Midwifery Education Unit 1 PDF

MIDW 485/NURS 413: PRINCIPLES, THEORIES AND PRACTICES OF NURSE/ MIDWIFERY EDUCATION  UNIT 1: CONCEPT OF EDUCATION 20/09/2024 2  UNIT ONE: CONCEPT OF EDUCATION SECTION 1: Towards a Definition SECTION 2: Philosophy of Educati...

MIDW 485/NURS 413: PRINCIPLES, THEORIES AND PRACTICES OF NURSE/ MIDWIFERY EDUCATION  UNIT 1: CONCEPT OF EDUCATION 20/09/2024 2  UNIT ONE: CONCEPT OF EDUCATION SECTION 1: Towards a Definition SECTION 2: Philosophy of Education SECTION 3: History of Nursing & Midwifery Education SECTION 4: Nursing & Midwifery Education in Higher Institutions SECTION 5: Nursing and Midwifery Education in Ghana SECTION 6: Importance of Nursing and Midwifery Education 20/09/2024 3  SECTION 1:Towards a Definition Education is both the act of teaching knowledge to others and the act of receiving knowledge from someone else. "Education means the bring out of the ideas of universal validity which are latent in the mind of every man.“ Socrates 20/09/2024 4  Towards a Definition "Education is the capacity to feel pleasure and pain at the right moment it develops in the body and in the soul of the student all the beauty and all the perfection which he capable of." Plato "Education is the creation of a sound mind in a sound body it develop men faculty especially his mind so that he may be able to enjoy the implementation of supreme court goodness and beauty of which perfect happiness essentially consist." Aristotle 20/09/2024 5  Towards a Definition "Education is not the learning of facts, but the training of the mind to think.“ Einstein "Education is the development of all those capacities in the individual which will enable him to control his environment and fulfil his responsibilities. John Dewey Famous definition by John Dewey. 'Education is the process of living through a continuous reconstruction of experiences. ' 20/09/2024 6  TYPES OF EDUCATION 20/09/2024 7  SECTION 2: Philosophy of Education Philosophy of education represents choices, values, knowledge and beliefs of teachers/schools as well as their aspirations, intentions and aims. It serves to guide and inspire and contributes to determining the detail of everyday life in the classroom 20/09/2024 8  THE CONSERVATIVE VIEW Philosophies underlying this view: Perennialism and essentialism Principles about education: There is a worthwhile body of information /truths that has endured over time - Education should concern itself with the cultivation of the learner's intellect with these truths. - Social change should be slow 20/09/2024 9  THE CONSERVATIVE VIEW The purpose of education: To transmit worthwhile bodies of information to generations of learners. Instil in learners the academic and moral knowledge. The Learners role: is seen as a passive recipient of information transmitted by disciplinary experts. not to reason why, but to do as told. The interests and needs of the learner are seen as irrelevant to the educative process. The Teachers role: knows best. an expert. 20/09/2024 10  THE PROGRESSIVE VIEW Philosophies underlying this view: Pragmatism/Experimentalism Principles about education: - Education must focus on the learner’s experiences and interests rather than on predetermined bodies of knowledge - Although content has a place in education, the learner’s experience must be used to mediate the transmission of knowledge 20/09/2024 11  THE PROGRESSIVE VIEW The purpose of education: - to help learners make connections between their life experiences and the world of schooling - conceived as ‘the development of the learner’s capacities and interests in ways that empower her or him to assume the role of constructive participant in the life of the wider society’ 20/09/2024 12  THE PROGRESSIVE VIEW The role of the Learner: - seen as constantly seeking to find meaning in the world around him/her The role of the Teacher: - viewed, not merely as a transmitter of knowledge and ideas, but mainly as a mediator of knowledge. 20/09/2024 13  THE RADICAL VIEW Philosophies underlying this view: Reconstructionism and critical curriculum theory Principles about education: - education as a vehicle for effecting fundamental social change. - Societal change can be achieved through education The purpose of education: - To ‘reconstruct society through students’ acquisition of problem-solving skills applied to real life’. 20/09/2024 14  SECTION 3: HISTORY OF NURSING & MIDWIFERY EDUCATION Nursing and nursing education have undergone striking changes over the centuries. In 1836, in Kaiserwerth, Germany, Theodor Fliedner opened a small hospital and training school called the Order of Deaconesses where Florence Nightingale, the founder of modern nursing, received her formal training. In 1859, she published Notes on Nursing: What It Is and What It Is Not in London. 20/09/2024 15  SECTION 4: MIDWIFERY AND NURSING EDUCATION IN HIGHER INSTITUTIONS In 1948 the Brown Report recommended that education for nursing take place in colleges and universities and not hospitals. In the same year, National Nursing Accrediting Service for nursing educational programes was established by the National League of Nursing Education. 20/09/2024 16  CURRENT TRENDS IN MIDWIFERY AND NURSING EDUCATION Constantly evolving and changing. Technology is helping educate nursing students online and enabling the practice of telemedicine. 20/09/2024 17  SECTION 5: MIDWIFERY/Nursing Education The term “nursing education” describes formal instruction and preparation in the field of nursing. This comprises the tasks and responsibilities involved in providing physical care for patients as well as a concoction of other disciplines that both hasten and support the patient’s return to health. The main goal is to inform professionals about efficient patient care delivery methods. 20/09/2024 18  SECTION 5: MIDWIFERY/Nursing Education The theoretical and practical instruction given to nurses with the aim of preparing them for their responsibilities as nursing care providers is referred to as nurse education. This includes the functions and duties in the physical care of patients, and a combination of different disciplines that both accelerates the patient's return to health and helps maintain it. 20/09/2024 19  Section 5: NURSING MIDWIFERY EDUCATION IN GHANA Training and practice of nursing begun before the constitution of a standardized curriculum. Before the formal beginning of medicine in Ghana in 1878, nurses in the country were British expatriates who were sent down to primarily nurse other expatriates. The few locals who initially were courageous enough to enroll were trained by the British Sisters as nurse assistants and underwent in- service training in the hospitals. 20/09/2024 20  NURSING & MIDWIFERY EDUCATION IN GHANA They were given fundamental lessons in Anatomy & Physiology, Hygiene, Surgical & Medical Nursing, Nutrition & Dietetics, and First Aid Techniques. These subjects formed the primordial curriculum for nursing education in Ghana. There were no general standards for the training programme in the country then. 20/09/2024 21  NURSING & MIDWIFERY EDUCATION IN GHANA By 1928, a 3-year course was implemented to train these nurse assistants, still in the apprentice-based medium. When there was shortage of nurses due to increase in hospital patronage in 1944, plans were rolled out to commence formal training of nurses in the country by 1945. 20/09/2024 22  NURSING & MIDWIFERY EDUCATION IN GHANA The programme was regulated by the Nurses Board established in 1946 under the Nurse Ordinance and with assistance of the Nursing Council of England and Wales. The first midwifery school opened at the maternity block in Korle Bu, Accra, in 1928. In 1944 plans were made to establish a nursing education in the country, standardize the training and establish recognition with the British Nursing Society. 20/09/2024 23  NURSING & MIDWIFERY EDUCATION IN GHANA Enrolled General Nursing (EGN) in August 1969. The EGN was also replaced with three-year State Registered Nursing (SRN) in February 1981. June 1999, the current Registered General Nursing (RGN) replaced the SRN programme. 20/09/2024 24