Download - CARING AS A CORE CONCEPT IN MIDWIFERY EDUCATION Ms. ME. Chokwe Supervisor: Prof SCD. Wright
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CARING AS A CORE CONCEPT IN MIDWIFERY EDUCATION
Ms. ME. ChokweSupervisor: Prof SCD. Wright
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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).
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• 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
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• 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.
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• 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
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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
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• 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
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• 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
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• Hermeneutic interpretive approach (Speziale & Carpenter,2007:88)
• naive reading
• structural analysis
• interpretation of the whole
• Saturation
DATA ANALYSIS
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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
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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
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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
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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
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• 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
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• 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
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• 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
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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
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THANK YOU ALL KE A LE LEBOGA