No Cover Image

E-Thesis 519 views 6 downloads

Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing / CHRISSIE PHIRI

Swansea University Author: CHRISSIE PHIRI

  • 2025_Phiri_C.final.71442.pdf

    PDF | E-Thesis – open access

    Copyright: the author, Chrissie Phiri Kagundu, 2026. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).

    Download (4.04MB)

DOI (Published version): 10.23889/SUThesis.71442

Abstract

Introduction: Malawi has one of the highest maternal and neonatal mortality rates globally. In response a competence-based education (CBE) approach in midwifery education was introduced at Kamuzu College of Nursing (KCN). KCN adopted the International Confederation of Midwives’ seven essential compe...

Full description

Published: Swansea University 2026
Institution: Swansea University
Degree level: Doctoral
Degree name: Professional Doctorate
Supervisor: Grant, A., Edwards, S. and Porter, A.
URI: https://cronfa.swan.ac.uk/Record/cronfa71442
first_indexed 2026-02-17T11:10:09Z
last_indexed 2026-02-18T05:35:31Z
id cronfa71442
recordtype RisThesis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2026-02-17T11:25:47.8046099</datestamp><bib-version>v2</bib-version><id>71442</id><entry>2026-02-17</entry><title>Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing</title><swanseaauthors><author><sid>513cada65df5fd055fea53b8d655bc27</sid><firstname>CHRISSIE</firstname><surname>PHIRI</surname><name>CHRISSIE PHIRI</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2026-02-17</date><abstract>Introduction: Malawi has one of the highest maternal and neonatal mortality rates globally. In response a competence-based education (CBE) approach in midwifery education was introduced at Kamuzu College of Nursing (KCN). KCN adopted the International Confederation of Midwives&#x2019; seven essential competencies for basic midwifery practice to produce professional midwives. However, there are reports that the performance of the graduates is below standard.Purpose: To explore the clinical teaching and learning practices utilized by midwifery lecturers and students at KCN in preparation of students for effective midwifery practice.Design: A sequential qualitative study was conducted at KCN in Malawi. Data were collected from multiple sources for triangulation. Purposive sampling was used to select a sample of six senior midwives and six educators in first phase. In the second phase, 26 student midwives, and five graduates from KCN, and for comparison, four graduate midwives from another local institution, Mzuzu University (Mzuni). Face to face semi structured interviews were conducted in the first phase. In the second phase focus group discussions were conducted to collect data from the students and graduates from KCN, and face to face interviews were used for Mzuni graduates to obtain participants&#x2019; accounts of the phenomenon. Timetables, the curriculum and students&#x2019;clinical assessment forms were checked to verify data from respondents. Using NVivo software, a thematic analysis approach was used for data analysis.Findings: Findings reveal that learning is compromised. Although the curriculum document indicates that the program is competence based, teaching and learning methods, and assessment of students&#x2019; clinical learning are inconsistent with CBE,including learning theories such as cognitive load, situated learning, psychomotor skill learning and experiential learning theory. There is paucity of resources, poor infrastructure, and poor personal relationships.Conclusion: The study portrays a negative impact of introducing change using top management as a change agent.</abstract><type>E-Thesis</type><journal/><volume/><journalNumber/><paginationStart/><paginationEnd/><publisher/><placeOfPublication>Swansea University</placeOfPublication><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic/><keywords>Acquisition of competence, competence based midwifery education</keywords><publishedDay>30</publishedDay><publishedMonth>1</publishedMonth><publishedYear>2026</publishedYear><publishedDate>2026-01-30</publishedDate><doi>10.23889/SUThesis.71442</doi><url/><notes/><college>COLLEGE NANME</college><CollegeCode>COLLEGE CODE</CollegeCode><institution>Swansea University</institution><supervisor>Grant, A., Edwards, S. and Porter, A.</supervisor><degreelevel>Doctoral</degreelevel><degreename>Professional Doctorate</degreename><degreesponsorsfunders>Kamuzu College of Nursing</degreesponsorsfunders><apcterm/><funders>Kamuzu College of Nursing</funders><projectreference/><lastEdited>2026-02-17T11:25:47.8046099</lastEdited><Created>2026-02-17T10:58:58.0974510</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">Swansea University Medical School - Medicine</level></path><authors><author><firstname>CHRISSIE</firstname><surname>PHIRI</surname><order>1</order></author></authors><documents><document><filename>71442__36246__942acc88f3184e1d9c5ec7ef7cd89dd6.pdf</filename><originalFilename>2025_Phiri_C.final.71442.pdf</originalFilename><uploaded>2026-02-17T11:07:34.4089091</uploaded><type>Output</type><contentLength>4233578</contentLength><contentType>application/pdf</contentType><version>E-Thesis &#x2013; open access</version><cronfaStatus>true</cronfaStatus><documentNotes>Copyright: the author, Chrissie Phiri Kagundu, 2026. