Development and validation of an assessment approach for competency-based nursing education in low-income settings: A consensus study.

Aim: To report the development and validation of an assessment approach for competency-based nursing education in low-income settings BACKGROUND: Adopting a competency-based curriculum has been linked with the resource-intensive, programmatic assessment approach. However, implementing this approach in low-income contexts has challenges. Nursing education institutions in low-income contexts reported difficulties implementing programmatic assessment.

Context of assessment in competency-based nursing education: Semi-structured interviews in nursing education institutions in a low-income country.

Organisational considerations are essential when proposing the implementation of an educational innovation like programmatic assessment. Currently, most recommendations by regulatory bodies to adopt curriculum reforms do not take into consideration the characteristics and context of low-income countries. This paper explores the contexts of four nursing education institutions in a low-income country that recently adopted the programmatic assessment approach in their programmes.

The primary health care environment and the performance of advanced antenatal care trained nurse-midwives in South Africa.

Transfer of learning in the workplace depends on various factors, one of which is the work environment. The aim of this study was to describe the interplay between the primary healthcare work environment, the performance of advanced antenatal care trained nurse-midwives, and birth outcomes. A cross-sectional, quantitative study was conducted in two purposely selected districts in South Africa.

Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings.

Background: Feasible and effective assessment approaches to measuring competency in health sciences are vital in competency-based education. Educational programmes for health professions in low- and middle-income countries are increasingly adopting competency-based education as a strategy for training health professionals. Importantly, the organisation of assessments and assessment approaches must align with the available resources and still result in the fidelity of implementation.

Looking beneath the surface of a preceptor-training programme through a realist evaluation.

South Africa's department of health devoted themselves to the clinical nursing education and training model, which indorses preceptors as essential stakeholders to promote competence in students. A preceptor-training programme was developed that build on this model and implemented through an intervention. The initial programme theory hypothesised that trained preceptors would promote support and develop competence in students in comparison to untrained preceptors.

Monitoring preceptors' supportive role: A measuring instrument for increased accountability.

Purpose: This article describes the development of a measuring instrument to monitor support offered by preceptors during their accompaniment of students in clinical facilities.

Design: A quantitative methodological study design was used to develop the instrument.

Methods: Data were collected by means of a self-completed questionnaire.