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Aabstract


Research Article

Impediments of Optimal Midwifery Experiential Learning Environments in Maternity Units of Public Hospitals

MK Thopola and M.E. Lekhuleni

Correspondence Address :

MK Thopola
Department of Nursing Science
University of Limpopo, Sovenga 0727
South Africa

Received on: October 14, 2019, Accepted on: October 28, 2019, Published on: November 04 , 2019

Citation: MK Thopola, M.E. Lekhuleni (2019). Impediments of optimal midwifery experiential learning environments in maternity units of Public hospitals

Copyright: 2019 MK Thopola, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

  • Abstract

Abstract
Background: The purpose of this study was to ascertain the impediments of optimal midwifery experiential learning based on the numeric information of level four learner midwives from institutions of higher learning, who was registered for a Bachelor degree
(R.425) a course leading for registration as a Nurse (General, Psychiatric, Community) and Midwifery.
Objective: To identify the impediments of optimal midwifery experiential learning environment in maternity units of Public hospitals. A quantitative, crosssectional and descriptive designs were chosen in order to describe the impediments of optimal midwifery experiential learning environment in maternity units.
Methods: Simple random sampling was used to select a sample of 149 respondents. Data were collected using a pre-tested and validated self-developed questionnaire which was administered to the total population of learner midwives (N=149) and the response rate was 91% (N=149). Informed consent was received from the respondents as was ethical approval project number: MREC/HS/289/2013 from the relevant authorities. Data were analyzed using SPSS version 23. Descriptive and inferential statistics were used to analyze and describe the data. Relationships between variables were determined by using inferential statistics.
Results: Inadequate resources, limited equipment, poor mentoring and supervision; poor quality of learning opportunities were revealed. Learner midwives were considered as workforce not learners, thus, were forced to execute non-midwifery duties. The processes of checking and countersigning of maternity case registers and workbooks were not well planned. Learning situations were not sufficient nor meaningful. While 73.98% indicated that they received constructive feedback from their supervisors, feedback was not given continuously.
Conclusion: A Learner midwives should train in an environment which is optimal to a clinical experiential learning environment to ensure professional development and growth. The creation and provision of an optimal and favourable midwifery experiential learning environment in terms of resources and equipment for the learner midwives is crucial. Recommendations were increase of midwifery practitioners and availability of material resources to ensure efficient and effective mentoring and supervision to improve quality of midwifery experiential learning.

Keywords: Impediments, Enhancement, Optimal midwifery experiential learning environment