Challenges Facing Baccalaureate Nursing Education in the 21st Century: The Context of Namibia

Nursing education in the 21st century is faced with various challenges as evidenced by nursing graduates’ reduced ability to respond to changing population needs and to cope in complex healthcare environments. Examining the challenges facing baccalaureate nursing education in Namibia contributed to the proposal of strategies of maximising both theoretical and clinical learning experiences for baccalaureate student nurses in Namibia.
This study investigated the challenges facing baccalaureate nursing education in the 21st century in Namibia using a mixed methods explanatory study design. Data was collected from Bachelor of Science in Nursing degree students and clinical courses educators from the International University of Management and Welwitchia University. 159 nursing students and 28 nurse educators selected through stratified random sampling completed the structured questionnaire. Out of these, 18 were purposively selected to participate in online individual interviews. Whereas descriptive statistics were used to analyse demographic characteristics, exploratory factor analysis was performed on the rest of the quantitative data using Statistical Package for the Social Sciences version 23. Qualitative data was thematically analysed using MAXQDA and findings from both phases were integrated.
The key challenge areas in in-class learning/teaching were around ensuring a technology enabled learning environment, curriculum administration issues, financial constraints, and relaxed enrolment requirements. Challenge areas in clinical learning/teaching included lack of adequate supervision, unsupportive learning environments, lack of resources, communication and technology related issues, negative staff attitudes, overcrowded clinical environments, increased workload, theory-practice gap, negative role modelling and lack of case diversity.
Maximised theoretical and clinical learning experiences are a product of addressing lower priority needs and external factors and acknowledging preferred learning styles. The researcher urges nurse training institutions to employ the buddy system as part of new nurse educator onboarding and has proposed, for policymakers, the development of a practice educator role and a model of a revised curriculum within which specialisation can be introduced in the third year of training. Future research could focus on nurse educator retention strategies, digitalisation in nursing education and on the patient as a valuable resource for clinical learning.