Abstract:
Background Midwifery 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.
Methods This 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.
Results 116 (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.
Conclusion The 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.