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

?