Home Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda
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Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda

  • Amy K. Olson ORCID logo EMAIL logo , Yolanda Babenko-Mould , Panagiota D. Tryphonopoulos ORCID logo , Donatilla Mukamana ORCID logo and David F. Cechetto
Published/Copyright: August 25, 2022
International Journal of Nursing Education Scholarship
From the journal International Journal of Nursing Education Scholarship Volume 19 Issue 1

Abstract

Objectives

In 2016, a Pediatric Nursing Continuing Professional Development (PNCPD) program was created and implemented in Kigali, Rwanda, through the Training, Support, and Access Model (TSAM) for Maternal, Newborn, and Child Health (MNCH). This partnership project between Canada and Rwanda provided pediatric nursing education to forty-one Rwandan nurses and nurse educators in 2018 and 2019. The objective of this research study was to explore the experiences of nurses and nurse educators applying pediatric knowledge and skills to academic and clinical settings after participating in the PNCPD program.

Methods

This study was situated within an interpretive descriptive perspective to explore the ways in which knowledge gained during the PNCPD program in Rwanda was applied by nurses and nurse educators in their nursing practice, both academically and clinically. Data was collected through individual interviews. Inductive content analysis was used for data analysis.

Results

The analysis of the interviews resulted in the emergence of five themes: Transformations in Pediatric Nursing Practice, Knowledge Sharing, Relationship-Based Nursing, Barriers and Facilitators to Knowledge Implementation, and Scaling-up PNCPD within the Health System.

Conclusions

The results of this study have the potential to inform positive changes to child health care in Rwanda, including scaling up pediatric nursing education to other areas of the healthcare system.

Keywords: child health; continuing professional development; nurse educator; nursing education; Pediatric nursing; Rwanda
Corresponding author: Amy K. Olson, RN, MScN Arthur Labatt Family School of Nursing, University of Western Ontario, 1151 Richmond St, N6A 3K7, London, Ontario, Canada, E-mail:

Funding source: Global Affairs Canada

Award Identifier / Grant number: D002044/P001048

Acknowledgments

This research for the Training, Support and Access Model for Maternal, Newborn and Child Health in Rwanda Project has been undertaken with financial support to the University of Western Ontario from the Government of Canada provided through Global Affairs Canada. The authors would like to acknowledge and thank all of the staff and volunteers on the Training, Support, and Access Model for Maternal, Newborn, and Child Health in Rwanda project. Additionally, the primary author (Amy Olson) would like to thank Golbert Kazoza for his support as the nursing and midwifery manager. Special thanks to all of the nurses and nurse educators who participated in this research.

  1. Research funding: This research was undertaken with financial support provided by Global Affairs Canada through the University of Western Ontario, project number: D002044/P001048. The funding organizations played no role in the study design; in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit the report for publication.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Informed consent was obtained from all individuals included in this study.

  5. Ethical approval: This research related to human use has complied with all the relevant national regulations, institutional policies, and in accordance with the tenets of the Helsinki Declaration, and has been approved by the authors’ Institutional Review Board: (1) Western University Health Science Research Ethics Board (HSREB), 112064; and (2) University of Rwanda Institutional Review Board (IRB), 559).

