Developing a curriculum for professional nursing education in Swaziland: Views from Ministry of Health officials and nursing leaders

Abstract

The purposes of this exploratory study were to learn about views held by Ministry of Health Officials and Nursing Leaders with regards to baccalaureate nursing graduates, and to ascertain content for baccalaureate nursing curriculum that is relevant and culturally acceptable in Swaziland. The theoretical framework for this study was based on literature on professional nursing education, curriculum development, role theory and the culture care theory. Eleven nursing Leaders and five Ministry of Health Officials acted as informants. They were selected on the basis that they are involved in decision-making for nursing education in Swaziland, have knowledge of the phenomenon studied, and were willing and able to share their views. Over a four-month period data were collected using semi-structured interviews. Interpretations of findings were related to existing literature. Validity of data was achieved through triangulation of multiple data sources. Content analysis was undertaken to inductively derive themes or patterns from data. Diverse descriptions of professional nursing education emerged from the data. Current and future nurses' roles in health care were identified. Baccalaureate and diploma nursing graduates were compared. Relevant and culturally acceptable courses for baccalaureate nursing curriculum were identified. Implications of the study for nursing education are discussed.