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>https://creativecommons.org/licenses/by-nc-nd/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling 2026-02-17T11:25:47.8046099 v2 71442 2026-02-17 Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing 513cada65df5fd055fea53b8d655bc27 CHRISSIE PHIRI CHRISSIE PHIRI true false 2026-02-17 Introduction: Malawi has one of the highest maternal and neonatal mortality rates globally. In response a competence-based education (CBE) approach in midwifery education was introduced at Kamuzu College of Nursing (KCN). KCN adopted the International Confederation of Midwives’ seven essential competencies for basic midwifery practice to produce professional midwives. However, there are reports that the performance of the graduates is below standard.Purpose: To explore the clinical teaching and learning practices utilized by midwifery lecturers and students at KCN in preparation of students for effective midwifery practice.Design: A sequential qualitative study was conducted at KCN in Malawi. Data were collected from multiple sources for triangulation. Purposive sampling was used to select a sample of six senior midwives and six educators in first phase. In the second phase, 26 student midwives, and five graduates from KCN, and for comparison, four graduate midwives from another local institution, Mzuzu University (Mzuni). Face to face semi structured interviews were conducted in the first phase. In the second phase focus group discussions were conducted to collect data from the students and graduates from KCN, and face to face interviews were used for Mzuni graduates to obtain participants’ accounts of the phenomenon. Timetables, the curriculum and students’clinical assessment forms were checked to verify data from respondents. Using NVivo software, a thematic analysis approach was used for data analysis.Findings: Findings reveal that learning is compromised. Although the curriculum document indicates that the program is competence based, teaching and learning methods, and assessment of students’ clinical learning are inconsistent with CBE,including learning theories such as cognitive load, situated learning, psychomotor skill learning and experiential learning theory. There is paucity of resources, poor infrastructure, and poor personal relationships.Conclusion: The study portrays a negative impact of introducing change using top management as a change agent. E-Thesis Swansea University Acquisition of competence, competence based midwifery education 30 1 2026 2026-01-30 10.23889/SUThesis.71442 COLLEGE NANME COLLEGE CODE Swansea University Grant, A., Edwards, S. and Porter, A. Doctoral Professional Doctorate Kamuzu College of Nursing Kamuzu College of Nursing 2026-02-17T11:25:47.8046099 2026-02-17T10:58:58.0974510 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine CHRISSIE PHIRI 1 71442__36246__942acc88f3184e1d9c5ec7ef7cd89dd6.pdf 2025_Phiri_C.final.71442.pdf 2026-02-17T11:07:34.4089091 Output 4233578 application/pdf E-Thesis – open access true Copyright: the author, Chrissie Phiri Kagundu, 2026. Distributed under the terms of a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0). true eng https://creativecommons.org/licenses/by-nc-nd/4.0/
title Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing
spellingShingle Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing
CHRISSIE PHIRI
title_short Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing
title_full Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing
title_fullStr Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing
title_full_unstemmed Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing
title_sort Acquisition of competence: An analysis of clinical teaching and learning of midwifery at Kamuzu College of Nursing
author_id_str_mv 513cada65df5fd055fea53b8d655bc27
author_id_fullname_str_mv 513cada65df5fd055fea53b8d655bc27_***_CHRISSIE PHIRI
author CHRISSIE PHIRI
author2 CHRISSIE PHIRI
format E-Thesis
publishDate 2026
institution Swansea University
doi_str_mv 10.23889/SUThesis.71442
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
document_store_str 1
active_str 0
description Introduction: Malawi has one of the highest maternal and neonatal mortality rates globally. In response a competence-based education (CBE) approach in midwifery education was introduced at Kamuzu College of Nursing (KCN). KCN adopted the International Confederation of Midwives’ seven essential competencies for basic midwifery practice to produce professional midwives. However, there are reports that the performance of the graduates is below standard.Purpose: To explore the clinical teaching and learning practices utilized by midwifery lecturers and students at KCN in preparation of students for effective midwifery practice.Design: A sequential qualitative study was conducted at KCN in Malawi. Data were collected from multiple sources for triangulation. Purposive sampling was used to select a sample of six senior midwives and six educators in first phase. In the second phase, 26 student midwives, and five graduates from KCN, and for comparison, four graduate midwives from another local institution, Mzuzu University (Mzuni). Face to face semi structured interviews were conducted in the first phase. In the second phase focus group discussions were conducted to collect data from the students and graduates from KCN, and face to face interviews were used for Mzuni graduates to obtain participants’ accounts of the phenomenon. Timetables, the curriculum and students’clinical assessment forms were checked to verify data from respondents. Using NVivo software, a thematic analysis approach was used for data analysis.Findings: Findings reveal that learning is compromised. Although the curriculum document indicates that the program is competence based, teaching and learning methods, and assessment of students’ clinical learning are inconsistent with CBE,including learning theories such as cognitive load, situated learning, psychomotor skill learning and experiential learning theory. There is paucity of resources, poor infrastructure, and poor personal relationships.Conclusion: The study portrays a negative impact of introducing change using top management as a change agent.
published_date 2026-01-30T06:47:18Z
_version_ 1857625825216561152
score 11.096913

Similar Items