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Received: 2021-11-27
Accepted: 2022-07-31
Published Online: 2022-08-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda
  2. Literature Reviews
  3. Measuring academic satisfaction in nursing students: a systematic review of the instruments
  4. Pediatric practicums in undergraduate nursing programs: an integrative review
  5. Research Articles
  6. Nursing educators’ collaboration and professional development: a cross-sectional study
  7. Ethical tension in nursing education: a challenge for faculty values and beliefs
  8. Improving practicing nurses’ knowledge and perceptions of older people: a quasi-experimental study
  9. Embracing diversity: measuring the impact of an international immersion learning experience on nursing students’ cultural beliefs and values
  10. Lower academic performance and dropout rates among University students with children: a prospective cohort study of nursing students in Bogotá, Colombia
  11. Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience
  12. Faculty supportive behaviors and nursing student mental health: a pilot study
  13. Intention and motivation to pursue higher education among registered nurses and midwives: a cross-sectional study during COVID-19
  14. An analysis of nursing and medical students’ attitudes towards and knowledge of Alzheimer’s Disease (AD)
  15. Assessing non-technical skills in undergraduate nursing students: a validation study
  16. Developing nursing students’ informatics competencies – A Canadian faculty perspective
  17. A creative approach for undergraduate nursing students to learn anatomy and physiology: a qualitative exploratory study
  18. Resilience and GRIT among undergraduate nursing students during the COVID 19 pandemic
  19. The effect of advocacy education of nursing students on attitudes towards disability: a quasi-experimental study
  20. Knowledge and perceptions of adverse childhood experiences (ACEs) among prelicensure nursing students
  21. Narrative photography with an expert patient as a method to improve empathy: a satisfaction study with health sciences students
  22. Self-efficacy beliefs among baccalaureate nursing students – A cross-sectional, comparative study
  23. Learning on the periphery: a modified Delphi study of a nursing student communities of practice model
  24. Clinical instruction in mental health nursing: students’ perceptions of best practices
  25. The experience of novice nurse faculty in Saudi Arabia
  26. Effective factors and challenges of forming transformational education in the nursing education system: a qualitative study
  27. Predictors associated with new nursing faculty’s intent to leave nursing academia: teaching preparation in doctoral program, institutional supports, and job satisfaction
  28. Flipped or traditional online teaching? Two different strategies to handle teaching in nursing education during the COVID-19 pandemic
  29. Application of the cognitive load theory in prelicensure nursing education: a quantitative measurement focusing on instructional design
  30. Educational Process, Issue, Trend
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  32. Virtual patients: an option for future distance midwifery education?
https://doi.org/10.1515/ijnes-2021-0155
Keywords for this article
child health; continuing professional development; nurse educator; nursing education; Pediatric nursing; Rwanda

Articles in the same Issue

  1. Nurses’ and nurse educators’ experiences of a Pediatric Nursing Continuing Professional Development program in Rwanda
  2. Literature Reviews
  3. Measuring academic satisfaction in nursing students: a systematic review of the instruments
  4. Pediatric practicums in undergraduate nursing programs: an integrative review
  5. Research Articles
  6. Nursing educators’ collaboration and professional development: a cross-sectional study
  7. Ethical tension in nursing education: a challenge for faculty values and beliefs
  8. Improving practicing nurses’ knowledge and perceptions of older people: a quasi-experimental study
  9. Embracing diversity: measuring the impact of an international immersion learning experience on nursing students’ cultural beliefs and values
  10. Lower academic performance and dropout rates among University students with children: a prospective cohort study of nursing students in Bogotá, Colombia
  11. Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience
  12. Faculty supportive behaviors and nursing student mental health: a pilot study
  13. Intention and motivation to pursue higher education among registered nurses and midwives: a cross-sectional study during COVID-19
  14. An analysis of nursing and medical students’ attitudes towards and knowledge of Alzheimer’s Disease (AD)
  15. Assessing non-technical skills in undergraduate nursing students: a validation study
  16. Developing nursing students’ informatics competencies – A Canadian faculty perspective
  17. A creative approach for undergraduate nursing students to learn anatomy and physiology: a qualitative exploratory study
  18. Resilience and GRIT among undergraduate nursing students during the COVID 19 pandemic
  19. The effect of advocacy education of nursing students on attitudes towards disability: a quasi-experimental study
  20. Knowledge and perceptions of adverse childhood experiences (ACEs) among prelicensure nursing students
  21. Narrative photography with an expert patient as a method to improve empathy: a satisfaction study with health sciences students
  22. Self-efficacy beliefs among baccalaureate nursing students – A cross-sectional, comparative study
  23. Learning on the periphery: a modified Delphi study of a nursing student communities of practice model
  24. Clinical instruction in mental health nursing: students’ perceptions of best practices
  25. The experience of novice nurse faculty in Saudi Arabia
  26. Effective factors and challenges of forming transformational education in the nursing education system: a qualitative study
  27. Predictors associated with new nursing faculty’s intent to leave nursing academia: teaching preparation in doctoral program, institutional supports, and job satisfaction
  28. Flipped or traditional online teaching? Two different strategies to handle teaching in nursing education during the COVID-19 pandemic
  29. Application of the cognitive load theory in prelicensure nursing education: a quantitative measurement focusing on instructional design
  30. Educational Process, Issue, Trend
  31. Finding the right balance: student perceptions of using virtual simulation as a community placement
  32. Virtual patients: an option for future distance midwifery education?
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