Abstract：
OBJECTIVE: To investigate contextual factors and their influence on implementing a 90-credit midwifery education programme for nurses at a university in the eastern DRC.
BACKGROUND: To improve maternal and neonatal health, there is a government policy in the Democratic Republic of Congo (DRC) to educate midwives at a higher education level according to international norms. This study investigates contextual factors and their influence on the implementation of a midwifery education programme which is based on national curriculum and has a profile of person-centred care, simulation-based learning pedagogy and information and communication technology.
METHODS: A qualitative study was conducted with data collected through semi-structured interviews with 22 participants who were directly or indirectly involved in establishing the midwifery education programme. Transcribed interviews were analysed using content analysis.
RESULTS: The factors influencing the implementation of the new midwifery education programme comprise facilitating and hindering factors. Facilitating factors were: (i) awareness that midwives educated at a higher education level can deliver higher-quality health care, (ii) women are motivated to seek care from well-educated midwives, (iii) the planned programme is attractive and (iv) the university has a stable academic administration and established collaborations. Hindering factors were: (i) Students\' lack of prerequisites for study; (ii) objections to educating midwives at a higher education level; (iii) inadequate teaching resources; and (iv) inadequate working conditions for midwives.
CONCLUSIONS: The facilitating factors strengthen the belief that it is possible to implement this midwifery education programme, while the hindering factors need to be addressed to run the programme successfully. The findings can guide higher education institutions starting similar midwifery education programmes in the DRC and elsewhere, although it is crucial to conduct a context study in those specific contexts.
BACKGROUND: To improve maternal and neonatal health, there is a government policy in the Democratic Republic of Congo (DRC) to educate midwives at a higher education level according to international norms. This study investigates contextual factors and their influence on the implementation of a midwifery education programme which is based on national curriculum and has a profile of person-centred care, simulation-based learning pedagogy and information and communication technology.
METHODS: A qualitative study was conducted with data collected through semi-structured interviews with 22 participants who were directly or indirectly involved in establishing the midwifery education programme. Transcribed interviews were analysed using content analysis.
RESULTS: The factors influencing the implementation of the new midwifery education programme comprise facilitating and hindering factors. Facilitating factors were: (i) awareness that midwives educated at a higher education level can deliver higher-quality health care, (ii) women are motivated to seek care from well-educated midwives, (iii) the planned programme is attractive and (iv) the university has a stable academic administration and established collaborations. Hindering factors were: (i) Students\' lack of prerequisites for study; (ii) objections to educating midwives at a higher education level; (iii) inadequate teaching resources; and (iv) inadequate working conditions for midwives.
CONCLUSIONS: The facilitating factors strengthen the belief that it is possible to implement this midwifery education programme, while the hindering factors need to be addressed to run the programme successfully. The findings can guide higher education institutions starting similar midwifery education programmes in the DRC and elsewhere, although it is crucial to conduct a context study in those specific contexts.
摘要：
目的：调查在刚果民主共和国东部的一所大学为护士实施90学分助产教育计划的背景因素及其影响。
背景：为了改善母婴健康，刚果民主共和国（DRC）的政府政策是根据国际规范在高等教育水平上教育助产士。这项研究调查了环境因素及其对实施助产教育计划的影响，该计划基于国家课程，并具有以人为本的护理概况，基于模拟的学习教学法和信息通信技术。
方法：对直接或间接参与建立助产教育计划的22名参与者进行半结构化访谈收集的数据进行了定性研究。使用内容分析对转录访谈进行了分析。
结果：影响新助产教育计划实施的因素包括促进和阻碍因素。促进因素是：（i）认识到受过高等教育的助产士可以提供更高质量的医疗保健，(二)妇女有动力向受过良好教育的助产士寻求护理，（iii）计划的计划具有吸引力，并且（iv）大学拥有稳定的学术管理和已建立的合作关系。阻碍因素是：（i）学生缺乏学习的先决条件；（ii）反对在高等教育水平上教育助产士；（iii）教学资源不足；（iv）助产士的工作条件不足。
结论：促进因素增强了人们的信念，即可以实施该助产教育计划，而阻碍因素需要解决，才能成功运行该计划。研究结果可以指导高等教育机构在刚果民主共和国和其他地方开展类似的助产教育计划，尽管在这些特定背景下进行背景研究至关重要。
背景：为了改善母婴健康，刚果民主共和国（DRC）的政府政策是根据国际规范在高等教育水平上教育助产士。这项研究调查了环境因素及其对实施助产教育计划的影响，该计划基于国家课程，并具有以人为本的护理概况，基于模拟的学习教学法和信息通信技术。
方法：对直接或间接参与建立助产教育计划的22名参与者进行半结构化访谈收集的数据进行了定性研究。使用内容分析对转录访谈进行了分析。
结果：影响新助产教育计划实施的因素包括促进和阻碍因素。促进因素是：（i）认识到受过高等教育的助产士可以提供更高质量的医疗保健，(二)妇女有动力向受过良好教育的助产士寻求护理，（iii）计划的计划具有吸引力，并且（iv）大学拥有稳定的学术管理和已建立的合作关系。阻碍因素是：（i）学生缺乏学习的先决条件；（ii）反对在高等教育水平上教育助产士；（iii）教学资源不足；（iv）助产士的工作条件不足。
结论：促进因素增强了人们的信念，即可以实施该助产教育计划，而阻碍因素需要解决，才能成功运行该计划。研究结果可以指导高等教育机构在刚果民主共和国和其他地方开展类似的助产教育计划，尽管在这些特定背景下进行背景研究至关重要。
