African Journal of Health Professions Education

Background. Nursing and midwifery training institutions are responsible for preparing the future nursing and midwifery workforce to ensure that they practise in accordance with the applicable patient safety standards. As such, simulation-based education (SBE) is thoughtfully being implemented in many parts of the world to train nursing and midwifery students to help the graduates to acquire the technical and non-technical skills needed to deliver safe patient care. This study, therefore, attempted to identify strategies for implementing SBE in nursing and midwifery in Malawi. Objective. To identify strategies for implementing SBE in nursing and midwifery in selected education institutions and clinical sites in Malawi. Methods. The data were collected using mixed methods with questionnaires, in-depth interviews, focus group discussions and desk reviews of nursing and midwifery syllabuses and curricula documents in Malawi. Two hundred and ninety-three participants responded to the questionnaire (144 clinical instructors and 149 final-year nursing and midwifery students). Ten focus group discussions were held with fourth-year students. In-depth interviews with deputy hospital directors (nursing and midwifery services), college principals, deans, department heads and other key stakeholders were conducted. The College of Medicine Research and Ethics Committee granted ethical approval for the study. Quantitative data were entered into SPSS version 23.0 for descriptive statistics, and qualitative data were thematically analysed using NVivo 12. Results. The study identified several strategies for implementing SBE in Malawi, including building appropriate simulation infrastructure (n=115; 39.3%), training educators on simulation (n=130; 44.4%), training clinical instructors/preceptors (n=106; 36.3%) and purchasing appropriate equipment (n=202; 68.9%). Scenarios with standardised patients and collaborative work in simulation between clinical staff and academics in training institutions and clinical settings were critical strategies for implementing SBE in Malawi. Conclusion. The successful implementation of SBE in nursing and midwifery in Malawi relies on a holistic approach that encompasses infrastructure, educator training, collaboration, scenario development, curriculum integration and ongoing evaluation. The journey towards realising these goals will undoubtedly require dedication, persistence, and the collective efforts of all stakeholders involved in nursing and midwifery education in Malawi.

P Mapulanga

M Msiska

A Msosa

I Tjoflåt

K Hjorthaug Urstard

B Bø

E C Furskog-Risa

G Mwalabu

Strategies supporting the implementation of simulation-based education in nursing and midwifery in Malawi: A mixed methods study

支持马拉维护理和助产中基于模拟教育实施的策略：一项混合方法研究

Background. Clinical practice learning is an important aspect of educating undergraduate occupational therapy (OT) students to understand the profession and for professional identity. Practice learning could be hampered by several factors including the lack of proficient clinical supervisors, coupled with a burgeoning number of students. To ensure the success of the programme, the expectations of lecturers and supervisors should be compatible. Objective. To investigate the factors influencing clinical supervision of undergraduate OT students during practice learning in the Global South. Methods. A rapid review of the literature was conducted between 2017 and 2022 with searches in EBSCOhost and PubMed databases. Mendeley Reference Manager was used as a tool for database storage, and the literature found was screened and documented according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement and guidelines. A hierarchy of evidence was formed using Tomlin and Borgetto’s (2011) research pyramid. Articles within the three most trustworthy and relevant levels of the qualitative hierarchy were appraised using the clinical appraisal skills programme (CASP) tool. Results. Five main themes emerged from a thematic analysis of 20 records: quality assurance; roles and relationships; hegemonies in and out of context; context of clinical practice; and teaching how. Conclusion. The key aspects influencing clinical supervision in undergraduate OT programmes are interconnected. The findings emphasise the importance of having a protocol, sequence of preparation and procedure, and training of personnel in informing quality of supervision. Quality individualised support for learners is best achieved when there is structure and proficient supervision.

A Ebrahim

P R Makwambeni

S Damonse

J Marais

K Perumal

S Philpott

B Rooseboom

K Shefer

Factors influencing clinical supervision of undergraduate occupational therapy students during practice learning in the Global South: A rapid review

影响全球南方本科作业治疗学生在实践学习中临床监督的因素：快速回顾

Background. Academic exclusion is practised in many national and international higher education institutions (HEIs), significantly impacting students’ futures. Associated stress and anxiety remain a source of conflict between all role players. Reasons for, and the rationale behind, academic exclusion are complex and multifactorial. Objectives. To investigate and describe contemporary practices and core themes relating to academic exclusion by reviewing the academic policies and procedures in a sample of six South African HEIs within a health professions education context. Methods. A prospective, pragmatic design was followed. This involved simple content analysis of source documents to identify similarities and differences in approach to academic exclusion, including the rationale and potential implications thereof. Results. The rationale for exclusion remains multifactorial. The majority of institutions linked exclusion to continued poor performance and failure to complete qualifications within the maximum time. All institutions allowed for an appeal process; however, this differed significantly between institutions. Conclusion. There is a clear, defendable rationale for the exclusion, and practices that seek to prevent students from continuing should be guided by policies and procedures that are clear and contextually relevant. While the right to appeal exclusion is supported, arbitrary support for such appeals in the absence of merit defeats the aims, objectives and rationale for exclusion.

