Integrating Digital Learning in Midwifery Education at Selected Universities in Gauteng Province, South Africa: Midwifery Educators’ View

Abstract

The integration of digital learning in nursing and midwifery education is increasing worldwide. The COVID-19 pandemic accelerated the adoption of digital learning as a primary instructional medium in higher education, enabling the delivery of content to nursing and midwifery students with varied learning needs in both academic and clinical contexts. Digital technologies, including podcasts, high-fidelity virtual simulations, and ESMOE videos, have been incorporated not only for theoretical instruction but also for clinical teaching to enhance psychomotor learning. This study aimed to explore the perspectives of midwifery educators regarding the integration of digital learning in midwifery education at selected universities in Gauteng Province, South Africa. A descriptive and exploratory qualitative research design was employed. Data was collected via Microsoft Teams using a semi-structured interview guide at selected universities in Gauteng Province, South Africa, offering undergraduate nursing degrees. Thirteen midwifery educators participated. Open coding was utilised to compile and analyse the data. Two themes emanated from the findings of the study, indicating midwifery educators’ views regarding the integration of digital learning in midwifery education, namely: 1) enablers of integrating digital learning in midwifery education and 2) challenges of integrating digital learning in midwifery education. This article will discuss both themes. Key recommendations include enhancing institutional support, providing educators with sufficient training to develop their digital competencies, and ensuring that updated digital resources are accessible to both educators and students. These measures can maximise the benefits of digital learning, even beyond the immediate impacts of the COVID-19 pandemic. Digital learning plays a significant role in teaching and learning by enhancing student success and fostering creative and critical thinking skills for clinical management. It enabled educators and students to continue educational activities despite the disruptions caused by the COVID-19 pandemic.