AN EVALUATION OF BASIC NURSING EDUCATION PROGRAMME IN NIGERIA
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- NGN 3000
Background of the study
Basic nursing school was created as a social construct to provide learners with the information, skills, and attitudes necessary to contribute meaningfully to the society's socioeconomic growth. As a result, nursing education's objective reflects society's needs, challenges, and ambitions (Kozier&Erbs, 2012). In order to strike a balance between society's goals and learners' interests, curriculum assessment must address two linked concerns: what is taught and how it is taught. Nursing education is a humanistic science that focuses on students' intellectual growth, compassionate concern for the ill, handicapped rehabilitation, and end-of-life care (Basavanthappa, 2009). Nursing education is to encourage symphonic interaction between the environment and the client, to improve human cohesion and integrity, and to guide and redirect patterns of interaction between the client and the environment in order to achieve maximal health potential. According to Kozier (2012), 21st century nursing education is concerned with all the factors that influence an individual's reaction to stressors, which may be intrapersonal, interpersonal, or extrapersonal in character. Nursing's primary goal is to avoid stress invasion, or to preserve the client's basic structure and maintain a maximum degree of health after stress invasion. In a similar spirit, the researcher sees nursing education as a systematic, academic investigation of individual and group care requirements in connection to health education, promotion, maintenance, sick-care rehabilitation, disaster victims, and dealing with developing health problems. It covers human situations on a spectrum ranging from sickness to health and beyond. One of the main goals of the national education strategy is to provide teachers with intellectual and professional skills appropriate for their primary assignment of teaching, as well as to make them adaptable to any changing scenario in the global environment (FME, 2010). (2004). Students who have completed any basic nursing education program are expected to graduate with nursing skills that will enable them to be self-sufficient and generate jobs for others. However, some nursing schools have continued to generate a growing number of insufficiently trained professionals who may be out of date in today's culture. (Imogie,2010). According to Jackson (1992), no substantial change in education can occur in any country unless its teachers are well-trained. Teacher Education will continue to be given priority in all educational planning enterprises, as stated in the National Policy on Education (FME 2004), section eight, since no educational system can rise beyond the number, quality, and diversity of its instructors. It is impossible to overestimate the significance of instructional materials in the teaching-learning process. Teachers have stated that insufficiency of teaching resources is one of the biggest obstacles to curriculum implementation throughout the years, according to Adegoke (2003). According to Bassavanthappa (2009), multisensory encounters are more effective than reading and abstract thinking in achieving meaningful learning. Nwogu (1991) said that instructional materials are instruments that enable the transfer of facts, skills, attitude, and values that enhance comprehension and enjoyment of ideas to a student. According to Igwe (2003), instructional materials are devices that provide a full body of knowledge and are primarily self-supporting rather than supplemental in the teaching learning process. Learners must be provided many and varied chances to put their new abilities into practice. To support this, Madueke (2010) stated, citing Olivia(2001), that education is more efficient when teaching and learning experiences are genuine and practical, since this allows students to acquire first-hand knowledge and experience. To improve the quality of teaching and learning, instructional materials should be current and well-used. Classroom instructors must be involved in curriculum development and implementation activities. Classroom teachers are the arbiters of knowledge, and they should be engaged in all aspects of curriculum design and implementation. Unfortunately, the majority of the curriculum in use in our respective institutions of learning is prepared by external bodies (non-teaching staff) who may be only interested in the ideal or utopian curriculum and learning outcomes (measurement of ex-students observable behaviors and performance assumed to be the program effects on the graduates), without due consideration of the measurability of the curriculum. It goes without saying that expecting instructors to implement and assess such a program would be difficult. The sophisticated integration construct created by philosophers, according to Basavanthappa (2009), is difficult to transfer into the curriculum of diaspora day schools due to both the intricacy of the content and the incapacity of children to operate within such a system. To make the curriculum more relevant to society in an ever-changing environment, the Basavanthappa argument stresses the simplicity