Post on 12-Jan-2016
Nursing education and training
Systemic planning implications of nursing reform
NEA presentation 30 September 2009
Role of nursing educators and trainers in nursing and health
reform
?
Planning implications – summary
• Systemic and strategic issues – legislative and policy mandates
• Programmes – current and planned offerings
• Focus on planning issues - information• Learn from practice and other sectors –
research and networking• Institutional development and
management – including resourcing• Strategies
Planning implications – nursing education and training in transition • Teaching corps – supply and demand
models – incentives, attitudes, propensity to switch
• Institutional development and management – including resourcing
• Student performance, support, completion, placement.
Quo Vadis nursing education and training
• Planning for the system -Implications of the national HRD strategy
• Interaction on strategic issues in relation to the policy direction of DoE/DHET, and communication
• Research in classroom and at systemic level on different aspects of education and training –where, by whom, when, in response to what?
• How to influence the development of new qualifications and improvements in existing ones – emerging MDG priorities a case in point.
• Public debate – where? How well reasoned? How grounded in reality?- and communication. What role for NEA
• Benchmarking institutional performance – how? Where?• Benchmarking student performance – esp SES information
Nursing in transition - programmes
• National Qualifications Framework Act, 2008 and HEQF. Implications for arrangements for QA – inlcuding institutions like SAQA and HEQC
• Quality of programmes – Responsibility for programme quality in different NQF
levels – CHE as well as the SANC for other non-HE levels
– Scopes of practice reform leading to qualification reform
• Delivery at institutional level – Engagement with DoE/DHET closer but necessary– Translation of qualifications into programmes– Completion dynamics– Partnerships – with private providers? With HEIs?
Nursing in transition – students
• Student support • Student performance and success• Student outcomes • Capacity issues –and resourced
– Staff and faculty – Equipment – Systems and procedures– Planning ability – Mobilisation and liaison with partners in health and
employers
Nursing education and training
• Nursing colleges and HEIs providing diversity of provision– Strengthen programme and graduate output NOW– Admission criteria –M and E of learner performance
and meta analysis of research– Complement the graduate output from other providers
including HEIs• Access strengthened • Socio-economic issues - wider developmental
implications and incorporation into planning decisions at all levels
• Timing of reform initiatives – phasing necessary
Towards a diverse and vibrant nursing education and training system 1
• Enhanced QA• Access – foundation programmes developed and designed and
resourced – PPPs?• Institutional management, planning, monitoring• Responding to HRD challenge creatively – expansion or
improvement in completion• DoE/DHET engagement –DoH. Uthority of DoE/DHET as
custodians of the Education system• Recognise inequity in design of interventions and new reform
initiatives – basic and advanced skills needed. Models of use, norms and standards and skills mix etc
• Public accountability – distinguish between FET and HE programmes and institutions
• Planning for the system now and in future – quantifiable quantitative and qualitative information.Where?Whom?What?
Annual Graduate output, 2008
4 year - proxy for comprehensive
14%
Nursing auxiliary prog 1 yr/ Aux nursing cert
32%
Enrolled /staff nursing programme 2 yr Nursing
diploma36%
Bridging course 2 year - phased out
15%
Midwifery Diploma 1 year - to be phased out
2%
Post-basic HE qualifications - to be phased out
1%
Graduate output 1999
4 year - proxy for comprehensive
28%
Nursing auxiliary prog 1 yr/ Aux nursing cert
15%Enrolled /staff nursing
programme 2 yr Nursing diploma
32%
Bridging course 2 year - phased out
22%
Midwifery Diploma 1 year - to be phased out
2%
Post-basic HE qualifications - to be phased out
1%
Towards a diverse and vibrant nursing education and training system 2
– Quality assurance of programmes and facilities – locus and capacity, Quality Council decision at high level
– Training differentiation – colleges and higher education – engagement with DoE and interested parties on both
• Nursing college appropriateness for training – and revitalization in order to provide research, training and service for the future
• HEI nursing unit appropriateness for training – and revitalization in order to provide research, training and service for the future
– Planning issues – An analysis of production in public and private sector (disaggregated and total)
• Student enrolment and employment trends • Participation rates• Graduation and completion rates• Social base of students• Enrolments in different fields of study• Cognitive performance of students• Strategies for improving production
Towards a diverse and vibrant nursing education and training system 3
• Planning issues – An analysis of equity in student participation, completion, staff composition, management componsition, strategies for improving production.
• Diversity in the system – Diversity and differentiation of different institutions– Mission and role of nursing colleges – teaching, service, research – Mission and role of HEIs- teaching, service, research– Private provision – teaching , service , research
• Research and teaching in colleges and universities – current and planned provision
– Graduate output at post-graduate level by type of provider– Staff qualifications by type of provider in the system – Career choice– Motivation of the teaching workforce at colleges and at
universities– Resourcing and stimulating teaching
Towards a diverse and vibrant nursing education and training system 4
Planning - Refocusing the system – The case for collaboration in programme development and
strengthening – with suggested criteria for the context in which such collaboration may occur.
– Identity of nursing colleges as key delivery agents in nurse training – role of different stakeholders, including political economy of their role in the nursing profession in the country
– Resourcing implications of collaboration – Processes for collaboration on programmes– Strategies for refocusing the system
• Institutional • Programmatic• Infrastructural • Management and planning capacity
Role of nursing educators and trainers in nursing and health
reform
?