Erlandsson Kerstin, Doraiswamy Sathyanarayanan, Wallin Lars, Bogren Malin
School of Education, Health and Social Studies, Dalarna University, Falun, Sweden.
UNFPA Country Office, Bangladesh.
Nurse Educ Pract. 2018 Mar;29:212-218. doi: 10.1016/j.nepr.2018.02.006. Epub 2018 Feb 9.
When a midwifery diploma-level programme was introduced in 2010 in Bangladesh, only a few nursing faculty staff members had received midwifery diploma-level. The consequences were an inconsistency in interpretation and implementation of the midwifery curriculum in the midwifery programme. To ensure that midwifery faculty staff members were adequately prepared to deliver the national midwifery curriculum, a mentorship programme was developed. The aim of this study was to examine feasibility and adherence to a mentorship programme among 19 midwifery faculty staff members who were lecturing the three years midwifery diploma-level programme at ten institutes/colleges in Bangladesh. The mentorship programme was evaluated using a process evaluation framework: (implementation, context, mechanisms of impact and outcomes). An online and face-to-face blended mentorship programme delivered by Swedish midwifery faculty staff members was found to be feasible, and it motivated the faculty staff members in Bangladesh both to deliver the national midwifery diploma curriculum as well as to carry out supportive supervision for midwifery students in clinical placement. First, the Swedish midwifery faculty staff members visited Bangladesh and provided a two-days on-site visit prior to the initiation of the online part of the mentorship programme. The second on-site visit was five-days long and took place at the end of the programme, that being six to eight months from the first visit. Building on the faculty staff members' response to feasibility and adherence to the mentorship programme, the findings indicate opportunities for future scale-up to all institutes/collages providing midwifery education in Bangladesh. It has been proposed that a blended online and face-to-face mentorship programme may be a means to improving national midwifery programmes in countries where midwifery has only recently been introduced.
2010年孟加拉国引入助产士文凭课程时，只有少数护理教员拥有助产士文凭。结果导致助产士课程在助产士项目中的解释和实施不一致。为确保助产士教员有充分准备来教授国家助产士课程，制定了一项指导计划。本研究的目的是检验19名在孟加拉国10所机构/学院讲授三年制助产士文凭课程的助产士教员对指导计划的可行性和依从性。使用过程评估框架（实施、背景、影响机制和结果）对该指导计划进行评估。结果发现，由瑞典助产士教员提供的在线和面对面混合指导计划是可行的，它激励了孟加拉国的教员教授国家助产士文凭课程，并在临床实习中对助产士学生进行支持性监督。首先，瑞典助产士教员访问了孟加拉国，并在指导计划在线部分开始前进行了为期两天的实地考察。第二次实地考察为期五天，在计划结束时进行，即距离第一次考察六至八个月后。基于教员对指导计划可行性和依从性的反馈，研究结果表明未来有机会扩大到孟加拉国所有提供助产士教育的机构/学院。有人提出，在线和面对面混合指导计划可能是改善那些最近才引入助产士专业的国家的国家助产士项目的一种手段。
