New graduates’ readiness for practice in Swaziland: An exploration of stakeholders’ perspectives

Dlamini, Colile P.; Mtshali, Ntombifikile Gloria; Dlamini, Cynthia H.; Mahanya, Sotah; Shabangu, Thabile; Tsabedze, Zwelithini

doi:10.5430/jnep.v4n5p148

Cited by 18 publications

(25 citation statements)

References 33 publications

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“…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).…”

Section: Resultsmentioning

confidence: 99%

“…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).…”

Section: Resultsmentioning

confidence: 99%

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

Muraraneza

Mtshali

Mukamana

2016

Nursing & Health Sciences

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Although in recent decades reforms to undergraduate nursing and midwifery education have increasingly been guided by the concept of competency-based curriculum in a drive to produce competent graduates in the African context, the topic remains poorly researched in-depth. The related issues and challenges need to be explored in the interest of evidence-based practice. This article stems from a systematic review of qualitative literature on the design and implementation of competency-based curriculum. Data was inductively analyzed using constant comparison. The two categories that emerged were: (i) the need for a paradigm shift to competency-based curriculum; and (ii) the associated issues and challenges, such as a shift from informative to transformative learning, lack or limited of involvement of key stakeholders in curriculum development, focus on hospital-oriented education, lack of preparation of educators, and inappropriate resources. While ongoing reform of nursing and midwifery education continues, much still needs to be done - in particular, extensive financial investment to increase the capacity of educators, mentors and infrastructure, and the development of collaborative frameworks between nursing and midwifery and higher educational councils.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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

Muraraneza

Mtshali

Mukamana

2016

Nursing & Health Sciences

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“…According to Caballero, Walker, and Fuller-Tyszkiewicz (2011), it is "the extent to which graduates are perceived to possess the attitudes and attributes that make them prepared or ready for success in the work environment" (p. 42). The key features of work readiness identified by researchers include both hard and soft skills such as theoretical knowledge and cognitive ability (Kajander-Unkuri et al, 2014), time management (Hegney, Eley, & Francis, 2013), working collaboratively (Dlamini et al, 2014), problem-solving (Walker, Storey, Costa, & Leung, 2015), and communication (Cantlay et al, 2017). The key features of work readiness identified by researchers include both hard and soft skills such as theoretical knowledge and cognitive ability (Kajander-Unkuri et al, 2014), time management (Hegney, Eley, & Francis, 2013), working collaboratively (Dlamini et al, 2014), problem-solving (Walker, Storey, Costa, & Leung, 2015), and communication (Cantlay et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Work readiness, transition, and integration: The challenge of specialty practice

Baumann

Crea‐Arsenio

Hunsberger

et al. 2019

Journal of Advanced Nursing

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Aim To determine how extended orientation enhances the work readiness of new graduate nurses as they transitioned to their professional role in a specialty care hospital. Background Given increased complexity of care and high‐patient acuity, there is concern about the work readiness of new graduate nurses in specialty areas. Design Qualitative exploratory study using an inductive approach. Methods An integrative literature review was conducted to abstract characteristics of work readiness among new graduate nurses. Semistructured interviews were conducted with 41 participants from a large paediatric specialty hospital in Ontario, Canada, in 2014. The sample of nurses was stratified and included nurse managers, new graduates, and preceptors. Interview texts were interpreted using thematic analysis. Results A framework for enhancing work readiness of new graduates transitioning to specialty care was developed from the interview and literature findings. Interview data demonstrate an extended orientation that includes mentorship, a gradual increase in clinical responsibilities, and involvement in the professional role during the early stages of a nurse's career can enhance work readiness of new graduates. Four key areas of work readiness were identified in the literature: personal characteristics, clinical characteristics, relational characteristics, and organizational acuity. Conclusion Based on the study results, new graduate nurses can be an integral part of the team in specialty care provided certain conditions are met during their transition to practice. Our study gives further evidence that extended orientation enhances new graduates’ work readiness as they transit to their professional role.

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“…These concerns also need to be addressed. Otherwise, the competence of nurses and midwives going through the CBE programs and the quality of their health care service delivery are questionable (Dlamini et al, 2014;Komba and Mwandaji, 2015). This finding alludes to the fact that many other factors may contribute to inadequate provision of quality health care service delivery, which quite often results into high maternal and infant mortality rate (Ministry of Health, 2007;MoES, 2012).…”

Section: Appropriateness Of the Cbe Curriculummentioning

confidence: 99%

“…However, there are professionals' concerns about the adaptation of CBE by stakeholders, especially as regards inconsistent implementation of the different curriculum content/subject areas to different cohorts of students. This of course undermines the quality of training of nurses and midwives (Dlamini et al, 2014). The respondents agreed that standardization of the CBE program and sensitization of key players (educators and students) was extremely vital.…”

Section: Appropriateness Of the Cbe Curriculummentioning

confidence: 99%

Appropriateness of curriculum content in competence based education training programs of nurses and midwives in Uganda

Kabanga¹,

Mugimu²,

Oonyu³

2018

Int. J. Nurs. Midwifery

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Competence-based education (CBE) has been increasingly emphasized in optimising the preparation of healthcare professionals. Uganda like many other countries of the world, has taken considerable strides in implementing CBE training of nurses and midwives. The aim of this study was to investigate the perception of professionals regarding appropriateness of the CBE curriculum content in terms of organisation, clarity, relevance and suitability in training programs of nurses and midwives of Uganda. The study was conducted at Mulago National Referral Hospital (MNRH) that recruits the biggest number of trained CBE nurses and midwives. The study used concurrent mixed methods to gather both quantitative and qualitative data from respondents. It used a total sample of 193 professionals comprising of 102 CBE trained participants and 91 Key stakeholders. Findings of this study indicate that the CBE curriculum content used in the training of nurses and midwives was appropriate. However, it was concluded that the CBE curriculum implementation process remains a challenge due to inadequate sensitization of implementers, as well as standardization of the CBE curriculum content implementation process. It was recommended that sensitization and orientation of stakeholders is necessary for adapting the CBE curriculum content in the training of nurses and midwives.

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New graduates’ readiness for practice in Swaziland: An exploration of stakeholders’ perspectives

Cited by 18 publications

References 33 publications

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

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

Work readiness, transition, and integration: The challenge of specialty practice

Appropriateness of curriculum content in competence based education training programs of nurses and midwives in Uganda

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