Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702404
Title: An evaluation of community based university nursing education programme and stakeholders' experiences
Author: Nambozi, Grace
ISNI:       0000 0004 6057 6845
Awarding Body: University of Hull
Current Institution: University of Hull
Date of Award: 2014
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Abstract:
This study is concerned with an evaluation of a nursing education programme designed to provide practical experience of child health education in two primary schools local to a university in Western Uganda. The purpose of the programme evaluated in this study, was both to provide health promotion and education experience to students in a real-life situation while being supervised by a member of the academic staff and to offer ‘real’ health care in relation to preventable diseases. This programme represents a paradigm-shift where students can practice health care within a project developed and run by their university for the local people. The programme focused on health promotion, illness prevention, and early intervention with the aim that, pupils would pass on their learning to children and through them to the wider family and community. This is suggested to take place through a ‘Reciprocal Ripple Effect Model’ and role modelling guided by ‘Ubuntu’ philosophy with its focus on community members helping each other. This qualitative study aimed to evaluate the project through an exploration of participants’ experiences. Data were collected using participant observation, document analysis, focus group discussions, semi-structured and email interviews from a total of 71 participants. Participants included children, parents, academic staff, nursing students and local administrators. The data were analysed using content analysis. The study provides new insights into community-based nursing education programmes. It found key themes that reflected a positive experience of the programme from all participants. Through collectiveness, participants valued ‘being involved and participating', 'sharing information', and the wider communication that the initiative enable for all actors. Students valued 'acting as role models' and the project was associated in the participants' experience with 'developing and growing confidence'. The one key theme which most clearly reflects the child and parents' experience was 'transforming one's life', indicating the way in which the project helped make members of the university's local community feel valued. The university had ceased to be an institution of privileged outsiders and had become integrated and valued with their community. This study provides support for the use of the 'Reciprocal Ripple Effect Model' guided by 'Ubuntu' philosophy in resource-limited environments in empowering the community to make decisions and embrace informed responsibility for their health. Also in enhancing the learning and intervention performed by student nurses and in a manner that was culturally acceptable and sustainable in a resource-limited environment.
Supervisor: Jolley, Jeremy ; Pearcey, Patricia Ann Sponsor: University of Hull ; Mbarara University ; Fulbright Alumni Initiative
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.702404  DOI: Not available
Keywords: Nursing
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