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    Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study

    Access Status
    Fulltext not available
    Authors
    Gower, Shelley
    van den Akker, Jose
    Jones, M.
    Dantas, Jaya
    Duggan, Ravani
    Date
    2016
    Type
    Journal Article
    
    Metadata
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    Citation
    Gower, S. and van den Akker, J. and Jones, M. and Dantas, J. and Duggan, R. 2016. Australian nursing and midwifery educators delivering evidence-based education in Tanzania: A qualitative study. Nurse Education in Practice. 18: pp. 16-22.
    Source Title
    Nurse Education in Practice
    DOI
    10.1016/j.nepr.2016.02.009
    ISSN
    1471-5953
    School
    School of Nursing and Midwifery
    URI
    http://hdl.handle.net/20.500.11937/15013
    Collection
    • Curtin Research Publications
    Abstract

    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.

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