CARING AS A CORE CONCEPT IN MIDWIFERY EDUCATION Ms. ME. Chokwe Supervisor: Prof SCD. Wright

1. CARING AS A CORE CONCEPT IN MIDWIFERY EDUCATION Ms. ME. ChokweSupervisor: Prof SCD. Wright

2. INTRODUCTION • Caring is abstract and difficult to measure, but a core concept for midwifery education (Karaöz, 2005:32. • ICM states that midwifery educators are guardians of safe, competent and respectful midwifery care, • They must understand their own values to create an environment which emphasises caring attributes (ICM 2008:1).

3. BACKGROUND • Having interest, strong feelings and concern for others (Watson, 2007:132) • Despite caring being central to midwifery profession, • Caring taught to learners theoretically does not always translate to caring behaviour (Meadows, 2007:160).

4. BACKGROUND CONT. • The challenge facing midwifery educators is to facilitate the processes through which learner midwives can be socialised into caring as the professional foundation for midwifery practice • The educators must provide learners with the necessary tools during theoretical presentation that can increase their understanding of caring to ensure that sensitive caring professionals are developed (Chokwe , Wright & Erasmus, 2010:3).

5. RESEARCH PROBLEM • Learner midwives expressed that the clinical environment was uncaring , hostile and did not support caring as learned in class • The study aimed at identifying the gaps that might have contributed to some of the uncaring behaviours which they experienced during the clinical placement • What does caring mean and how is caring conveyed to learner midwives during work integrated learning (WIL).

6. THEORETICAL FOUNDATION • Philosophy of Swanson’s Theory of Caring comprising of five key elements : • maintaining belief: promoting faith, trust and empower • knowing :striving to understand an event as it has meaning to the other; • being with: emotionally present to the other; • doing for: helping an individual to perform that task independently if able to; and • enabling: making it possible for someone to pass through an unfamiliar life event or transition.

7. TRUSTWORTHINESS • Lincoln & Guba (1985) credibility, transferability, dependability • Ethical consideration • Ethics Committee of TUT and the faculty • Gauteng Provincial Health Department • Participation was voluntary with written consent • Ethical principles • Principle of respect for persons • Autonomy • Principle of beneficence • Principle of justice

8. RESEARCH METHODS AND DESIGN • The strategy and design:qualitative, exploratory Context: educational institutions in Gauteng, SA Population: midwifery educators, purposive and convenient: Data gathering methods- Narratives: ‘what does caring mean to you and how do you convey caring to learner midwives during theoretical presentation and WIL?’

9. DATA ANALYSIS • Hermeneutic interpretive approach (Speziale & Carpenter,2007:88) • naive reading • structural analysis • interpretation of the whole • Saturation

10. FINDINGS

11. FINDINGS OF THE STUDY • The meaning of caring • a) Attending to an individuals’ needs: • ‘Caring means to look after someone and being sensitive to their needs.’ • b) Showing respect for human-kind: • ‘Caring is respect for the individuality of persons.’ • Caring is an expression of professionalism: • ‘Principles like beneficence and respect promote caring.’

12. FINDINGS OF THE STUDY • Conveying caring during theoretical presentation • Being a good role model and showing respect: • ‘Committed to one’s work, giving your time, service and holistic attention to the other.’ • Providing individualised attention and care : • ‘Assisting them to overcome their learning problems, through remediation sessions.’ • c) Being supportive: • ‘Caring is the ability to help another with love.’

13. FINDINGS OF THE STUDY • Conveying caring during work integrated learning • Respect for individuality: • ‘Showing respect convey a message of caring to students and patients.’ • Being compassionate, kind and approachable : • ‘Touch, comforting, encouraging compassionate, being kind and gentle.’ • Being conscientious: • ‘Midwife’s ability listening responsively, and saying supportive words.’

14. DISCUSSION OF FINDINGS • Midwifery educators viewpoint of attending to the learners needs is in agreement with Swanson’s theory, stating caring as being emotionally present to the other, and • Enabling someone to pass through an unfamiliar life event safely (Dickson, 1996:21) • Aspects of good role modelling, respect, and being supportive are in agreement with Swanson theory stating being emotionally present which enables a person to face the future with a positive meaning

15. DISCUSSION OF FINDINGS • Respect for individuality, being compassionate, kind, approachable and conscientious. • The same notion is held by Gallagher (2007:36) that respect requires effort, paying attention, active listening and working with the others appropriately.

16. STUDY LIMITATIONS • Focus group would have enriched the data • The findings cannot be generalised. • Recommendations • Caring should be central in the mentoring of the neophytes • Midwifery educators should model and emphasise caring during theory presentation and WIL. • Further studies on caring as a core concept in midwifery education should be conducted.

17. CONCLUSION • Caring as an abstract concept needs further research. • Midwifery educators are challenged to reinforce and • incorporate caring in theoretical presentation and work integrated learning..

18. THANK YOU ALL KE A LE LEBOGA