Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case study
Abstract Aim The study describes the fidelity of implementing a competency‐based nursing education (CBNE) programme during the COVID‐19 pandemic in a low‐resource setting. Design A descriptive case study research design integrating mixed methods underpinned by the fidelity of implementation framewor...
Main Authors: | , , , , , , , |
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Format: | Article |
Language: | English |
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Wiley
2023-07-01
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Series: | Nursing Open |
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Online Access: | https://doi.org/10.1002/nop2.1677 |
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author | Mirriam Shawa Beloved Masava Pritchard Mutimbe Tawanda Nyoni Khantse Mokhele Mapoea Shale Eva Mukurunge Champion Nyoni |
author_facet | Mirriam Shawa Beloved Masava Pritchard Mutimbe Tawanda Nyoni Khantse Mokhele Mapoea Shale Eva Mukurunge Champion Nyoni |
author_sort | Mirriam Shawa |
collection | DOAJ |
description | Abstract Aim The study describes the fidelity of implementing a competency‐based nursing education (CBNE) programme during the COVID‐19 pandemic in a low‐resource setting. Design A descriptive case study research design integrating mixed methods underpinned by the fidelity of implementation framework was applied to assess teaching, learning and assessment during the COVID‐19 pandemic. Methods A survey, focus group and document analysis were applied to collect data from 16 educators, 128 students and eight administrators of a nursing education institution and accessing institutional documents. Data were analysed through descriptive statistics and deductive content analysis and packaging the outcome of the study according to the five elements related to the fidelity of implementation framework. Results The fidelity of implementing the CBNE programme was satisfactorily maintained as described in the fidelity of implementation framework. However, sequenced progression and programmatic assessments were not aligned with a CBNE programme within the context of the COVID‐19 pandemic. Patient or Public Contribution This paper proposes strategies to enhance the fidelity of implementing competency‐based education during educational disruptions. |
first_indexed | 2024-03-12T13:09:13Z |
format | Article |
id | doaj.art-50e9ae42cc5d496d810b94d3bd5eb627 |
institution | Directory Open Access Journal |
issn | 2054-1058 |
language | English |
last_indexed | 2024-03-12T13:09:13Z |
publishDate | 2023-07-01 |
publisher | Wiley |
record_format | Article |
series | Nursing Open |
spelling | doaj.art-50e9ae42cc5d496d810b94d3bd5eb6272023-08-28T06:26:25ZengWileyNursing Open2054-10582023-07-011074346435810.1002/nop2.1677Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case studyMirriam Shawa0Beloved Masava1Pritchard Mutimbe2Tawanda Nyoni3Khantse Mokhele4Mapoea Shale5Eva Mukurunge6Champion Nyoni7Paray School of Nursing Thaba Tseka LesothoParay School of Nursing Thaba Tseka LesothoParay School of Nursing Thaba Tseka LesothoParay School of Nursing Thaba Tseka LesothoParay School of Nursing Thaba Tseka LesothoParay School of Nursing Thaba Tseka LesothoParay School of Nursing Thaba Tseka LesothoSchool of Nursing, Faculty of Health Sciences University of the Free State Bloemfontein South AfricaAbstract Aim The study describes the fidelity of implementing a competency‐based nursing education (CBNE) programme during the COVID‐19 pandemic in a low‐resource setting. Design A descriptive case study research design integrating mixed methods underpinned by the fidelity of implementation framework was applied to assess teaching, learning and assessment during the COVID‐19 pandemic. Methods A survey, focus group and document analysis were applied to collect data from 16 educators, 128 students and eight administrators of a nursing education institution and accessing institutional documents. Data were analysed through descriptive statistics and deductive content analysis and packaging the outcome of the study according to the five elements related to the fidelity of implementation framework. Results The fidelity of implementing the CBNE programme was satisfactorily maintained as described in the fidelity of implementation framework. However, sequenced progression and programmatic assessments were not aligned with a CBNE programme within the context of the COVID‐19 pandemic. Patient or Public Contribution This paper proposes strategies to enhance the fidelity of implementing competency‐based education during educational disruptions.https://doi.org/10.1002/nop2.1677competency‐based educationCOVID‐19disruptionfidelity of implementationnursing education |
spellingShingle | Mirriam Shawa Beloved Masava Pritchard Mutimbe Tawanda Nyoni Khantse Mokhele Mapoea Shale Eva Mukurunge Champion Nyoni Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case study Nursing Open competency‐based education COVID‐19 disruption fidelity of implementation nursing education |
title | Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case study |
title_full | Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case study |
title_fullStr | Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case study |
title_full_unstemmed | Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case study |
title_short | Fidelity of implementing a competency‐based nursing programme during the COVID‐19 pandemic: A case study |
title_sort | fidelity of implementing a competency based nursing programme during the covid 19 pandemic a case study |
topic | competency‐based education COVID‐19 disruption fidelity of implementation nursing education |
url | https://doi.org/10.1002/nop2.1677 |
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