Conference abstract
Establishment of skills and simulation laboratory, an epicenter of learning at the State University of Zanzibar (Suza)
Pan African Medical Journal - Conference Proceedings. 2024:21(25).29
Apr 2024.
doi: 10.11604/pamj-cp.2024.21.25.2356
Archived on: 29 Apr 2024
Contact the corresponding author
Keywords: Establishment, skills and simulation laboratory, epicenter of learning
Oral presentation
Establishment of skills and simulation laboratory, an epicenter of learning at the State University of Zanzibar (Suza)
Dorice Twende1,&, Grace Qorro1, Nafisa Jiddawi2, Shuwena Abdallah3
1Laerdal Global Heath, Tanzania, 2Wajamama Foundation, Tanzania, 3State University of Zanzibar, Tanzania
&Corresponding author
Introduction: given the growing concern on the quality of nursing-midwifery graduates produced by the mid-cadre Health Training Institutions, (the backbone of the health workforce in the country), stakeholders are called to join hands to ensure sufficient resources are available in these institutions to effectively implement the existing competency-based curricula. Accordingly, Laerdal Global Health, Ariadne Labs and WAJAMAMA foundation are collaborating on a multi-year program dedicated to help improve the quality education at the State University of Zanzibar (SUZA), School of Health and Medical Sciences. The 3-year project is expected to run in three phases, phase I (strengthening partnership, Comprehensive Needs Assessment (CNA), and foundational trainings), Phase II (Implementation) and Phase III (Evaluation).
Methods: Desk Review: (review of the nursing-midwifery curricula, mapping of equipment needs against each nursing-midwifery competencies and skills lab required exposure time (as per the curricula) according to student batch number). Qualitative Method: Interview (In-Depth Interviews with i). SUZA management and Mnazi Mmoja (clinical site) management ii. Faculty; and Focused Group Discussions with students. Observation and verification: Observation and verification of equipment at the Skills Lab, Classrooms and Library, clinical site.
Results: although the current curricula are C-BET the main challenge remains in the availability of resources to operationalize it. Specifically, limited number of faculty members who lacked updates from continuous refresher courses, limited teaching resources, lack of optimal coordination and supervision of students at clinical sites, which were further compounded by other systemic challenges.
Conclusion: well-equipped skills and simulation laboratories are the cornerstone for successful implementation of the C-BET curricula. Moreover, clinical attachment sites are not yet maximizing the learning potential for students by being overwhelmed with many students from different schools coming for clinical practice, raising more demand of high-quality and operational skills and simulation laboratories.
Establishment of skills and simulation laboratory, an epicenter of learning at the State University of Zanzibar (Suza)
Dorice Twende1,&, Grace Qorro1, Nafisa Jiddawi2, Shuwena Abdallah3
1Laerdal Global Heath, Tanzania, 2Wajamama Foundation, Tanzania, 3State University of Zanzibar, Tanzania
&Corresponding author
Introduction: given the growing concern on the quality of nursing-midwifery graduates produced by the mid-cadre Health Training Institutions, (the backbone of the health workforce in the country), stakeholders are called to join hands to ensure sufficient resources are available in these institutions to effectively implement the existing competency-based curricula. Accordingly, Laerdal Global Health, Ariadne Labs and WAJAMAMA foundation are collaborating on a multi-year program dedicated to help improve the quality education at the State University of Zanzibar (SUZA), School of Health and Medical Sciences. The 3-year project is expected to run in three phases, phase I (strengthening partnership, Comprehensive Needs Assessment (CNA), and foundational trainings), Phase II (Implementation) and Phase III (Evaluation).
Methods: Desk Review: (review of the nursing-midwifery curricula, mapping of equipment needs against each nursing-midwifery competencies and skills lab required exposure time (as per the curricula) according to student batch number). Qualitative Method: Interview (In-Depth Interviews with i). SUZA management and Mnazi Mmoja (clinical site) management ii. Faculty; and Focused Group Discussions with students. Observation and verification: Observation and verification of equipment at the Skills Lab, Classrooms and Library, clinical site.
Results: although the current curricula are C-BET the main challenge remains in the availability of resources to operationalize it. Specifically, limited number of faculty members who lacked updates from continuous refresher courses, limited teaching resources, lack of optimal coordination and supervision of students at clinical sites, which were further compounded by other systemic challenges.
Conclusion: well-equipped skills and simulation laboratories are the cornerstone for successful implementation of the C-BET curricula. Moreover, clinical attachment sites are not yet maximizing the learning potential for students by being overwhelmed with many students from different schools coming for clinical practice, raising more demand of high-quality and operational skills and simulation laboratories.
