Building capacity, changing teaching practices: insights from a professional development program for educators in a low-income country

Authors

Caroline Havery, Teaching Learning & Curriculum Unit, University of Technology SydneyFollow
Mary Kililo, National Department of Health, PNGFollow
Julie Dopsie, National Department of Health, PNGFollow
Mary Roroi, WHO Collaborating Centre for Nursing, Midwifery and Health Development, University of Technology SydneyFollow
Di Brown, WHO Collaborating Centre for Nursing, Midwifery and Health Development, University of Technology SydneyFollow
Ali Moloney, WHO Collaborating Centre for Nursing, Midwifery and Health Development, University of Technology SydneyFollow
Lisa Townsend, WHO Collaborating Centre for Nursing, Midwifery and Health Development, University of Technology SydneyFollow
Amanda Neill, WHO Collaborating Centre for Nursing, Midwifery and Health Development, University of Technology SydneyFollow
Michele Rumsey, WHO Collaborating Centre for Nursing, Midwifery and Health Development, University of Technology SydneyFollow
Chris Rossiter, WHO Collaborating Centre for Nursing, Midwifery and Health Development, University of Technology SydneyFollow
Thelma Ali, National Department of Health, PNGFollow

Abstract

Background

Building capacity of health professional educators in low- and middle-income countries can improve population health outcomes through upskilling the health workforce. However, education programs must respond to local contexts and challenges including participants’ needs and expectations, language difficulties, and resource limitations. This paper evaluates a program for nursing and community health worker educators in Papua New Guinea.

Methods

This qualitative descriptive study was designed and implemented using a collaborative partnership approach. It comprised six focus groups with 26 educators who were program participants. Thematic analysis examined participants’ perceptions of the program and their implementation of change projects.

Results

Four themes were generated: changing teaching and learning practices; changing teacher identity; learning through participation; and becoming change agents. The program helped participants understand contemporary educational theories and initiate changes in their educational institutions. Almost half of participants had changed their teaching and learning practices.

Discussion

Professional development programs that are designed with local partners, consider local contexts, are underpinned by participatory approaches to learning, and that foster relationships between internal and external partners can help bring about positive change. The program built educators’ skills, aligned with PNG’s National Health Plan to meet the needs of rural, remote, and vulnerable populations.

Recommended Citation

Havery, Caroline; Kililo, Mary; Dopsie, Julie; Roroi, Mary; Brown, Di; Moloney, Ali; Townsend, Lisa; Neill, Amanda; Rumsey, Michele; Rossiter, Chris; and Ali, Thelma (2026) "Building capacity, changing teaching practices: insights from a professional development program for educators in a low-income country," Pacific Journal of Health: Vol. 9: Iss. 1, Article 9.
DOI: https://doi.org/10.56031/2576-215X.1121
Available at: https://scholarlycommons.pacific.edu/pjh/vol9/iss1/9