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Implementation Dosage of Competency-Based Curriculum for Nursing and Midwifery Programme among Nurse Educators in Tanzania

Vumilia Mmari Bettuel, Mselle Lillian Teddy, Kibusi Stephen Mathew, Osaki Kalafunja Mlang’a

Abstract


It is now more than ten years since Tanzania adapted Competency-Based Education and Training (CBET). The CBET is valuable approach that enable learners to gain required competencies specifically for their professional. Among competencies required for nurses they include cognitive or thinking competencies, such as deciding what to do in certain circumstances, doing competencies with performance of clinical procedures correctly as well as professionally, and affective competencies such as empathy, respect and attentiveness to client demands. Before implementation, various activities were carried out to ensure the nursing and midwifery CBET curriculum is effectively implemented. However, no systematic study was conducted to assess implementation dosage of the nursing and midwifery CBET curriculum. Therefore, this study aimed to assess implementation dosage of the same among nurse educators in Tanzania. This was a descriptive cross-sectional study design using a partial convergent mixed methods research approach. Out of 264 participants, 24 were interviewed, while 240 participated in the questionnaire. Research participants were drawn from 40 out of 94 nursing and midwifery schools. Both descriptive and inferential analyses were used to analyze quantitative data and thematic framework was used to analyze the qualitative data. Results from the study revealed that majority (83%) of participants provided less number of sessions, only 17 percent delivered number of sessions as per curriculum description. The participants who attended training on implementation of the CBET curriculum were more likely to deliver full dosage than those who did not have training (OR=2.51, p=0.1481) though results were not statistically significant. For qualitative data, nurse educators were unable to explain how they determined number of sessions per module they taught. Based on findings from this study, it is concluded that implementation dosage was lower than the intended original designed curriculum. Participants who attended training on implementation of the CBET curriculum were more likely to deliver full dosage than those who did not attend the training. In due regard, such pattern underscores the need to build capacity of nurse educators on implementation dosage of Nursing and Midwifery CBET curriculum.

 


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