JMIR Publications

ABSTRACT

Background:

Midwifery education in Nigeria faces significant challenges caused by a shortage of suitably qualified midwifery faculty and inadequate educational infrastructure. Nigerian midwifery faculty often have strong clinical expertise but limited formal training in pedagogy and curriculum development. Access to continuing professional development in teaching is inconsistent, highlighting the need for targeted programs to strengthen educators’ pedagogical skills and support the adoption of effective, innovative teaching approaches. A collaborative initiative supported the introduction of innovative digital technologies into midwifery programs to strengthen teaching and learning approaches and address identified gaps in educational capacity.

Objective:

This research reports on a pilot project that introduced digital learning technologies into pre-service midwifery programs in Nigeria. The study presents the perspectives of midwifery faculty and information technology support staff in the train-the-trainer program, focusing on their perceptions of the training’s usefulness, suitability, and acceptability, as well as their self-reported readiness to support the use of digital learning material

Methods:

A train-the-trainer workshop was conducted for 80 midwifery faculty and information technology support representatives, purposefully selected from 20 institutions across 11 states in Nigeria. Faculty who expressed interest completed pre- and post-training qualitative surveys, following a train-the-trainer session. Data were collected through written open-ended responses, allowing participants to share their perspectives in their own words while minimizing burden and discomfort. Content analysis was applied to analyze the data.

Results:

The pre-workshop written responses revealed significant variation in prior exposure to digital tools, current use, and expectations for training. Four themes emerged from the post-workshop responses describing participants' experiences with the training. Participants reported that the train-the-trainer workshop enhanced their confidence and digital literacy by equipping them with foundational knowledge and practical skills for integrating digital tools into teaching. They also identified reliable technical support and resources as essential, while noting inconsistent internet access as a major barrier. Ongoing refresher training, alongside regular feedback, and evaluation, was viewed as critical for monitoring progress, addressing challenges, and supporting continuous improvement.

Conclusions:

The train-the-trainer evaluation suggests that this approach is both feasible and acceptable for building digital teaching capacity among midwifery educators. Ongoing refresher training, continuous evaluation and feedback and addressing logistical and infrastructural issues are essential to sustaining and scaling digital learning practices.