CARING AS A CORE CONCEPT IN MIDWIFERY EDUCATION

Ms. ME. ChokweSupervisor: Prof SCD. Wright

INTRODUCTION

• Caring is abstract and difficult to measure, but a core concept for midwifery education (Karaöz, 2005:32.

• ICM states that midwifery educators are guardians of safe, competent and respectful midwifery care,

• They must understand their own values to create an

environment which emphasises caring attributes (ICM 2008:1).

• Having interest, strong feelings and concern for others (Watson, 2007:132)

• Despite caring being central to midwifery profession,

• Caring taught to learners theoretically does not

always translate to caring behaviour (Meadows, 2007:160).

BACKGROUND

• The challenge facing midwifery educators is to facilitate the processes through which learner midwives can be socialised into caring as the professional foundation for midwifery practice

• The educators must provide learners with the necessary tools during theoretical presentation that can increase their understanding of caring to ensure that sensitive caring professionals are developed (Chokwe , Wright & Erasmus, 2010:3).

BACKGROUND CONT.

• Learner midwives expressed that the clinical environment was uncaring , hostile and did not support caring as learned in class

• The study aimed at identifying the gaps that might have contributed to some of the uncaring behaviours which they experienced during the clinical placement

• What does caring mean and how is caring conveyed to learner midwives during work integrated learning (WIL).

RESEARCH PROBLEM

Philosophy of Swanson’s Theory of Caring comprising of five key elements :

• maintaining belief: promoting faith, trust and empower

• knowing :striving to understand an event as it has meaning to the other;

• being with: emotionally present to the other;• doing for: helping an individual to perform that

task independently if able to; and • enabling: making it possible for someone to pass

through an unfamiliar life event or transition.

THEORETICAL FOUNDATION

• Lincoln & Guba (1985) credibility, transferability, dependability

• Ethical consideration• Ethics Committee of TUT and the faculty • Gauteng Provincial Health Department• Participation was voluntary with written

consent• Ethical principles• Principle of respect for persons • Autonomy• Principle of beneficence• Principle of justice

TRUSTWORTHINESS

• The strategy and design: qualitative, exploratory

Context: educational institutions in Gauteng, SA

Population: midwifery educators, purposive and

convenient:

Data gathering methods- Narratives: ‘what does

caring mean to you and how do you convey caring to

learner midwives during theoretical presentation

and WIL?’

RESEARCH METHODS AND DESIGN

• Hermeneutic interpretive approach (Speziale & Carpenter,2007:88)

• naive reading

• structural analysis

• interpretation of the whole

• Saturation

DATA ANALYSIS

FINDINGSTHEMES CATEGORIES

The meaning of caring: a). Attending to individuals’ needs,b). Showing respect for human-kind c) Caring is an expression of professionalism

Conveying caring during theoretical presentation

a). Being a good role model and showing respectb). Providing individualised attention and care c). Being supportive

Conveying caring during WIL a). Respect for individualityb). Being compassionate, kind and approachable c). Being conscientious

The meaning of caringa) Attending to an individuals’ needs:

• ‘Caring means to look after someone and being sensitive to their needs.’

b) Showing respect for human-kind: • ‘Caring is respect for the individuality of persons.’

c) Caring is an expression of professionalism:• ‘Principles like beneficence and respect promote

caring.’

FINDINGS OF THE STUDY

Conveying caring during theoretical presentationa) Being a good role model and showing respect:

• ‘Committed to one’s work, giving your time, service and holistic attention to the other.’

b) Providing individualised attention and care :• ‘Assisting them to overcome their learning

problems, through remediation sessions.’c) Being supportive:• ‘Caring is the ability to help another with love.’

FINDINGS OF THE STUDY

Conveying caring during work integrated learning

a) Respect for individuality: • ‘Showing respect convey a message of caring

to students and patients.’ b) Being compassionate, kind and approachable :

• ‘Touch, comforting, encouraging compassionate, being kind and gentle.’

c) Being conscientious: • ‘Midwife’s ability listening responsively, and

saying supportive words.’

FINDINGS OF THE STUDY

• Midwifery educators viewpoint of attending to the learners needs is in agreement with Swanson’s theory, stating caring as being emotionally present to the other, and

• Enabling someone to pass through an unfamiliar life event safely (Dickson, 1996:21)

• Aspects of good role modelling, respect, and being supportive are in agreement with Swanson theory stating being emotionally present which enables a person to face the future with a positive meaning

DISCUSSION OF FINDINGS

• Respect for individuality, being compassionate, kind,

approachable and conscientious.

• The same notion is held by Gallagher (2007:36) that

respect requires effort, paying attention, active

listening and working with the others appropriately.

DISCUSSION OF FINDINGS

• Focus group would have enriched the data• The findings cannot be generalised. Recommendations • Caring should be central in the mentoring of the

neophytes• Midwifery educators should model and emphasise

caring during theory presentation and WIL.• Further studies on caring as a core concept in

midwifery education should be conducted.

STUDY LIMITATIONS

Caring as an abstract concept needs further research.

Midwifery educators are challenged to reinforce and

incorporate caring in theoretical presentation and

work integrated learning..

CONCLUSION

THANK YOU ALL KE A LE LEBOGA