Abstract
The study aimed to evaluate the perceptions of students and graduates regarding the effectiveness of the nursing curriculum at the School of Nursing and Midwifery, College of Medicine and Health Sciences, University of Rwanda, in preparing them for professional practice. Two key research questions were addressed: the extent to which the curriculum prepares students and graduates as nurse professionals, and specific areas where they feel more or less prepared. Guided by constructivist theory and utilizing a cross-sectional design, the study sampled 153 respondents (61.7%) from a population of 248, including 90 students and 47 graduates. Findings revealed that a robust theoretical foundation in essential areas is crucial for nursing practice readiness. Most nursing-specific modules were deemed highly relevant, and all functional modules were considered significant for developing generic skills. The curriculum delivery was characterized by student-centered strategies, with students expressing moderate satisfaction with the assessment process. The mean preparedness score for students was (3.56), indicating that (85.8%) felt moderately prepared for their future careers, while the mean score for graduates was (3.85), showing that (63.8%) felt well-prepared.
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