Conceptualization of responsiveness of nursing education programme by stakeholders at Lilitha Nursing College in Eastern Cape, South Africa

Abstract

There have been calls to reform nursing education to respond to the priority health needs of the country. Literature reviewed did not reveal any research conducted in the Eastern Cape with regard to exploring the concept of responsive nursing education programme by stakeholders at any nursing college, especially in the context of responding to community needs. The purpose of the study was to explore the concept of responsive nursing education programme by stakeholders at a Nursing College to the health needs of the Eastern Cape community. A qualitative approach and ethnography design, using purposive sampling methods guided the study. Focus group interviews were conducted using semi-structured and unstructured questions. Thirty one (31) interviewees participated. Data collection and analysis took place concurrently, following Spradley’s eleven steps of data analysis. The results of the study revealed different views of how the stakeholders conceptualised responsive education. It was thought that responsive education should consider the appropriateness of teaching strategies, assessment methods, and the nature of the educators, content taught and integration of the requirements of the South African Nursing Council. The stakeholders also felt it is crucilal to integrate the National health policies in the curriculum, for instance, aspects like health promotion and disease prevention as well as community involvement and empowerment on health related issues. There is a need to review the existing nursing programme to tailore with the community needs as stipulated in the philosophy of South African health care delivery system.
Keywords: Responsive education, conceptualization, programme, health care priorities, stakeholders.