The Lancet Commission and the Global Health Workforce Alliance reported that professional education has generally not kept up the pace of health care challenges. Sub Saharan Africa needs an effective and efficient nursing education system to build an adequate, competent and relevant nursing workforce necessary for the achievement of Sustainable Development Goals. The Plan of Action for Scaling up Quality Nursing and Midwifery Education and Practice for the African Region 2012 - 2022 provided a framework for scale up of nurses and midwives. This integrative review examined literature on nursing education challenges and solutions in Sub Saharan Africa to inform development of a model for improving the quality, quantity and relevance of nursing education at local level. A search of PubMed, Medline on EBCSOhost and Google Scholar was conducted using key words: nursing education, challenges, solutions and/ or Africa. Published works from 2012 to 2016 were reviewed to explore reports about challenges and solution in nursing education in Sub Saharan Africa. Full texts of relevant studies were retrieved after reading the tittles and abstracts. Critical appraisal was undertaken and the findings of the relevant studies were analysed using thematic analysis. Twenty articles and five grey sources were included. Findings of the review generally supports World Health Organisation framework for transformative and scale up of health professions education. Six themes emerged; curriculum reforms, profession regulation, transformative teaching strategies, collaboration and partnership, capacity building and infrastructure and resources. Challenges and solutions in nursing education are common within countries. The review shows that massive investment by development partners is resulting in positive development of nursing education in Sub Saharan Africa. However, strategic leadership, networking and partnership to share expertise and best practices are critical. Sub Saharan Africa needs more reforms to increase capacity of educators and mentors, responsiveness of curricula, strongly regulatory frameworks, and availability of infrastructure and resources. The review adds to the body of knowledge to enhance efforts of stakeholders in the improvement of the quality, quantity and relevance of nursing education in Sub Saharan Africa.

/pdf/nursing-education-challenges-and-solutions-in-sub-saharan-5gcdrvof9m.pdf

Nursing education challenges and solutions in Sub Saharan Africa: an integrative review

Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners

Challenges nurse educators experience with development of student nurses' clinical reasoning skills.

A middle-range theory for developing clinical reasoning skills in undergraduate midwifery students

Educational practices for promoting student nurses' clinical reasoning skills

Community-based learning (CBL) is one of the fastest growing reforms in the education of health professionals domain. This article aims to present the contextual determinants of CBL and to describe the causal conditions that led nursing education institutions (NEIs) to incorporate CBL into their curricula. A grounded theory research design was adopted. Two university-based schools of nursing were purposively selected to participate in the study and there were 16 participants. Data analysis entailed three phases, namely, open, axial and selective coding. The contextual circumstances contributing to the implementation of CBL emerged as the nature of the graduates produced from the traditional vs the new curriculum; transformation of higher education; transformation of the healthcare system; and transformation of nursing education in South Africa. CBL has emerged as a political instrument that has influenced not only a change in the country's health system but has responded to the needs of the South African population at large.

Contextual determinants for community-based learning programmes in nursing education in South Africa : part 1 : contemporary issues in nursing

Community-based learning (CBL) is one of the fastest growing reforms in health professions education. This article aimed to present the contextual determinants of CBL and describes the casual conditions that led nursing education institutions to incorporate CBL in their curricula. A grounded theory research design was adopted. Two university-based schools of nursing were purposively selected to participate in the study and there were 16 participants. Data analysis entailed three phases; open, axial and selective coding. The contextual circumstances contributing to the implementation of CBL emerged as the nature of the graduates produced from the traditional vs the new curriculum; transformation of higher education; transformation of the healthcare system and transformation of nursing education in South Africa. CBL has emerged as a political instrument that has influenced not only a change in the country’s health system but has responded to the needs of the South African population at large.

Contextual determinants for community based learning programmes in nursing education in south africa


Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities. 
Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA. 
Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data. 
Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues. 
Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue. 


https://samajournals.co.za/index.php/ajhpe/article/download/60/54

Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province

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Contextual determinants for community-based learning programmes in nursing education in South Africa : part 1 : contemporary issues in nursing

Contextual determinants for community based learning programmes in nursing education in south africa

Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province