Abstract
BackgroundPublic nursing colleges (PNCs) are currently redeploying from provincial departments of health to higher education to become part of a unified higher education system in South Africa. As primary producers of nurses, this migration process needs to be managed carefully, with stakeholders having a common understanding of this process.ObjectivesThis study aimed to explore the stakeholders’ perspectives on the positioning of PNCs in higher education.MethodThe study followed a qualitative grounded theory design. Purposive and theoretical sampling were utilised to achieve a sample size of 40 participants, including representatives from the Department of Higher Education and Training; professional associates; nursing educators; student leaders; nursing leaders; and nurses from the healthcare setting. Data were collected through observations, interviews and document analysis.ResultsIt emerged from the study that the integration of PNCs into higher education is a result of the country’s political and legal context. A number of policy and legal frameworks emerged as contextual conditions that provided a basis for the change. The integration of PNCs into higher education was conceptualised as a functional shift in the governance of colleges; a political tool to transform nursing education; a means to enhance the quality of college-based nursing programmes, and a vehicle for the greater professionalisation of nursing. Conflicting legislation and funding emerged as two issues of concern.ConclusionIntegrating PNCs with higher education came about because of political changes and the resolution of the ruling party to improve the quality of graduates produced, who will in turn improve the quality of healthcare service delivery offered.
Highlights
Nursing education is undergoing reforms to strengthen the nursing and midwifery workforce, to enhance the professional status of nurses and to improve the performance of the healthcare systems in order to advance population health outcomes (World Health Organization [WHO] 2013, 2016)
Four categories were generated in this study: (1) antecedents to the positioning of Public nursing colleges (PNCs) in higher education, (2) contextual conditions, (3) conceptualisation of positioning PNCs within higher education and (4) anxieties related to the integration of PNCs into higher education
This change was not enough, according to study respondents, as PNCs continued to offer nursing education programmes under the provincial Department of Health (DOH), outside of the higher education platform, which falls under the jurisdiction of the Minister of Higher Education
Summary
Nursing education is undergoing reforms to strengthen the nursing and midwifery workforce, to enhance the professional status of nurses and to improve the performance of the healthcare systems in order to advance population health outcomes (World Health Organization [WHO] 2013, 2016). Canada, USA, Denmark, Sweden, Finland, Norway, France and Switzerland underwent the process of integrating nursing education with higher education some years ago (Debout et al 2012; Fletcher 2003; Råholm et al 2010). Countries such as Swaziland, Rwanda, Nigeria and Lesotho have reported adopting this reform (Agbedia 2012; Botma 2014; Dlamini 2011; Harerimana et al 2015; Muraraneza 2013). As primary producers of nurses, this migration process needs to be managed carefully, with stakeholders having a common understanding of this process
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