Ngxongo, Thembelihle Sylvia PatienceMahadeo, Shamin2022-06-062022-06-062020-06https://hdl.handle.net/10321/4043Dissertation submitted in fulfillment of the requirements for the Degree in Master of Health Sciences in Nursing, Durban University of Technology, Durban, South Africa, 2020.Introduction and background Midwifery training prepares student midwives from diverse cultural and social backgrounds and beliefs to render competent care to mothers and babies. Midwifery training should aim to produce qualified midwives who are able to practice midwifery independently as prescribed by the South African Nursing Council (SANC). The education of student midwives demands more than the traditional lecture method of teaching. Practical skills are of importance, but cannot be practiced without the theoretical knowledge. Therefore, midwifery lecturers are faced with a challenge of ensuring an education that is firmly grounded in theory and practice. The ability to apply theoretical knowledge to clinical performance is fundamental in creating competent midwives. The average pass rate of 9.6%-31% for theory examinations, recorded for the past few years, is evidence of the high failure rate in the SANC R254 midwifery programme across South Africa. This has an implication on the production of an adequate number of competent midwives to render quality midwifery services. Aim of the study: The aim of the study was to describe the factors that, according to student midwives’ perspectives, could have influenced their academic performance, thus resulting in repeated failure in the R254 midwifery programme in selected campuses of the KwaZuluNatal College of Nursing (KZNCN). Objectives of the study: The objectives of the study were to explore and describe student, lecturer and institutional related factors that could have influenced the academic performance of the student midwives in the R254 programme, in selected campuses of the KZNCN, and to describe student midwives’ perspectives regarding the factors that could facilitate their academic performance. Method: A non-experimental, quantitative, descriptive, survey design was undertaken, guided by the Empowered Holistic Nursing Education (EHNE) theory. In September and October 2018, data was collected from 122 student midwives of the R254 programme from four campuses in UMgungundlovu and eThekwini Districts in KwaZulu-Natal, using selfadministered questionnaires. Findings: The study findings revealed that the student midwives’-related factors that could have influenced academic performance pointed to personal factors, study habits and self-interest. The lecturer-related factors included the student-lecturer relationship, teaching strategies and remedial work, while the institution-related factors were the availability of human and material resources. The majority of the respondents highlighted student motivational factors, a positive student-teacher relationship and study habits especially group study, as the factors that could facilitate the academic performance of students of the R254 midwifery programme. Conclusion: The findings from the current study confirm that several factors related to the lecturers, students and the institution influenced academic performance of student midwives. These findings concur with and are supported by studies conducted in an international and national context. The interconnectedness of the five principles of the EHNE theory in facilitating academic performance is also evident in the findings of the current study. Recommendations: The recommendations based on this study are that: 1) student midwives should take cognisance of self-interest when deciding on a career path, 2) lecturers should use a variety of teaching and assessment strategies to accommodate the different needs of student midwives, and ensure remedial work is done before reassessment and 3) nursing teaching institutions should ensure adequate supplies of material and human resources for teaching and learning.171 penMidwifery trainingQualified midwivesMidwifery--Study and teachingNursing studentsNursing--EducationThesishttps://doi.org/10.51415/10321/4043