroedvrou se eie persepsie van hul vaardighede in praktyk. Die kraam en geboorte domein en werk in tersiere fasiliteite het ooreengestem met betekenisvol vertroue in hul kennis en vaardighede. Konklusie: ‘n Ondersteunde omgewing is nodig om voldoende kliniese ervaring vertroue en bevoegdhede te bewerkstellig. Om vroedvroue se eie bevoegdhede te bevorder in kliniese praktyk is daar ‘n behoefte om opleiding van vroedvroue te standaardiseer en afrigting te integreer met in-diens mentorskap praktyke. ‘n Vroedvrou bevoegdheid raamwerk wat opleiding en gesondheid stelsels insluit word deur die studie voor gestel. Doctoral 2023-01-25T13:37:10Z 2023-08-30T13:06:03Z 2023-03-30 2023-01-25T13:37:10Z 2023-08-31T09:18:45Z 2023-01-25T13:37:10Z 2023-08-31T09:18:45Z Thesis http://hdl.handle.net/10019.1/127449 https://scholar.sun.ac.za/handle/10019.1/128453 en Stellenbosch University application/pdf xv, 281 pages : illustrations, maps, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Midwifery -- Study and teaching -- Kenya Midwives -- Training of -- Kenya Midwifery -- Standards -- Kenya Competency-based education -- Kenya Clinical competence -- Kenya Curriculum planning -- Kenya UCTD Tallam, Edna Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study |
| title | Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study |
| title_full | Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study |
| title_fullStr | Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study |
| title_full_unstemmed | Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study |
| title_short | Developing a framework for standardized midwifery competencies to improve knowledge, skills, and behaviour in the pre-service midwifery programs in Kenya : mixed methodology study |
| title_sort | developing a framework for standardized midwifery competencies to improve knowledge skills and behaviour in the pre service midwifery programs in kenya mixed methodology study |
| topic | Midwifery -- Study and teaching -- Kenya Midwives -- Training of -- Kenya Midwifery -- Standards -- Kenya Competency-based education -- Kenya Clinical competence -- Kenya Curriculum planning -- Kenya UCTD |
| url | http://hdl.handle.net/10019.1/127449 https://scholar.sun.ac.za/handle/10019.1/128453 |
| work_keys_str_mv | AT tallamedna developingaframeworkforstandardizedmidwiferycompetenciestoimproveknowledgeskillsandbehaviourinthepreservicemidwiferyprogramsinkenyamixedmethodologystudy |