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A comparative study of the development of nursing and midwifery educators in Togo and South Africa: Implications for nursing and midwifery education
Trends in Nursing | Vol 4, No 1 | a34 |
DOI: https://doi.org/10.14804/4-1-71
| © 2024 Rosamund Bryar, Peter T. Sandy, Raf Benato, Judith Sunderland
| This work is licensed under Other
Submitted: 22 June 2026 | Published: 05 November 2024
Submitted: 22 June 2026 | Published: 05 November 2024
About the author(s)
Rosamund Bryar, University of London, United KingdomPeter T. Sandy, University of West London, United Kingdom; and, University of South Africa, South Africa
Raf Benato, University of London, United Kingdom
Judith Sunderland, University of London, United Kingdom
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Background: The critical role of nurses and midwives in the maintenance and promotion of health has been highlighted throughout the Covid-19 pandemic, which coincided with the World Health Organisation (WHO) Year of the Nurse and the Midwife 2020. Both these events have been a reminder of the worldwide shortage of nurses and midwives and the need to educate more nurses and midwives to meet current and future health needs. High-quality nursing and midwifery practice requires nursing and midwifery educators with both clinical and teaching skills.
Aim: This comparative case study aimed to identify factors that may influence the development of nursing and midwifery educators in Togo and South Africa.
Method: Using a case study research design informed by the Primary Health Care Nursing Roadmap Framework, the study examines the factors in two countries in Sub-Saharan Africa, Togo, and South Africa, which influence the development of nursing and midwifery educators. The collection of data in Togo took the form of an educational needs assessment and document review. In South Africa, semi-structured interviews were held alongside a content analysis of curriculum documents.
Results: The case studies identified social and cultural factors which affected the development of nursing and midwifery in Togo, and South Africa. The learning needs of nurse and midwifery educators in Togo were identified.
Conclusion: The case studies enabled the comparison of two countries in which the development of nurse and midwifery educators has been very different. The development of educators in Togo requires the provision of a programme of development in the country. Such a development could be supported by international links which will contribute in addition to mutual learning between the partners.
Aim: This comparative case study aimed to identify factors that may influence the development of nursing and midwifery educators in Togo and South Africa.
Method: Using a case study research design informed by the Primary Health Care Nursing Roadmap Framework, the study examines the factors in two countries in Sub-Saharan Africa, Togo, and South Africa, which influence the development of nursing and midwifery educators. The collection of data in Togo took the form of an educational needs assessment and document review. In South Africa, semi-structured interviews were held alongside a content analysis of curriculum documents.
Results: The case studies identified social and cultural factors which affected the development of nursing and midwifery in Togo, and South Africa. The learning needs of nurse and midwifery educators in Togo were identified.
Conclusion: The case studies enabled the comparison of two countries in which the development of nurse and midwifery educators has been very different. The development of educators in Togo requires the provision of a programme of development in the country. Such a development could be supported by international links which will contribute in addition to mutual learning between the partners.
Keywords
education; faculty; nurses; midwives; Sub-Saharan Africa
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