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Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda

  • Jean Pierre Ndayisenga ORCID logo EMAIL logo , Marilyn K Evans , Yolanda Babenko-Mould and Madeleine Mukeshimana
Published/Copyright: November 17, 2020
International Journal of Nursing Education Scholarship
From the journal International Journal of Nursing Education Scholarship Volume 17 Issue 1

Abstract

Objectives

The aim of this study was to explore how nurse and midwife educators applied the knowledge and skills acquired from attending acontinuous professional development (CPD) workshop on teaching methodologies into their teaching practices in Rwanda.

Methods

A qualitative descriptive design was used with a purposive sample of 15 nursing and midwifery faculty members from six private and public post-secondary schools in Rwanda. Participants were involved in semi-structured individual interviews. Inductive content analysis was used for generating themes.

Results

Five themes emerged describing the educators’ teaching experiences: (1) enhanced teaching practices competencies; (2) application of knowledge and skills gained into classroom and clinical teaching; (3) collaboration and teamwork; (4) facilitators and challenges faced to the application of the knowledge and skills into practice; and (5) indirect outcomes to maternal, newborn, and child health care.

Conclusion

CPD workshops about teaching methodologies for nurse and midwife educators offer a substantive means of improving the quality of nursing and midwifery undergraduate education in Rwanda. There is, however, an ongoing need to address existing barriers to applying knowledge and skills to the practice of teaching.

Keywords: continuous professional development; developing countries; knowledge translation; nurse or midwife educator; Rwanda; teaching methodologies
Corresponding author: Jean Pierre Ndayisenga, Arthur Labatt Family School of Nursing, Western University, London, Ontario, Canada; and School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, Kigali, Rwanda, E-mail:

Acknowledgments

We acknowledge the University of Western Ontario (UWO) and the University of Rwanda (UR) through the Training Support Access Model (TSAM) Project for supporting this research project. We would like to thank the administration of the School of Nursing and Midwifery at the UR, Ruli Higher Institute of Health, University of Gitwe, and Kibogora Polytechnic for granting us the permission to conduct this study. We also acknowledge all nurse and midwife educators for their participation in this study.

  1. Research funding: None declared.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

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Received: 2020-03-19
Accepted: 2020-11-06
Published Online: 2020-11-17

© 2020 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Editorial
  2. A note of gratitude
  3. Research Articles
  4. Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
  5. Use of phenomenography in nursing education research
  6. A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
  7. From practical nurse to bachelor of nursing student: bridging the transition
  8. A caring model for nursing education
  9. Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
  10. Nursing student-patient relationship – a 10-year comparison study in Finland
  11. An educational intervention to promote civility in nursing: a pilot study
  12. Self-compassion in undergraduate nursing: an integrative review
  13. Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
  14. Assessing knowledge of genomic concepts among Canadian nursing students and faculty
  15. Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
  16. The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
  17. Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
  18. Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
  19. Concept-based curriculum: design and implementation strategies
  20. Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
  21. Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
  22. Nursing students’ perceptions of and experiences coping with stress in clinical practice
  23. Unpacking the hidden curriculum in nursing education: clinical placements abroad
  24. Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
  25. Resilience in first and second semester baccalaureate nursing students
  26. Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
  27. The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
  28. Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
  29. The effect of linguistic modification on English as a second language (ESL) nursing student retention
  30. Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
  31. A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
  32. Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
  33. Intentional learning: a student-centered pedagogy
  34. Journey to simulation program accreditation
  35. Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
  36. Using Participatory Action Research to Explore the Nursing Academic Work Environment
  37. Theoretical Approaches to Studying Incivility in Nursing Education
  38. Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
  39. Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
  40. Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
  41. A Description of the Characteristics and Behaviors of Master Teachers in Nursing
https://doi.org/10.1515/ijnes-2020-0031
Keywords for this article
continuous professional development; developing countries; knowledge translation; nurse or midwife educator; Rwanda; teaching methodologies

Articles in the same Issue

  1. Editorial
  2. A note of gratitude
  3. Research Articles
  4. Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation
  5. Use of phenomenography in nursing education research
  6. A comparison of RN licensure test plans: the United States and China with implications for the Chinese nursing licensure exam
  7. From practical nurse to bachelor of nursing student: bridging the transition
  8. A caring model for nursing education
  9. Nurse and midwife educators’ experiences of translating teaching methodology knowledge into practice in Rwanda
  10. Nursing student-patient relationship – a 10-year comparison study in Finland
  11. An educational intervention to promote civility in nursing: a pilot study
  12. Self-compassion in undergraduate nursing: an integrative review
  13. Seeking transformation: how students in nursing view their academic writing context – a qualitative systematic review
  14. Assessing knowledge of genomic concepts among Canadian nursing students and faculty
  15. Nurse students’ attitudes toward the nursing profession after witnessing workplace violence
  16. The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students
  17. Impact of an extracurricular, student-led journal club on evidence-based practice among baccalaureate nursing students
  18. Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course
  19. Concept-based curriculum: design and implementation strategies
  20. Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage
  21. Teaching evidence-based nursing practice to student nurses in developing countries: strategies for novice nurse educators
  22. Nursing students’ perceptions of and experiences coping with stress in clinical practice
  23. Unpacking the hidden curriculum in nursing education: clinical placements abroad
  24. Facilitating and hindering experiences to the development of humanistic caring in the academic and clinical settings: an interpretive phenomenological study with nursing students and nurses
  25. Resilience in first and second semester baccalaureate nursing students
  26. Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty
  27. The potential for learning within hospital learning communities: the interplay between nursing practice and education to support research ability
  28. Embracing evidence-based nursing and informational literacy through an innovative undergraduate collaborative project
  29. The effect of linguistic modification on English as a second language (ESL) nursing student retention
  30. Perceived stress, physiological stress reactivity, and exit exam performance in a prelicensure Bachelor of Science nursing program
  31. A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA
  32. Gett’n on the bus: evaluation of Sentinel City®3.0 virtual simulation in community/population health clinical placement
  33. Intentional learning: a student-centered pedagogy
  34. Journey to simulation program accreditation
  35. Effect of a rapid e-learning module and brief interprofessional simulation event on medical and nursing student collaborative attitudes and behaviors
  36. Using Participatory Action Research to Explore the Nursing Academic Work Environment
  37. Theoretical Approaches to Studying Incivility in Nursing Education
  38. Students’ Self-assessed Competence Levels during Nursing Education Continuum – A Cross-sectional Survey
  39. Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student
  40. Effect of an Educational Intervention Delivered to Senior Nursing Students to Strengthen Spiritual Care for People with Chronic Illness
  41. A Description of the Characteristics and Behaviors of Master Teachers in Nursing
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