Botlhoko Katlego Patronellah, Zenani Nombulelo Esme, Sehularo Leepile Alfred
NuMIQ Research Focus Area, Faculty of Health Science, North West University, Mahikeng, South Africa.
Lifestyle Diseases Research Focus Area, Faculty of Health Science, North West University, Mahikeng, South Africa.
SAGE Open Nurs. 2024 Dec 13;10:23779608241293700. doi: 10.1177/23779608241293700. eCollection 2024 Jan-Dec.
Nurse educators must seek innovative frameworks for their curricula to prepare nursing students to meet evolving healthcare needs. The South African National Department of Health introduced the new nursing curriculum (R171) in 2013 with the aim of producing generalist nurses who can meet the health care needs of the patients and to align the nursing program with the relevant Higher Education Qualification Framework. R171 was implemented in the North-West Province in 2021.Therefore, the main purpose of this study was to explore and describe the experiences of nurse educators regarding the three-year R171 nursing curriculum in North-West Province, South Africa.
The researcher used a descriptive phenomenology research design to achieve the aim and objectives. A nonprobability sampling approach was adopted for the study with use of a purposive sampling technique to select participants with insight and experience on the phenomenon in question. Semi-structured individual interviews, through Microsoft Teams, collected the data, with analysis using thematic analysis.
Three themes emerged from the findings of this study, namely inadequate resources to implement the R171 nursing curriculum, teaching and learning challenges in implementing the R171 nursing curriculum, and the possible solutions for effective implementation of the R171 nursing curriculum.
To implement the R171 nursing curriculum effectively, it is necessary to include nurse educators in the development of the curriculum. There is also a need for comprehensive support that comprises all available essential resources.
护理教育工作者必须为其课程寻求创新框架，以使护理专业学生能够满足不断变化的医疗保健需求。南非国家卫生部于2013年推出了新的护理课程（R171），旨在培养能够满足患者医疗保健需求的通科护士，并使护理课程与相关的高等教育资格框架保持一致。R171于2021年在西北省实施。因此，本研究的主要目的是探索和描述南非西北省护理教育工作者对为期三年的R171护理课程的体验。
研究人员采用描述性现象学研究设计来实现研究目的。本研究采用非概率抽样方法，运用目的抽样技术选择对相关现象有见解和经验的参与者。通过微软团队进行半结构化个人访谈收集数据，并使用主题分析法进行分析。
本研究结果出现了三个主题，即实施R171护理课程的资源不足、实施R171护理课程的教学挑战以及有效实施R171护理课程的可能解决方案。
为有效实施R171护理课程，有必要让护理教育工作者参与课程开发。还需要包括所有可用基本资源的全面支持。
