Midwives' experience of their clinical education at a nursing college in Swaziland

M.Cur.Poor quality of midwifery care has been of major concern in Swaziland. This has been attributed to a number of reasons of which one is the education of midwifery students. The research question has been, "To what extent has the clinical learning of midwifery students produced competent midwives in the country?" The question has been answered by exploring the clinical learning experience of the midwifery students in a college in Swaziland. Data were collected by means of a focus group interview. Two groups each comprising of five participants were interviewed separately. Data was analysed following the steps provided by Tesch (1990) as quoted by Creswell (1994:153-155). From the findings factors that impacted either positively or negatively on the clinical learning of students were discovered. Because of the presence of more negative factors the conclusion was that the clinical learning of midwifery students produces competent midwives to a lesser extent. Recommendations to form the basis for the strategies to improve the clinical learning of the students were outlined. Validity and reliability has been maintained through out the study. Ethical standards for researchers as stipulated by DENOSA have been considered in the whole study

Implementation of healthy conversation skills to support behaviour change in the Bukhali trial in Soweto, South Africa: A process evaluation

BackgroundTo address the need for preconception health interventions in low- and middle-income countries, the Healthy Life Trajectories Initiative (HeLTI) was launched in Soweto, South Africa to optimise young women's physical and mental health to establish healthier trajectories for themselves and, where relevant, the next generation. As part of HeLTI trial, the Bukhali intervention utilises the Healthy Conversation Skills (HCS) approach to promote behaviour change with 18–28-year-old women. The aim of this article is to report on the process evaluation of implementing HCS, to identify implementation challenges, and make recommendations for HCS adaptations.MethodsData were collected from intervention session records (participants’ response to setting behaviour change goals, community health workers (CHWs) impression of their HCS use; n ​= ​7418), individual in-depth interviews with participants (n ​= ​35), focus groups (3) and debrief sessions (13) with CHWs who deliver the intervention.ResultsThe findings indicated that the HCS approach was not implemented as originally intended. Challenges were reported regarding participants' willingness to set behaviour change goals, and prioritise health and health behaviour change, as well as participants’ exposure to trauma, influencing their ability to prioritise health behaviour change. While CHWs were able to identify strengths of the HCS approach, there were challenges with contextual adaptation, especially using HCS in a multilingual setting such as Soweto. Recommendations for contextual adaptations of the HCS approach in Soweto, South Africa include simplification of certain HCS tools, language adaptions for a multilingual setting, adapting training to fit in with time constraints of a trial, and adopting a trauma-informed perspective to health behaviour change.ConclusionsThis article extends our understanding of challenges to health behaviour change for young women in a low-income setting, highlighting the role of trauma, and the need for a trauma-informed perspective to understand behaviour change in this context