Assessment of institutional-related challenges and prospects to implementation of e-learning midwifery curriculum in Nursing and Midwifery training institutions in Uganda: A Cross-sectional study.

Authors

  • Kenneth Bigabwa Uganda Health Professions Assessment Board Author
  • Zam Zam Nyandara Open University of Tanzania Author
  • Prisca Mbogo Open University of Tanzania Author

DOI:

https://doi.org/10.51168/kg85b333

Keywords:

Curriculum, E-Learning, Midwifery, Implementation, Health Tutors, Trainees, effective, efficient

Abstract

Background: 

Uganda's Ministry of Education and Sports, through the BTVET Directorate, aims to implement e-learning for midwife training. The study aimed to identify challenges and prospects to the effective implementation of e-learning midwifery curriculum in Nursing and Midwifery Training Institutions in Uganda, and propose strategies for effective implementation.

Methods: 

Based on the Technology Acceptance Model, a cross-sectional study utilising a mixed methods research approach and pragmatist paradigm was conducted across 12 Nursing and Midwifery Training Institutions in Uganda, involving 52 Health Tutors, 11 Principals, and 152 students of the e-learning midwifery program. Data were collected using questionnaires, interview guides, and checklists, and were analyzed with SPSS (21.0) to generate descriptive statistics.

Results: 

The study revealed that financial difficulties majorly hinder the effective implementation of the e-learning midwifery curriculum in Uganda. Key findings include 68.4% of respondents viewing class-time usage as ineffective, 61.2% cited inadequate staff commitment, lack of necessary resources such as curriculum copies (77%), updated work schemes (58%), and lesson plans (62%). Additionally, 92% of institutions lack active e-library systems, 52% lack online learning platforms, and 85% have no implementation and monitoring plans. However, experienced tutors, balanced institutional ownership, and a conducive learning environment present prospects for improvement dependent on enhancing ICT infrastructure.

Conclusion: 

Uganda's e-learning midwifery curriculum implementation faces challenges like insufficient funding, poor teacher preparation, limited digital resource access, and inadequate infrastructure. However, the presence of experienced Health Tutors, Self-Motivation among students, and a supportive learning environment suggest opportunities for enhancement.

Recommendations: 

Funding and scholarships for e-learning midwifery trainees, regular curriculum review and availability, strategies for effective use of class time, flexible tuition payment policies, e-platforms and e-libraries, and adherence to schemes of work can ensure successful and effective implementation of the e-learning midwifery curriculum in Uganda.

Author Biographies

  • Kenneth Bigabwa, Uganda Health Professions Assessment Board

    is a Mental Health Nurse and Public Health Specialist working with the Uganda Health Professions Assessment Board. He has 20 years of experience in nursing practice, Training, and Research in Uganda. He holds a Diploma in Mental Nursing, an Advanced Diploma in Medical Education, Bachelors of Science in Public Health, and Masters of Science in Health Services Management.

  • Zam Zam Nyandara, Open University of Tanzania

    is a Lecturer in Adult Education, e-learning, Curriculum, Educational Leadership, and Applied Education Research at the Faculty of Education, The Open University of Tanzania. She holds a PhD in Curriculum and Pedagogy and has over fifteen years of professional experience spanning higher education, teacher education, secondary, adult learning, and open and distance education. Her academic and research expertise covers curriculum development and implementation, instructional leadership, digital learning, and stakeholders’ engagement. Dr. Nyandara has extensive experience in teaching and supervising Master’s and PhD students, with a strong focus on action-oriented, policy-relevant, and practice-informed research. She has held key academic leadership roles, including Head of Department (Educational foundations, adult and distance education), and Head of Undergraduate Admissions. She has demonstrated strong capacity in academic administration and institutional leadership. Her recent research and consultancy work address instructional leadership, flipped teaching, ability grouping, blended teaching and learning, as well as capacity building for school leaders, contributing to evidence-based educational improvement in Tanzania and beyond.

  • Prisca Mbogo, Open University of Tanzania

     is an experienced educator and academic leader with over 15 years in teaching, curriculum evaluation, educational policy, and risk management in higher education. She is a Lecturer and Coordinator of the Risk, Management and Certification Unit at the Open University of Tanzania, where she also previously served as Head of the Department of Educational Foundations and Examination Officer. She holds a PhD in Education (Curriculum Evaluation and Assessment) from OUT, along with an MA in Education and a Bachelor of Education from the University of Dar es Salaam, and a Diploma in Education from Morogoro Teachers’ College. Her work spans teaching, research supervision, curriculum development, and student mentorship, with a strong focus on inclusive education and quality assurance. Dr. Mbogo’s research interests include homework practices, parental involvement, and learner engagement, with publications in journals such as the Journal of Educational Practice and HURIA.

     

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Published

2026-01-30

Issue

Vol. 3 No. 1 (2026): JANUARY 2026 ISSUE

Section

Original Peer-Reviewed Articles

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Copyright (c) 2025 Kenneth Bigabwa, Zam Zam Nyandara, Prisca Mbogo (Author)

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How to Cite

Bigabwa, K., Nyandara, Z. Z., & Mbogo, P. (2026). Assessment of institutional-related challenges and prospects to implementation of e-learning midwifery curriculum in Nursing and Midwifery training institutions in Uganda: A Cross-sectional study. SJ Education Research Africa, 3(1), 13. https://doi.org/10.51168/kg85b333

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