EDUCATIONAL MODEL FOR NURSING AND MIDWIFERY EDUCATION IN MALAWI, CENTRAL AFRICA (KAMUZU COLLEGE OF NURSING).
Contributors: Columbia University. Teachers College.
Published: 1993
Number of pages: 161
Subjects: Health Sciences, Nursing.; Health Sciences, Education.
Description: The purpose of this project was to propose an educational model for the University of Malawi Kamuzu College of Nursing which incorporates the disciplines of nursing and midwifery in a four year baccalaureate degree program. The requirement of nursing and midwifery in a non-degree program for the beginning professional practitioner was established by the government to meet the health needs of Malawi. The proposed program would replace the existing non-degree registered nurse-midwifery program.

The world view of nursing incorporates diversity in approach and content based on the culture and health needs of a given population. The health needs of Malawi were determined by studying the National Health Plan of Malawi 1986-1995 (Ministry of Health, 1986), other relevant country documents and studies conducted in Malawi which focused on maternal morbidity and maternal mortality.

Fifty-three registered nurse-midwives, who graduated from the program at Kamuzu College of Nursing between the years of 1983 and 1991, completed a questionnaire which elicited information related to their perceptions of preparation for the beginning nurse-midwife. Information also was obtained by questionnaire and interview from ten nurse teachers on the faculty of Kamuzu College of Nursing. Additionally eight nurse administrators were interviewed to obtain their expectations and perceptions of the beginning nurse-midwife. Information from each category of respondents was utilized in the development of the curriculum.

The proposed curriculum was built on Orem's Self-Care Deficit Theory of Nursing which provided an appropriate framework for a curriculum which addresses primary health care, nursing and midwifery. Inherent in the implementation of the curriculum are teaching and learning strategies which promote caring, empowerment, creativity, critical thinking, teacher-student interaction and feminist pedagogy.
Notes: Source: Dissertation Abstracts International, Volume: 54-12, Section: B, page: 6134.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1993.

School code: 0055.