Modelling the Wage Bill and Budget Space for Health Workforce in Ghana: Implications for Sustainable Health Professions Education Policy.

Global discussions on health systems strengthening have lately tilted towards increasing investments in human resources for health to address health workforce challenges, especially shortages and employment. Countries have, as a result, increased investments in the health workforce by expanding the production and recruitment of the needed health workforce, with the resultant effects of increasing health workforce budget space and the unending clamour by health policy actors for further increases. Despite these calls, there has been no wage bill affordability and budget space analysis to rationalise the sustainable production of and demand for health workers, which is the thrust of Ghana's current health workforce policy and strategy.

Developing an interprofessional education programme for a health science faculty in South Africa: A multi-method study.

Objective: Work-ready graduates need to be equipped with expertise and therefore, critical changes are required in the curricula for health professions. Here, we aimed to review the design of an interprofessional education programme (IPE) with regards to appropriateness and implementation for the Faculty of Health Sciences at North-West University, South Africa.

Methods: This study employed a sequential multi-method design to develop an IPE programme for a health science faculty in South Africa.

Conceptualisation, development and implementation of Interprofessional Education programmes: A qualitative document analysis.

Interprofessional Education (IPE) occurs when two or more health professionals learn with, from and about each other to improve collaboration within a healthcare team and represents a key step towards the realisation of Interprofessional Collaborative Practice (IPCP) which, in turn, enhances the healthcare outcomes of patients. Many health professions education institutions are taking on the challenge of developing IPE programmes and it is essential to provide evidence-based information to guide these institutions in their journey. We analysed the IPE programmes of six health professions education institutions from High-Income Countries and Low- and Middle-Income Countries according to the 12 steps of IPE programme introduction for health professions.

A Simulation-Based Clinical Nursing Education Framework for a Low-Resource Setting: A Multimethod Study.

Simulation-based clinical education is a useful strategy for teaching, learning, and assessing clinical competence in health professions education. However, the use of simulation-based clinical nursing education (SBCNE) in low-resource settings such as Ghana has been hampered by the lack of a context-specific framework to guide its design, implementation, and evaluation. This study sought to develop a context-specific framework to guide the design, implementation, and evaluation of SBCNE in a low-resource setting.

Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses.

Despite the growing demand for competent nurses to fill the shortage gap, nursing education institutions have not always been able to equip students with the requisite clinical competence needed in the practice setting. Several studies have described the experiences of undergraduate nursing students in the clinical learning environment. No study was found on the experiences of diploma nursing students and post-registration nurses regarding the teaching and learning of clinical competence in Ghana.