Social accountability and nursing education in South Africa

Abstract

BackgroundThere is global emphasis on transforming health workforce education in support of universal health coverage.ObjectiveThis paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants’ perspectives on nursing education in South Africa.MethodsUsing a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis.ResultsSouth Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia.ConclusionSocial accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection.

Transforming nursing policy, practice and management in South Africa

“…In the first paper, Armstrong and Rispel use a social accountability framework, specifically the World Health Organization's six building blocks for transformative education ( 10 ), to explore key informants’ perspectives on nursing education in South Africa ( 11 ). Study participants acknowledged that South Africa has strategic plans on human resources for health and nursing education, training, and practice ( 11 ). There is also a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC) ( 11 ).…”

“…Study participants acknowledged that South Africa has strategic plans on human resources for health and nursing education, training, and practice ( 11 ). There is also a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC) ( 11 ). However, key informants criticised the lack of national staffing norms, sub-optimal governance by both the SANC and the Department of Health, outdated curricula that are unresponsive to population and health system needs, lack of preparedness of nurse educators, and the perceived unsuitability of the majority of nursing students ( 11 ).…”

Factors Influencing Nursing Education and Teaching Methods in Nursing Institutions: A Case Study of South West Nigeria

“…The need to rectify this obvious gap and to ensure higher order learning must have been instrumental in designing and using multiple teaching methods by educators in higher learning institutions (Coe et al, 2014;Cordingley et al, 2015;Ko & Sammons, 2013;Paolini, 2015). acknowledged the significance of efficient learning methodologies in nursing and medical education (Armstrong & Rispel, 2015;Rutherford-Hemming, 2012). Nurse educators are not born knowing how to teach, as such, becoming effective at teaching requires special knowledge and skills (Clark, 2008).…”

The case for the genetic nurse in South Africa

“…A continuing professional development (CPD) system is also being introduced for nurses, and a scope of practice is under development for the new nurse categories. However, poor governance by the main institutions involved is delaying implementation and realisation of targets outlined in the National Strategic Plan for Nurse Education, Training and Practice 2012/13-2016/17 (DOH 2012; Armstrong and Rispel 2015). This evolving nursing landscape may be an opportune time to improve the medical genetics component in nursing training.…”

“…Nursing education reform in SA is continuing as part of the post-apartheid transformation process with the recent incorporation of public nursing colleges into the higher education sector to comply with education legislation (DOH 2012;Armstrong and Rispel 2015;Rispel 2015). A continuing professional development (CPD) system is also being introduced for nurses, and a scope of practice is under development for the new nurse categories.…”