Ige Waleola Bukola, Ngcobo Winnie Baphumelele, Afolabi Opeyemi
School of Nursing and Public Health, University of KwaZulu-Natal, Howard College, Durban, South Africa.
Department of Nursing Science, Adeleke University, Ede, Nigeria.
BMC Nurs. 2024 Sep 27;23(1):685. doi: 10.1186/s12912-024-02333-w.
Improving the quality of midwifery education to international standards is critical to prepare competent midwives. Despite the recognised impact of competent midwives, little is known concerning the implementation of Competency-Based Education (CBE), especially in Africa, where poor investment in quality midwifery education has been reported.
The aim of this study is to scope and synthesize the existing literature on the implementation of CBE for midwifery programmes and its sustainability in Africa.
The scoping review methodology outlined by Arksey and O'Malley framework was adopted to explore the extent of the literature on the implementation of CBE for midwifery programmes and its sustainability in Africa. This framework directed the scoping review methodology, with reference to PRISMA-ScR guidelines.
A total sample of 72 studies were finally included in this scoping review. Reporting of the scoping review findings follows the PRISMA- ScR format. The study showed that of the 54 African countries as per the World Bank classification, after review of the full articles following the eligibility criteria for inclusion, literature on midwifery education programmes only spanned 17 African countries as at the time of this report. Of which, 11 are implementing CBE, 5 are still using Traditionally Based Approaches (TBA) while Problem-Based Learning (PBL) is the main teaching pedagogy used in Botswana. This review revealed that for the successful implementation of CBE, a CBE curriculum implementation process must be strictly observed. Evidence from the literature confirmed that CBE has not been sustained in Africa. There is still a struggle to fully integrate the major components of the competency-based midwifery programme due to inadequate support and an inadequate monitoring system.
It is expedient that CBE implementation should be planned concurrently with its sustainability for it to be effective. Adequate training and support should be continuously provided to faculties, institutions, policy makers, professional bodies, students and other stakeholders for successful implementation and sustainability.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1- https://doi.org/10.2196/47603 .
将助产士教育质量提高到国际标准对于培养合格的助产士至关重要。尽管合格的助产士所产生的影响已得到认可，但对于基于能力的教育（CBE）的实施情况，人们了解甚少，尤其是在非洲，据报道该地区对高质量助产士教育的投资不足。
本研究的目的是梳理和综合关于助产士课程实施CBE及其在非洲可持续性的现有文献。
采用Arksey和O'Malley框架概述的范围综述方法，以探讨关于助产士课程实施CBE及其在非洲可持续性的文献范围。该框架参照PRISMA-ScR指南指导范围综述方法。
本范围综述最终纳入了72项研究的总样本。范围综述结果的报告遵循PRISMA-ScR格式。研究表明，根据世界银行的分类，在54个非洲国家中，按照纳入标准对全文进行审查后，截至本报告发布时，关于助产士教育课程的文献仅涵盖17个非洲国家。其中，11个国家正在实施CBE，5个国家仍在使用传统教学方法（TBA），而博茨瓦纳主要采用基于问题的学习（PBL）教学法。该综述表明，为成功实施CBE，必须严格遵守CBE课程实施过程。文献证据证实，CBE在非洲并未持续下去。由于支持不足和监测系统不完善，在将基于能力的助产士课程的主要组成部分充分整合方面仍存在困难。
为使CBE有效实施，应在规划实施的同时规划其可持续性。应为教师、机构、政策制定者、专业团体、学生和其他利益相关者持续提供充分的培训和支持，以实现成功实施和可持续性。
国际注册报告标识符（IRRID）：PRR1-https://doi.org/10.2196/47603 。
