Browsing by Author "Ogilvie, L."

Now showing 1 - 3 of 3

Building capacity through a collaborative international nursing project
(Journal of Nursing Scholarship, 2003-06) Ogilvie, L.; Allen, M.; Laryea, J.; Opare, M.
Purpose: To discuss: (a) physical, human, organizational, social, and cultural capital and (b) empowerment as two theoretical foundations for building capacity. Methods. These theoretical notions are examined in an analysis of a joint project between the Department of Nursing, University of Ghana and the Faculty of Nursing at the University of Alberta, Canada. Findings: Capacity for the management of international development projects was enhanced at both sites. Building capacity required mutual trust, tolerance of ambiguity, and a willingness to step into the unknown. © 2003 Sigma Theta Tau International.
The exodus of health professionals from sub-Saharan Africa: Balancing human rights and societal needs in the twenty-first century
(Nursing Inquiry, 2007-07) Ogilvie, L.; Mill, J.E.; Astle, B.; Fanning, A.; Opare, M.
OGILVIE L, MILL JE, ASTLE B, FANNING A and OPARE M. Nursing Inquiry 2007; 14: 114-124The exodus of health professionals from sub-Saharan Africa: balancing human rights and societal needs in the twenty-first century Increased international migration of health professionals is weakening healthcare systems in low-income countries, particularly those in sub-Saharan Africa. The migration of nurses, physicians and other health professionals from countries in sub-Saharan Africa poses a major threat to the achievement of health equity in this region. As nurses form the backbone of healthcare systems in many of the affected countries, it is the accelerating migration of nurses that will be most critical over the next few years. In this paper we present a comprehensive analysis of the literature and argue that, from a human rights perspective, there are competing rights in the international migration of health professionals: the right to leave one's country to seek a better life; the right to health of populations in the source and destination countries; labour rights; the right to education; and the right to nondiscrimination and equality. Creative policy approaches are required to balance these rights and to ensure that the individual rights of health professionals do not compromise the societal right to health. © 2007 The authors. Journal compilation © 2007 Blackwell Publishing Ltd.
Reconceptualising Preceptorship in Clinical Nursing Education in Ghana
(International Journal of Africa Nursing Sciences, 2019-04) Asirifi, M.; Ogilvie, L.; Barton, S.; Aniteye, P.; Stobart, K.; Bilash, O.; Eliason, C.; Achempim-Ansong, G.; Kwashie, A.; Aziato, L.
Clinical teaching in nursing education is a worldwide challenge that needs to be context specific (Vitale, 2014) in relation to local health needs, current and potential nursing roles within the health system, and availability of human, fiscal, and clinical resources. Resource constraints, however, pose greater challenges in low and middle-income countries. In 2016, we engaged in a four-cycle community-based participatory action research (CBPR) study to examine current issues in clinical nursing education in one school of nursing in Ghana and worked collaboratively with stakeholders in visioning possibilities for improvement. Congruent with the CBPR approach (Caine & Mill, 2016), a four-member Collaborative Research Team from the School of Nursing engaged in the study consulted in the development of the research as it progressed, collaborated in data analysis, determined priorities for action, and participated in devising and implementing recommendations.