Nursing education reform in South Africa – lessons from a policy analysis study

Abstract

BackgroundNursing education reform is identified as an important strategy for enhancing health workforce performance, and thereby improving the functioning of health systems. Globally, a predominant trend in such reform is towards greater professionalisation and university-based education. Related nursing education reform in South Africa culminated in a new Framework for Nursing Qualifications in 2013.ObjectiveWe undertook a policy analysis study of the development of the new Nursing Qualifications Framework in South Africa.DesignWe used a policy analysis framework derived from Walt and Gilson that interrogated the context, content, actors, and processes of policy development and implementation. Following informed consent, in-depth interviews were conducted with 28 key informants from national and provincial government; the South African Nursing Council; the national nursing association; nursing academics, managers, and educators; and other nursing organisations. The interviews were complemented with a review of relevant legislation and policy documents. Documents and interview transcripts were coded thematically using Atlas-ti software.ResultsThe revision of nursing qualifications was part of the post-apartheid transformation of nursing, but was also influenced by changes in the education sector. The policy process took more than 10 years to complete and the final Regulations were promulgated in 2013. The two most important changes are the requirement for a baccalaureate degree to qualify as a professional nurse and abolishing the enrolled nurse with 2 years training in favour of a staff nurse with a 3-year college diploma. Respondents criticised slow progress, weak governance by the Nursing Council and the Department of Health, limited planning for implementation, and the inappropriateness of the proposals for South Africa.ConclusionsThe study found significant weaknesses in the policy capacity of the main institutions responsible for the leadership and governance of nursing in South Africa, which will need to be addressed if important nursing education reforms are to be realised.

Perceptions, attitudes, and expectation of baccalaureate nurses toward position of nursing in Bosnia and Herzegovina

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“…This is because managerial competencies are important for optimal patient care and continuous quality of health improvement (3, 6), while competent managers play a key role in the implementation of universal health coverage reforms (7, 8). The International Council of Nurses and the World Health Professions Alliance advocate for competence-based education for health service managers that take account of career stage, roles and responsibilities, work context, and setting (9, 10), through in-service training, short courses, diplomas, and degree training programmes (2, 11). …”

Leadership in nursing: from teaching to practice in a hospital environment

“…Based on the results, it was pointed out that there was a need for academic restructuring to enable nurses to be better trained through teaching and practices of quality. 13 In addition to that, it was thought that the experiences mentioned by the interviewees is related to: time needed to understand the work process; time to get acquainted with the team members: and, time to master Leadership in nursing: from teaching to practice Amestoy SC, Trindade LL, Silva GTR, Santos BP, Reis VRSS, Ferreira VB technical and relationship skills, which will offer greater safety and knowledge allowing nurses to plan and intervene ethically and professionally.…”