Perceptions of Nursing Graduates regarding the Bachelor of Nursing Science Curriculum Offered by the University of Namibia

Abstract

The curriculum forms the vital foundation for ensuring the success of a nursing programme. The theoretical content imparted to students and their practical competence rely on the curriculum offered by the institution. Accordingly, curriculum weaknesses and challenges do not only affect the institution, but also graduates’ competence. Nursing students’ perceptions of the curriculum can be used to align it to meet its intended outcomes and goals. Nursing graduates’ perceptions of the Bachelor of Nursing Science curriculum offered by the University of Namibia have not been extensively researched. This study sought to explore and describe the perceptions of nursing graduates regarding the Bachelor of Nursing Science curriculum offered by the University of Namibia, using a qualitative, exploratory, descriptive and contextual design. Purposive sampling was used where a total of 18 fourth-year nursing graduates at the University of Namibia were approached individually to participate in the study. Data were collected using individual, semi-structured interviews and were analysed using qualitative thematic analysis. The following themes subsequently emerged from the study, namely: personal understanding of the curriculum; mode of delivery; challenges regarding theory and clinical competence; competence in readiness to start practising; and mechanisms for improvement. The findings of this study call for well-articulated plans from faculty management teams to use these study findings to inform future curriculum review processes. It is recommended that the first-aid module be offered as a core module in the first year of study. In addition, the existing two-week block system should be extended into a four-week system to enable theory to be integrated into practice.