6026.0: Thursday, November 16, 2000 - 8:30 AM

Abstract #15368

But I already know how to teach: Strengthened Faculty Performance for Improved Student Learning

Lois Schaefer, BSN, MPH1, Susi Wyss, MPH2, Kama Garrison, MPH3, Tamara Smith, MPH3, Anita Ghosh, MA2, Barbara Kinzie, CNM, MPH3, and Maryjane Lacoste, MA3. (1) Learning and Performance Support Office, JHPIEGO Corporation, 1615 Thames Street, Baltimore, MD 21231, 410-614-3550, lschaefer@jhpiego.org, (2) West Africa Office, JHPIEGO Corporation, 1615 Thames Street, Baltimore, MD 21231, (3) Research and Evaluation Office, JHPIEGO Corporation, 1615 Thames Street, Baltimore, MD 21231

For providers to competently provide FP/RH services after graduation, preservice education must be strengthened. Strengthening competency-based training skills for faculty and clinical preceptors and updating their clinical knowledge/skills ensures they can provide and supervise FP/RH instruction and clinical practice. Faculty and preceptors are then supported to use these skills through ongoing support supervision visits and job aids. Assessments in Uganda, Kenya, Ghana, Benin, and Nepal illustrate the effect of these to improve faculty performance.

Job aids used in Ghana (RH Guide), Kenya (Clinical Practice Guide), and Nepal (FP Teaching Package) provide detailed procedures and learning tools for students (case studies, role plays, etc.). Faculty and students have responded positively; students in Ghana use their own funds to photocopy the Guide. Use of the RH Guide in Ghana resulted in better quality of care: improved IP, consistent partograph use, and more attention to privacy. In Kenya, the use of the CPG provided a structure for faculty and students in clinical practice. And Nepali nursing faculty and students continue to be guided by the reference manual and aids included in the FP Teaching Package, years after its development.

An assessment demonstrated that support supervision in Uganda was instrumental in improved faculty/preceptor performance at 5 nursing/midwifery schools through motivation of the faculty. In Nepal, an evaluation found that, with followup from the Preservice Advisory Team, faculty sustained their strengthened teaching skills. Strengthening three midwifery/nursing schools in Benin has resulted in similar changes, rapid results in part due to a strong internal advocate.

Learning Objectives: Describe how job aids and supervision standardizes information and motivates faculty/clinical preceptors

Keywords: Reproductive Health,

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I have a significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.
Relationship: Employeed by JHPIEGO

The 128th Annual Meeting of APHA