Implementation of midwifery education in Democratic Republic of Congo
Marie Berg 1,2,4
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Centre for Person‐Centred Care, University of Gothenburg, Gothenburg Sweden
Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås, Sweden
Faculty of Medicine and Community Health, Evangelical University in Africa, Bukavu, Democratic Republic of Congo
Publication date: 2023-10-24
Corresponding author
Malin Bogren   

Centre for Person‐Centred Care, University of Gothenburg, Gothenburg, Sweden
Eur J Midwifery 2023;7(Supplement 1):A51
The Democratic Republic of Congo (DRC) has high rates of maternal and newborn mortality. To address these challenges, a midwife education program emphasizing person-centered care and simulation-based learning is being implemented at the Evangelical University Africa (UEA) in Eastern DRC. The aim is to describe the development and implementation of this programme.

Material and Methods:
A 90-credit midwife education program based on the national curriculum, with added focus on person-centered care and simulation-based learning, is implemented at UEA. The Swedish course in person-centred care, Mutual Meetings, was translated into French and tested in a workshop with 31 participants. Its acceptability and cultural relevance of the course were evaluated through four Focus Group Discussions (FGDs) with the participants, and two individual interviews with the course facilitators. The interviews were analysed deductively using a process evaluation framework. Three simulation-based courses on safe childbirth were conducted in which midwife students and physicians representing five clinical placement sites were trained as facilitators. The feasibility and acceptability of the courses were evaluated through two FGDs with the 12 participants.

The French version of the Mutual Meetings course was found to be feasible, with a novel pedagogical learning structure, incorporating a participatory approach, and its content of person-centred care was considered useful for both academic and clinical settings. However, some modifications for better contextual fit were suggested. The simulation-based training course was found to be feasible and acceptable, with participants feeling well-equipped to train midwifery students and clinical preceptors, but the need for sufficient resources such as mannequins, space and sufficient time for training was emphasized.

It can be concluded that both the French version of Mutual Meetings and the simulation-based training were feasible and acceptable. However, modifications are needed to ensure better contextualization and the findings of this study should be considered when implementing a similar education program.

The authors have no conflicts of interest to disclose.
Centre for Person‐Centred Care (GPCC) University of Gothenburg, Sweden and Laerdal Foundation, Stavanger, Norway.
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