Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study
Since 2011, Western Australian nursing and midwifery educators have been providing evidence-based continuing education to Tanzanian health professionals. Despite thorough preparation before departure, differences in local resource levels and available facilities have necessitated impromptu adaptatio...
| Main Authors: | , , , , |
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| Format: | Journal Article |
| Published: |
Churchill Livingstone
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/15013 |
| _version_ | 1848748779025465344 |
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| author | Gower, Shelley van den Akker, Jose Jones, M. Dantas, Jaya Duggan, Ravani |
| author_facet | Gower, Shelley van den Akker, Jose Jones, M. Dantas, Jaya Duggan, Ravani |
| author_sort | Gower, Shelley |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Since 2011, Western Australian nursing and midwifery educators have been providing evidence-based continuing education to Tanzanian health professionals. Despite thorough preparation before departure, differences in local resource levels and available facilities have necessitated impromptu adaptation of curriculum content and delivery methods to ensure an effective program was delivered. This study explored the personal, cultural and teaching strategies utilised by Western Australian nursing and midwifery educators in Tanzania and examined if the transferability of education packages was influenced by the educators' cultural competence. Using a qualitative exploratory approach, data was collected from 15 Western Australian nursing and midwifery educators using a demographic survey and in-depth individual semi-structured interviews. The core themes identified from the analysis were Determination to learn, Assessing needs, Communication skills and Greater understanding. These findings are described using the conceptual framework of Campinha-Bacote's The Process of Cultural Competence in the Delivery of Healthcare Services. With appropriate levels of cultural competence, international health professionals can be effective at providing ongoing professional development to colleagues in developing country contexts, which may help address difficulties with retention and motivation of staff. It is essential that prior to departure cultural competence training is provided to educators to enhance their teaching capacity and effectiveness in international settings. |
| first_indexed | 2025-11-14T07:10:27Z |
| format | Journal Article |
| id | curtin-20.500.11937-15013 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:10:27Z |
| publishDate | 2016 |
| publisher | Churchill Livingstone |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-150132017-09-13T15:02:12Z Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study Gower, Shelley van den Akker, Jose Jones, M. Dantas, Jaya Duggan, Ravani Since 2011, Western Australian nursing and midwifery educators have been providing evidence-based continuing education to Tanzanian health professionals. Despite thorough preparation before departure, differences in local resource levels and available facilities have necessitated impromptu adaptation of curriculum content and delivery methods to ensure an effective program was delivered. This study explored the personal, cultural and teaching strategies utilised by Western Australian nursing and midwifery educators in Tanzania and examined if the transferability of education packages was influenced by the educators' cultural competence. Using a qualitative exploratory approach, data was collected from 15 Western Australian nursing and midwifery educators using a demographic survey and in-depth individual semi-structured interviews. The core themes identified from the analysis were Determination to learn, Assessing needs, Communication skills and Greater understanding. These findings are described using the conceptual framework of Campinha-Bacote's The Process of Cultural Competence in the Delivery of Healthcare Services. With appropriate levels of cultural competence, international health professionals can be effective at providing ongoing professional development to colleagues in developing country contexts, which may help address difficulties with retention and motivation of staff. It is essential that prior to departure cultural competence training is provided to educators to enhance their teaching capacity and effectiveness in international settings. 2016 Journal Article http://hdl.handle.net/20.500.11937/15013 10.1016/j.nepr.2016.02.009 Churchill Livingstone restricted |
| spellingShingle | Gower, Shelley van den Akker, Jose Jones, M. Dantas, Jaya Duggan, Ravani Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study |
| title | Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study |
| title_full | Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study |
| title_fullStr | Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study |
| title_full_unstemmed | Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study |
| title_short | Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study |
| title_sort | australian nursing and midwifery educators delivering evidence-based education in tanzania: a qualitative study |
| url | http://hdl.handle.net/20.500.11937/15013 |