S Nalla

C Vincent-Lambert

Academic exclusion of Health Sciences students in South African higher education institutions - A rationale for institutional policy and processes

南非高等教育机构中健康科学学生的学术排斥 - 机构政策和流程的合理性

Background. The personal health behaviours and lifestyle habits of health professionals influence their counselling practices related to non-communicable diseases (NCDs). There is limited evidence on the prevalence of modifiable NCD risk factors among medical students in South Africa (SA). Objectives. To determine the prevalence of modifiable behavioural and metabolic NCD risk factors in first-year medical students at a SA university. Methods. This cross-sectional observational study included 256 first-year students. Participants completed five online questionnaires regarding lifestyle behaviours (physical activity, dietary habits, smoking, alcohol consumption and sleep quality). NCD-related metabolic markers including body composition, blood pressure, total cholesterol and random glucose concentrations, were measured. The prevalence of risk factors was calculated using internationally accepted criteria, and sex differences were reported using one-way ANOVA or χ2 test (p&lt;0.05). Results. The prevalence of poor sleep quality was 79.7%, followed by low-to-moderate diet quality (66.8%), low levels of physical activity (64.1%), overweight/ obesity (26.2%), current/past smoking (13.3%) and harmful use of alcohol (12.5%). Most (88.3%) participants had two or more NCD-related risk factors. The prevalence of multiple NCD risk factors differed significantly between male and female participants, with more male participants having ≥2. Conclusions. This study found that first-year medical students at a South African university have a high prevalence of lifestyle-related risk factors, specifically poor sleep quality, low levels of physical activity and low-to-moderate diet quality. Sleep hygiene, regular activity and good nutrition should be promoted, and interventions focusing on nutrition, smoking cessation and alcohol consumption could be targeted by sex.

J Borresen

B Celie

R Laubscher

M Bac

P Wood

T Camacho

K Nolte

M Schwellnus

D Basu

Early Online

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&#x0D; &#x0D; &#x0D; &#x0D; Background. The clinical skills development of student nurses is one of many challenges facing nursing education owing to a lack of available clinical placements and learning opportunities. Simulation training as an optional teaching-learning method creates an environment where clinical skills are developed and students are prepared for the nursing profession. The successful implementation of high-fidelity simulation (HFS) strategies as part of the nursing curricula requires nurse educators to have knowledge and skills. At the South African private higher education institution (SAPHEI) where the research for this study was done, it became evident that nurse educators do not have the required knowledge, skills or support to implement HFS. The absence of evidence in the literature of a practice model for a SAPHEI to facilitate the implementation of HFS reveals a gap in the practice base of nursing education.&#x0D; Objective. To develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS.Methods. The researcher used a theory-generative research design. The study was conducted in two phases, with two steps in each phase, to address four objectives in all.Results. Phase 1 identified and described the main and related concepts. A resulting conceptual framework was used for the development of the practice model. Phase 2 addressed the relational meaning of the main and related concepts, as well as the construction of the practice model through theory synthesis.Conclusion. The main aim of this research study was to develop a practice model for nurse educators at a SAPHEI to facilitate the implementation of HFS as part of the clinical skills development of student nurses. The practice model offers a schematic outline that represents HFS as a teaching-learning method. The importance of the outline lies therein that it specifies the context and situations in which the model is useful.&#x0D; &#x0D; &#x0D; &#x0D;

E Powell

B Scrooby

A Van Graan

High-fidelity simulation: A practice model for nurse educators at a South African private higher education institution

高保真模拟：南非私立高等教育机构护理教育者的实践模式

Background. Training health professions students along the continuum of care on the distributed training platform (DTP) is increasingly being adopted by universities across Africa to promote the development of responsive healthcare professionals. Interprofessional collaboration to meet patient needs is an integral part of this ideal. Multidisciplinary student placement on the DTP (MDTP) provides opportunities for interprofessional education (IPE). Stellenbosch University offers longitudinal undergraduate student placement at two rural MDTPs in South Africa. Objective. The objective of this study was to explore the perceived IPE opportunities in Worcester and Upington in South Africa. Methods. Sixteen purposively selected undergraduate students from five-degree programmes who trained in Upington or Worcester were individually interviewed in 2022 using a qualitative case study research design. Inductive thematic analysis was conducted in reflection with an independent researcher, after which data were deductively analysed using the definition of IPE to guide data coding and theme development. Results. The value of curricular IPE activities and the need for co-curricular IPE activities focused on holistic patient care were noted. Extracurricular themes related to purposive co-ordination of accommodation, transport and social activities to promote interprofessional interaction were noted. Conclusion. It is not always possible to purposively design IPE activities on rural MDTPs owing to financial and human resource constraints. This study offers insight into curricular, co-curricular and extracurricular facilitators for IPE in the design of learning opportunities and logistics on rural MDTPs. Recommendations for the development of future MDTPs are presented.

J Muller

E Archer

I Couper

Exploring the influence of rural longitudinal multidisciplinary student placements on interprofessional education and collaborative practice in South Africa

探索南非农村纵向多学科学生实习对跨专业教育和协作实践的影响

Abbreviation
Journal Impact	0.59
Quartiles(Global)	HEALTH CARE SCIENCES & SERVICES(Q4)

Publication Information	Publisher: Health and Medical Publishing Group，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2009，Proportion of original research papers: 100.00%，Self Citation Rate:0.00%， Gold OA Rate: 70.30%
Journal Fees	$Details
Average review cycle	网友分享经验：24 Weeks

African Journal of Health Professions Education

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Strategies supporting the implementation of simulation-based education in nursing and midwifery in Malawi: A mixed methods study

Factors influencing clinical supervision of undergraduate occupational therapy students during practice learning in the Global South: A rapid review

Academic exclusion of Health Sciences students in South African higher education institutions - A rationale for institutional policy and processes

Early Online

High-fidelity simulation: A practice model for nurse educators at a South African private higher education institution

Strategies supporting the implementation of simulation-based education in nursing and midwifery in Malawi: A mixed methods study

Factors influencing clinical supervision of undergraduate occupational therapy students during practice learning in the Global South: A rapid review

Academic exclusion of Health Sciences students in South African higher education institutions - A rationale for institutional policy and processes

Early Online

Exploring the influence of rural longitudinal multidisciplinary student placements on interprofessional education and collaborative practice in South Africa