Champion N Nyoni1, Viktoria C T Goddard2. 1. School of Nursing, Faculty of Health Sciences, University of the Free State, Bloemfontein, South Africa. Electronic address: nyonic@ufs.ac.za. 2. School of Medicine, University of Liverpool, Liverpool, United Kingdom.
Abstract
AIM: This 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. BACKGROUND: In 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. METHODS: Through 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. RESULTS: Resources 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. CONCLUSION: This 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.
AIM: This 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. BACKGROUND: In 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. METHODS: Through 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. RESULTS: Resources 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. CONCLUSION: This 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.