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

Abstract

BackgroundThe 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.MethodsA 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.ResultsTwenty 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.ConclusionSub 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.

Long-term outcomes of a program to upgrade the nursing faculty in Cambodia: a qualitative study

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Prevalence of suicidal behaviour among nursing and midwifery college students in Ghana

“…Being the first to achieve independence from colonial rule, Ghana led the development of nurses' education, with the establishment of the first universitybased diploma programme to train nurses in tropical Africa (Opare & Mill, 2000). Detailed historical facts and contemporary development of nursing and midwifery training in Ghana have been provided elsewhere (see Adu-Gyamfi & Brenya, 2016;Bell, Rominski, Bam, Donkor, & Lori, 2013;Bvumbwe & Mtshali, 2018;Opare & Mill, 2000;Talley, 2006). The nursing and midwifery professions remain female-dominated in Ghana and as such fewer males enrol as trainees (Adu-Gyamfi & Brenya, 2016;Tagoe & Quarshie, 2017;Talley, 2006).…”

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