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Improving student midwives’ practice learning in Uganda through action research: the MOMENTUM project
Open accessAbstract
Background and context: The Royal College of Midwives is engaged in a long-term twinning partnership with the Uganda Private Midwives Association. Uganda is one of the poorest countries in the world and only 27% of women and newborns have their needs met (UNFPA, 2014). A well-skilled, competent midwifery workforce is required to meet these needs yet Ugandan student midwives often receive poor-quality clinical education. The Ugandan Nurses and Midwives Council approached the Royal College of Midwives for assistance in designing a system of mentorship for Ugandan midwifery to address this gap. The project was funded by UK-Aid through the Tropical Health and Education Trust. Aims of the project: MOMENTUM was a 20-month action research project that aimed to develop and pilot a model of mentorship for student midwives in Uganda. This article focuses on one workstream relating to practice development, a twinning project that used workbased learning and appreciative inquiry, embedded in an action research approach, to facilitate practice development. Conclusions: This project added to the body of knowledge about midwifery twinning for building capacity in mentorship, research, and cross-cultural competence. MOMENTUM created a powerful community of practice that was enabling, fulfilling and transformative. Replication of this would require funding, management capacity and sufficient lead time for participatory planning and piloting. MOMENTUM’s audit tool was a bespoke design for this pilot project and so may not be transferable to other settings without further development, testing and validation.
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“By allowing midwifery students to participate in domiciliary care, they gain valuable hands-on experience and exposure to a diverse range of cases which is not always available in the narrow context of healthcare facilities [12].”
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Exploring and developing student midwives’ experiences (ESME)—An appreciative inquiry study
Dewar, B. J., Stulz, V. M., Buliak, A., Connolly, L., McLaughlin, D. K., Newport, K., Rebolledo, S., Stephenson, L., Macbride, T., Lennon, K., et al. (2020) · Midwifery · doi:10.1016/j.midw.2020.102844 · Cited by 43
Pre-service midwifery education in sub-Saharan Africa: A scoping review
Warren, N., Gresh, A., Mkhonta, N. R., Kazembe, A., Engelbrecht, S. M., Feraud, J., Patel, K., Adandogou-d'Almeida, H., Marole, P., Reynolds, N. R., et al. (2023) · Nurse Education in Practice · doi:10.1016/j.nepr.2023.103678 · Cited by 23
Telfer, M. L., Zaslow, R., Nabirye, R. C., & Mbalinda, S. N. (2021) · Midwifery · doi:10.1016/j.midw.2021.103145 · Cited by 22
Graduate Midwifery Education in Uganda Aiming to Improve Maternal and Newborn Health Outcomes
Kumakech, E., Anathan, J., Udho, S., Auma, A. G., Atuhaire, I., Nsubuga, A. G., & Ahaisibwe, B. (2020) · Annals of Global Health · doi:10.5334/aogh.2804 · Cited by 19
Stulz, V. M., Francis, L., Pathrose, S. P., Sheehan, A., & Drayton, N. (2020) · Nurse Education Today · doi:10.1016/j.nedt.2020.104727 · Cited by 16
Simane-Netshisaulu, K. G., Maputle, M. S., Netshikweta, L. M., & Shilubane, H. N. (2022) · African Health Sciences · doi:10.4314/ahs.v22i1.25 · Cited by 10
Stubbe, L.-C., Philippeit, A., Philippeit, J., Kaukemüller, L., Kruppa, M., Sunder-Plassmann, M., Ruppert, A. M., Hillemanns, P., Mugisha, J., & Klapdor, R. (2024) · Women s Health Reports · doi:10.1089/whr.2024.0068 · Cited by 2
Implementing midwifery twinning partnerships: challenges and facilitators. A rapid evidence summaryPreprint
Edwards, D. J., Csontos, J. K., & Thomas, G. (2023) · medRxiv · doi:10.1101/2023.06.14.23291377 · Cited by 2
Apili, F., Isoke, R., Mann, J., Matte, R. F., Abeja, C. J., Auma, A. G., Atuhairwe, I., Agaba, B., & Ukoha, W. C. (2026) · BMC Pregnancy and Childbirth · doi:10.1186/s12884-026-09489-0
“By allowing midwifery students to participate in domi-ciliary care, they gain valuable hands-on experience and exposure to a diverse range of cases which is not always available in the narrow context of healthcare facilities [12].”
Nuwagaba, P. K. (2023) · Open University of Cape Town (University of Cape Town)
Metadata
- Authors
- Royal College of Midwives, L., Kemp, J., Shaw, E., Royal College of Midwives, L., Nanjego, S., The Uganda Private Midwives Association, K., Mondeh, K., & Barts Health NHS Trust, L.
- Venue
- International Practice Development Journal
- Publisher
- Foundation of Nursing Studies
- Published
- 2018-05-16
- Volume
- 8
- Issue
- 1
- Pages
- 1-23
- ISSN
- 2046-9292 (ISSN-L)
- OpenAlex
- W2804690616
- Cited by
- 9
- References
- 0
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 1 · 2020: 3
- FWCI
- 0.96
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc
- Locations
- International Practice Development Journal (publishedVersion, cc-by-nc)
- Research Explorer (The University of Manchester) (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Nursing › Research and Theory › Nursing education and management
- Health Sciences › Nursing › Issues, ethics and legal aspects › Nursing Education, Practice, and Leadership
- Keywords
- midwifery education, midwifery students, clinical practicum, mentoring, work-based learning, appreciative inquiry, communities of practice, Uganda, Royal College of Midwives, audit tool
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