Student evaluation of the impact of changes in teaching style on their learning: a mixed method longitudinal study

Maternal and Child Health Aides are the largest nursing cadre in Sierra Leone providing maternal and child health care at primary level. Poor healthcare infrastructure and persistent shortage of suitably qualified health care workers have contributed to high maternal and newborn morbidity and mortal...

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Bibliographic Details
Published in:BMC nursing 2018-06, Vol.17 (1), p.24-24, Article 24
Main Authors: Jones, Susan, Gopalakrishnan, Somasundari, Ameh, Charles A, Faragher, Brian, Sam, Betty, Labicane, Roderick R, Kanu, Hossinatu, Dabo, Fatmata, Mansary, Makally, Kanu, Rugiatu, van den Broek, Nynke
Format: Article
Language:English
Subjects:
Analysis
Births
Educational evaluation
Health aspects
Influence
Learning
Longitudinal studies
Maternal child nursing
Midwifery education
Mixed methods research
Nurse education
Nursing assistants
Nursing education
Qualitative research
Quality of education
Quantitative analysis
School environment
Student evaluation
Student satisfaction
Students
Teaching methods
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Summary:Maternal and Child Health Aides are the largest nursing cadre in Sierra Leone providing maternal and child health care at primary level. Poor healthcare infrastructure and persistent shortage of suitably qualified health care workers have contributed to high maternal and newborn morbidity and mortality. In 2012, 50% of the MCHAides cohort failed their final examination and the Government of Sierra Leone expressed concerns about the quality of teaching within the programmes. Lack of teaching resources and poor standards of teaching led to high failure rates in final examinations reducing the number of newly qualified nurses available for deployment. A mixed-methods approach using semi-structured observations of teaching sessions and completion of a questionnaire by students was used. Fourteen MCHAide Training Schools across all districts of Sierra Leone, 140 MCHAide tutors and 513 students were included in the study. In each school, teaching was observed by two researchers at baseline, 3 and 6 months after the tutor training programme. Students completed a questionnaire on the quality of teaching and learning in their school at the same time points. A total of 513 students completed the questionnaire, 120 tutors took part in the training and 66 lessons across all schools were observed. There was a statistically significant (  
ISSN:1472-6955
1472-6955
DOI:10.1186/s12912-018-0293-z