ReviewSAGE open nursing
Stakeholder Perspectives of the Adoption and Effectiveness of Digital Learning in Midwifery Education in Africa: A Scoping Review.
Review in SAGE open nursing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Adoption of digital technologies in midwifery education has been slow. Many barriers challenge implementing digital learning technologies in Africa, limiting access, disrupting learning activities and hindering full engagement and adoption of digital tools. Methods: A scoping review of original research publications from Africa was performed to explore stakeholder perspectives regarding the adoption and effectiveness of digital learning within midwifery education. The review aimed to examine and document stakeholder experiences, perceptions, attitudes, and challenges in existing literature, providing insights crucial to informing future strategies and policy decisions. Data from each study were collected using a custom-designed extraction form tailored specifically for this review. Results: After searching nine databases, 233 original manuscripts were located. Specific inclusion and exclusion criteria were applied, and nine studies remained for analysis. Content analysis was used to identify three main themes: (1) perceived benefits of digital learning, (2) facilitating factors, and (3) technical and technological challenges, which identified the experiences, perceptions, attitudes, and challenges of stakeholders who have been exposed to using digital technology in midwifery education in Africa. Conclusion: There is a growing interest in integrating digital learning into midwifery education in Africa; however, this comes with contextual challenges such as limited infrastructure, access, and low digital literacy. Addressing these through targeted investment, comprehensive training, and other localized strategies is key to successfully implementing and scaling up digital education in preservice midwifery education on the continent. Findings can help guide effective program design and policy development.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.