How can we support scale up in the UK Health Professionals engaging in global health?

1. K A D E M O N D E H
CONSULTANT MIDWIFE(PUBLIC
HEALTH)
M P P H / B S C M I D W I F E R Y / P G C E R T I N E D U C A T I O N /
F E L L O W H E A / H D I P N U R S I N G
How can we support scale up in
the UK Health Professionals
engaging in global health?

2. The Momentum Project
 Over View of the Momentum Project
 UK and Ugandan Context of Mentorship
 The Wakiso Context
 How can we scale up UK health professionals….

3. Overview of the Momentum Project
20 month Project
Partnership
7 Volunteer
/consultant midwives
twins with 7 Ugandan
Midwives
• From Sept 2015- April 2017
• Royal College of Midwives
(RCM)
• Ugandan Private Midwife’s
Association (UPMA)
• UK Midwives ( 4 weeks in
Jan 2016/17)
• Ugandan Midwives 2 weeks
visit to the UK
• 10 months virtual exchange

4. Context of Mentorship in UK
Mentorship
Educational
Experiential
UK (2006) Statutory/ Educational/
Clinical- 8 Standards
Registrant
Standards
for safe
Practice
Knowledge
Skills Attitude

5. Ugandan Context
• Registration
Validated by
MoE/UNMC
• Student
education-
Midwifery
Schools
• Midwife
/student
ratio very
high
• Several
Models of
Midwifery
• MoH
NO MEN
SHIPTOR

6. M&E-Outcome measures
Audit Tools for collecting Data
Mentors/
Students
Workshops& one to one
Teaching
Observations
Experiential
Data Collection
40 Mentors
84 students…….

7. The Process-The Wakiso Story

8. Wakiso
 17 kilometres from Kampala
 33minutes without Ugandan traffic
 230-250 births a month
 70- 85 women in the Booking and AN Checks
Monday through Thursday
 HIV Clinic on Fridays
 5 Midwives one Care Assistant and one Scrub Nurse

9. Midwife & Student

10. Sluice- Before

11. Phase 1 – Principles of Mentorship
 Infection Control (Facilitation of learning)
 Productive Ward Concept (Creating a learning
environment)
 Leadership ( Establishing effective working
relationships)

12. Productive Ward
 Working environment- Organization of the Clinics for
better work flow.
 Cleaning each area prior to starting daily routine.
 Organizing the Delivery Trolley
 Organizing the Sluice
 Hand washing protective clothing
 Allocating students to mentor to facilitate learning

13. Productive Ward-Labour Ward

14. Productive Ward/Labour Ward

15. Productive Ward/ Area for Mentors

16. Infection Control-Sluice-After

17. Infection Control-Sluice-After

18. Infection Control/ Hand washing

19. Infection Control

20. Leadership- Midwives in Uniform

21. Phase 2 (2017)
 Evaluation and Assessment (work based
learning)
 Accountability (Registration)
 Context in practice ( Drills…)
 Evidence Based (Literature…)

22. Example of Mentor teaching

23. Example of student demonstration of
learning

24. UK RCM Branch Involvement with Momentum

25. Continues….

26. Result of UK RCM Branch Fund Raising
2017 –Labour Ward

27. Continues

28. Student Midwives

29. Sustainability-
September 2017- Enhancing the Post Natal Ward

30. Project Outcome
 More than 84 students and over 40 mentors trained
 Developed work based learning module
/Registration….
 “Students: “Midwives are friendly and welcoming”
 “My mentor taught me how to palpate…and allowed
me to practice
 Mentors… “I now understand feedback sandwich
and the 4 stage teaching technique”
 “I feel good teaching students now”
 “I feel proud I am a mentor”.

31. The ? Now is : how can we support…
 Wider audience for recruitment
 Better understanding with Trusts/Organizations
 Volunteering Time has to be protected
 Factor more time for briefing
 More time for volunteers to understand project
aims…outcome
 Volunteers to be prepared for Contextualizing-
 Allow time for organic growth/ Understanding demography
 Virtual learning period-Important component of program
success
 Monitoring and evaluation- Is quantitative enough ??
Qualitative data
 Maintain sustainability.(use low resource materials)