Needs of early adopters in supporting a nursing curriculum innovation in a low resource setting: An exploratory case study

Abstract

AimThis paper aims to take a critical look at the introduction of one curriculum innovation, driven by a case study example of the implementation of a competency-based curriculum for an undergraduate nursing programme in a low-resource context, and the subsequent impact on the educators expected to implement it. BackgroundIn low-resource contexts opportunities for faculty development related to sustaining newly implemented curriculum models are scarce. Early adopters of a curriculum innovation bear the potential of supporting other educators in implementing and sustaining a curriculum innovation. MethodsThrough an exploratory qualitative case study design we interviewed early adopters of a curriculum innovation on their needs in supporting other educators. Semi-structured interviews explored their experience and needs related to mentoring other educators in their institutions. The collected data were then transcribed and thematically analysed through various coding methods. Themes from this analysis are presented as the outcome of this study. ResultsResources and structured approaches to educator support were identified as needs by early adopters. They further described challenges in implementing the new curriculum and the poor monitoring of the programme. ConclusionThis study raises questions on the sustainability of curriculum innovations especially in low income countries and the role of short-term single investments on long term outputs. Early adopters need to be enabled and supported in their role for optimal return on investment.