Pre-service midwifery education in sub-Saharan Africa: A scoping review |
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| Affiliation: | 1. Johns Hopkins School of Nursing, 525 N. Wolfe St., Baltimore, MD 21205, USA;2. The East, Central, and Southern College of Nursing, 157 Njiro Rd, Arusha, Tanzania;3. African Forum for Research and Education in Health, PMB, University Post Office, KNUST, Kumasi, Ghana;4. Jhpiego, 1615 Thames Street, Baltimore, MD 21231, USA;5. La Fédération des Associations des Sages-Femmes d''Afrique Francophone (FASFAF), 229 Rue Sagouda Tokoin Wuiti, Lome, Togo;6. Jhpiego, Plot 155, Unit 4 Kgale Mews, Baborone International Financial Park, Baorone, Botswana;1. School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University NSW Australia, Locked Bag 1797, Penrith NSW 2751, Australia;2. South Western Sydney Local Health District, Australia;1. Office of Medical Education, University of Hawaii John A. Burns School of Medicine, 651 Ilalo St., MEB 307, Honolulu, HI 96813, USA;2. The Center for Physician Professional Development and Wellness, The Queen’s Medical Center, 1301 Punchbowl St., Honolulu, HI 96813, USA;3. University of Washington, Department of Medicine, Division of Gerontology and Geriatrics, 325 9th Ave, Box 359755, Seattle, WA 98104, USA;4. Yale School of Public Health, Department of Social and Behavioral Sciences, 60 College St, New Haven, CT 06510, USA;5. Yale School of Medicine, Department of Internal Medicine, Section of Geriatrics, 333 Cedar Street, New Haven, CT 06520, USA;6. Yale New Haven Health System, 20 York Street, New Haven, CT 06520, USA;7. Chaminade University of Honolulu, 3140 Waialae Ave, Honolulu, HI 96816, USA;8. Yale University School of Nursing, New Haven, CT, USA;9. Yale School of Medicine, Department of Internal Medicine, Section of General Internal Medicine, 333 Cedar Street, New Haven, CT 06520, USA;1. Xiangya School of Nursing, Central South University, Changsha, Hunan, China;2. Teaching and Research Section of Clinical Nursing, Xiangya Hospital of Central South University, Changsha, Hunan, China;3. National Clinical Research Center of Geriatric Disorder, Xiangya Hospital of Central South University, Changsha, Hunan, China;4. School of Nursing, Xinjiang Medical University, Urumqi, Xinjiang Uygur Autonomous Region, China;5. Department of Nursing, The First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, Anhui, China;1. Faculty of Caring Science, Work Life and Social Welfare, Department of Caring Science, University of Borås, 501 90 Borås, Sweden;2. School of Nursing and Midwifery, Birmingham City University, Westbourne Road, Birmingham B15 3TN, United Kingdom;1. Queen’s University Belfast, School of Nursing and Midwifery, 97 Lisburn Road, Belfast, Northern Ireland, BT9 7BL, UK;2. School of Nursing and Midwifery, Trinity College Dublin, D02 T283, Ireland;3. School of Nursing and Midwifery, University College Cork, Cork, Ireland;4. School of Health & Social Care, Edinburgh Napier University, Edinburgh, Scotland, EH11 4BN, UK |
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| Abstract: | BackgroundIn response to a global call for more midwives, maternal health stakeholders have called for increased investment in midwifery pre-service education. Given the already long list of challenges and the increasing burden on health care systems due to the COVID-19 pandemic, the need to prioritize investment is acute, particularly in sub-Saharan Africa. An important first step is to examine the current evidence.MethodsWe conducted a scoping review of the peer-reviewed literature about pre-service midwifery education in sub-Saharan Africa. A search of studies published between 2015 and 2021 in French or English was conducted using six databases (PubMed, CINAHL, Embase, Scopus, Web of Science and African Index Medicus).ResultsThe search yielded 3061 citations, of which 72 were included. Most were a mix of qualitative and quantitative cross-sectional, country-specific studies. Organized by pre-service educational domain, the literature reflected a misalignment between international standards for midwifery education and what schools and clinical sites and the larger administrative systems where they operate, reliably provide. Inadequate infrastructure, teaching capacity in school and clinical settings and clinical site environment were factors that commonly impede learning. Literature related to faculty development and deployment were limited.ConclusionSchools, faculty and clinical sites are overwhelmed yet recommendations by key stakeholders for change are substantive and complex. Efforts are needed to help schools map their current status by pre-service education domain and prioritize where scarce resources should be directed. These results can inform research and investments in pre-service midwifery education in sub-Saharan Africa. |
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| Keywords: | Midwifery Midwives Pre-service education Sub-Saharan Africa Health workforce Global health Scoping review |
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