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.

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.