Nursing education and training

1. Nursing education and training Systemic planning implications of nursing reform NEA presentation 30 September 2009

2. Role of nursing educators and trainers in nursing and health reform ?

3. Planning implications – summary • Systemic and strategic issues – legislative and policy mandates • Programmes – current and planned offerings • Focus on planning issues - information • Learn from practice and other sectors – research and networking • Institutional development and management – including resourcing • Strategies

4. Planning implications – nursing education and training in transition • Teaching corps – supply and demand models – incentives, attitudes, propensity to switch • Institutional development and management – including resourcing • Student performance, support, completion, placement.

5. Quo Vadis nursing education and training • Planning for the system -Implications of the national HRD strategy • Interaction on strategic issues in relation to the policy direction of DoE/DHET, and communication • Research in classroom and at systemic level on different aspects of education and training –where, by whom, when, in response to what? • How to influence the development of new qualifications and improvements in existing ones – emerging MDG priorities a case in point. • Public debate – where? How well reasoned? How grounded in reality?- and communication. What role for NEA • Benchmarking institutional performance – how? Where? • Benchmarking student performance – esp SES information

6. Nursing in transition - programmes • National Qualifications Framework Act, 2008 and HEQF. Implications for arrangements for QA – inlcuding institutions like SAQA and HEQC • Quality of programmes • Responsibility for programme quality in different NQF levels – CHE as well as the SANC for other non-HE levels • Scopes of practice reform leading to qualification reform • Delivery at institutional level • Engagement with DoE/DHET closer but necessary • Translation of qualifications into programmes • Completion dynamics • Partnerships – with private providers? With HEIs?

7. Nursing in transition – students • Student support • Student performance and success • Student outcomes • Capacity issues –and resourced • Staff and faculty • Equipment • Systems and procedures • Planning ability • Mobilisation and liaison with partners in health and employers

8. Nursing education and training • Nursing colleges and HEIs providing diversity of provision • Strengthen programme and graduate output NOW • Admission criteria –M and E of learner performance and meta analysis of research • Complement the graduate output from other providers including HEIs • Access strengthened • Socio-economic issues - wider developmental implications and incorporation into planning decisions at all levels • Timing of reform initiatives – phasing necessary

9. Towards a diverse and vibrant nursing education and training system 1 • Enhanced QA • Access – foundation programmes developed and designed and resourced – PPPs? • Institutional management, planning, monitoring • Responding to HRD challenge creatively – expansion or improvement in completion • DoE/DHET engagement –DoH. Uthority of DoE/DHET as custodians of the Education system • Recognise inequity in design of interventions and new reform initiatives – basic and advanced skills needed. Models of use, norms and standards and skills mix etc • Public accountability – distinguish between FET and HE programmes and institutions • Planning for the system now and in future – quantifiable quantitative and qualitative information.Where?Whom?What?

12. Towards a diverse and vibrant nursing education and training system 2 • Quality assurance of programmes and facilities – locus and capacity, Quality Council decision at high level • Training differentiation – colleges and higher education – engagement with DoE and interested parties on both • Nursing college appropriateness for training – and revitalization in order to provide research, training and service for the future • HEI nursing unit appropriateness for training – and revitalization in order to provide research, training and service for the future • Planning issues – An analysis of production in public and private sector (disaggregated and total) • Student enrolment and employment trends • Participation rates • Graduation and completion rates • Social base of students • Enrolments in different fields of study • Cognitive performance of students • Strategies for improving production

13. Towards a diverse and vibrant nursing education and training system 3 • Planning issues – An analysis of equity in student participation, completion, staff composition, management componsition, strategies for improving production. • Diversity in the system • Diversity and differentiation of different institutions • Mission and role of nursing colleges – teaching, service, research • Mission and role of HEIs- teaching, service, research • Private provision – teaching , service , research • Research and teaching in colleges and universities – current and planned provision • Graduate output at post-graduate level by type of provider • Staff qualifications by type of provider in the system • Career choice • Motivation of the teaching workforce at colleges and at universities • Resourcing and stimulating teaching

14. Towards a diverse and vibrant nursing education and training system 4 Planning - Refocusing the system • The case for collaboration in programme development and strengthening – with suggested criteria for the context in which such collaboration may occur. • Identity of nursing colleges as key delivery agents in nurse training – role of different stakeholders, including political economy of their role in the nursing profession in the country • Resourcing implications of collaboration • Processes for collaboration on programmes • Strategies for refocusing the system • Institutional • Programmatic • Infrastructural • Management and planning capacity

15. Role of nursing educators and trainers in nursing and health reform ?