of the curriculum package, curriculum literacy, and classroom teachers' participation in any curriculum design, implementation, and assessment endeavor. In a highly competitive global village, basic nursing education in Nigeria has undergone a series of modifications in response to consumer demands, new scientific information, technological advancements, socio-cultural changes, and to stay up with worldwide trends. The goal of these nursing reforms is to make learning more relevant to the learner's real-life experiences. A culturally responsive curriculum incorporates resources from the learner's culture and experiences to demonstrate principles and ideas (Chavasse, 1994). This promotes learning transfer. In an attempt to modernize and provide a strong scientific foundation for nursing care, the Nursing Council of Nigeria reviewed basic nursing education curriculum in 1993 and 1999. New topics, objectives, and pieces of information were added to the existing curriculum each time the curriculum was reviewed, such as nursing process, management principles, and project writing. The result is a curriculum that is primarily made up of haphazardly organized topics. Greetings, Zakari (2006). Furthermore, new bits and pieces of knowledge were added to the old content when some textbooks were updated. In practice, there is no discernible change in the subject matter's conceptual structure. In today's complex health-care system, incremental change and deliberate efforts to improve the existing system by correcting policy and practice flaws are insufficient. There is a need for deliberate and fundamental change to improve the fundamental ways in which basic nursing education is put together, to introduce new goals, structures, and roles that will transform familiar ways of performing duties into more solutions to long-standing problems. Change is unavoidable, according to (Adegoke2003). It denotes observable differences in any social phenomenon over any period of time; it is evolution, progress, and adaptation. Growth, progress, and improvement are all wrapped up in a gleaming package when it comes to planned change. Jackson, Michael (1992). According to the findings of the former Board of Clinical Nursing Studies, course planners lacked the necessary skills and knowledge to evaluate the courses they teach, so the Joint Board of Clinical Nursing Studies JBCNS created a package to introduce the practice of evaluation to nurse educators in the United Kingdom (1978). In the year 2000, the Nigerian Educational System adopted the current basic nursing education curriculum under study (2001). Since then, basic nursing education has faced many difficulties resulting from fast changes in structure, function, and the dynamic character of society, all of which need a reassessment of the curriculum offered in a constantly changing society.
Statement of the problem
In response to social needs and the ever-changing environment of the health-care system, basic nursing education in Nigeria has undergone a number of changes. Despite these changes, the basic nursing education curriculum under review has not been assessed since 2001, when it was first introduced into the Nigerian educational system. This is to determine its strengths and weaknesses, as well as to incorporate emerging health issues and new courses like nursing informatics, digitalized classroom, workplace safety and security challenges, culturally sensitive care, legal aspects of nursing practice, biochemistry, guidance and counselling, and so on. The condition of some nursing schools' facilities is very insufficient. If basic nursing education programs are not supplied with the necessary facilities and instructional resources to guarantee the creation of quality graduates, quality teaching and learning cannot be accomplished. Some of the instructors lack teaching skills and are unable to assess the courses they teach, and some of the graduates of BNE programs seem to be unqualified for their positions. There's also a significant issue with paper qualification and nomenclature. The credential given to graduates of the BNE program in Nigeria, Registered Nurse (RN), is not comparable to the NCE, OND, or HND, which causes significant difficulties for nurses seeking admission to higher institutions and employment in the industry.
Objective of the study
The primary objective of the study is as follows
- To find out what basic nursing education is all about
- To examine if there are adequate instructional materials to enhance teaching and learning of basic nursing
- To find out if Basic Nursing Education learning environment enhance quality teaching and learning
- To find out how to develop an enhanced intervention package to improve and sustain basic nursing education programme in Nigeria.
Research Questions
The following questions have been prepared for the study
- What is basic nursing education all about?
- Does the learning environment enhance quality teaching and learning?
- Are there adequate instructional materials to enhance teaching and learning of basic nursing?
- What are the ways to develop an enhanced intervention package to improve and sustain basic nursing education programme in Nigeria?
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