Challenges for nursing education in Angola: the perception of nurse leaders affiliated with professional education institutions

Abstract

BackgroundAngola is one of the African countries with the highest morbidity and mortality rates and a devastating lack of human resources for health, including nursing. The World Health Organization stimulates and takes technical cooperation initiatives for human resource education and training in health and education, with a view to the development of countries in the region. The aim in this study was to identify how nurses affiliated with nursing education institutions perceive the challenges nursing education is facing in Angola.MethodsAfter consulting the National Directory of Human Resources in Angola, the nurse leaders affiliated with professional nursing education institutions in Angola were invited to participate in the study by email. Data were collected in February 2009 through the focus group technique. The group of participants was focused on the central question: what are the challenges faced for nursing education in your country? To register and understand the information, besides the use of a recorder, the reporters elaborated an interpretative report. Data were coded using content analysis.ResultsFourteen nurses participated in the meeting, most of whom were affiliated with technical nursing education institutions. It was verified that the nurse leaders at technical and higher nursing education institutions in Angola face many challenges, mainly related to the lack of infrastructure, absence of trained human resources, bureaucratic problems to regularize the schools and lack of material resources. On the opposite, the solutions they present are predominantly centered on the valuation of nursing professionals, which implies cultural and attitude changes.ConclusionsPublic health education policies need to be established in Angola, including action guidelines that permit effective nursing activities. Professional education institutions need further regularizations and nurses need to be acknowledged as key elements for the qualitative enhancement of health services in the country.

Issues and challenges of curriculum reform to competency‐based curricula in Africa: A meta‐synthesis

“…Participants differed from study to study: nurse and or midwife educators, nurse leaders and nurse managers, administrators and students, regulatory bodies, practicing registered nurses, practicing registered midwives, nursing associations, and health consumers (Mtshali et al, 2007;International Council of Nurses, 2009;World Health Organization, 2009Frenk et al, 2010;Fullerton et al, 2011;Kiguli et al, 2011;Ngassapa et al, 2012;Klopper & Uys, 2013;Marchi-Alves et al, 2013;Botma, 2014;Dlamini et al, 2014).…”

“…Study settings were grouped as follows: five reports were global (International Council of Nurses, 2009;World Health Organization, 2009Frenk et al, 2010), two were set in Ghana (Mtshali et al, 2007;Fullerton et al, 2011), two in Malawi (Mtshali et al, 2007;Fullerton et al, 2011), two in Tanzania (Mtshali et al, 2007;Ngassapa et al, 2012), one in Uganda (Kiguli et al, 2011), one in Rwanda (Mtshali et al, 2007), one in Angola (Marchi-Alves et al, 2013), one in South Africa (Mtshali et al, 2007), one in Lesotho (Botma, 2014), and one in Swaziland (Dlamini et al, 2014).…”

“…Challenges in relation to inappropriate clinical learning included focus on time allocation without clear learning outcomes, use of a block system which did not facilitate integration of theory and practice, lack of clinical role models, lack of an effective standardized clinical education model to recruit and train clinical preceptors, using nurse/midwife educators who are already overburdened, and expecting practicing staff to facilitate students without training on how to do so, sometimes also expecting this from non‐qualified staff (Mtshali et al, ; International Council of Nurses, ; Fullerton et al, ; Kiguli et al, ; Ngassapa et al, ; Marchi‐Alves et al, ; Dlamini et al, ; Botma, ). A further problem was a lack of or weak collaboration between learning institutions and clinical settings (Mtshali et al, ; Botma, ).…”

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“…Recently, in a study that identified the perceptions, attitudes and opinions of the Angolan nurses about the challenges for nursing education, it was verified that the leaders of Technical and Higher Nursing Schools in Angola face many challenges, mainly related to the lack of infrastructure, absence of human resources, irregularity of teaching institutions and scarcity of material resources. 19 In addition, based on international data sources, which included the Organization for Economic Cooperation and Development (OECD) and WHO, analyzed recent and dynamic trends in the nursing workforce in a world profoundly affected by economic changes and financial recession. 20 In general, unemployment rates and funding in health changed the nursing profile globally, so that the impacts of the economic crisis entailed new and large challenges for nurses.…”