Browsing by Author "Opare, M."
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Item The adherence of five nursing schools in Africa to regional educational standards: An evaluation report(Africa Journal of Nursing and Midwifery, 2007) Mtshali, N.; Uys, L.; Kamanzi, D.; Kohi, T.; Opare, M.Background: Programme review has been used to evaluate and formulate conclusions about the strengths and effectiveness of programmes. This article presents findings of the internal and external programme reviews which were conducted in five nursing schools in the African region. These reviews were guided by educational standards developed by the three World Health Organisation Collaborating Centres for Nursing and Midwifery Development in Africa with the support of the World Health Organisation African Regional Office. Objectives: To establish the adherence of five nursing schools in Africa to regional educational standards. Methods: In-depth case analysis was conducted, with each school forming a case. Data sources were all stakeholders and data were collected through interviews, focus groups, document analysis and observations. Results: The results reflected diversity in educational programmes and adherence to some of the educational standards. The educational programmes were striving to address the needs of the respective societies; curricula were coherent, with significant clinical exposure; there were productive international partnerships from which schools benefited significantly; and stakeholders were involved in addressing problems related to education and training. Weaknesses included inadequate teaching resources, a limited pool of suitably qualified academic staff, a lack of adequately prepared mentors and role models in the clinical areas; as well as a lack of specialist training and limited options within programmes if graduates wanted to specialise in certain areas.Item 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.Item Critical Thinking Dispositions of Mental Health Nursing Students: A Study at the Pantang Nurses’ Training College, Ghana(University of Ghana, 2003-04) Dake, A.; Day, R.; Opare, M.; Amponsah, B.; University of Ghana, College of Basic and Applied Sciences, School of Agriculture, Department of Crop ScienceCritical thinking is viewed as a necessary skill for nurses to make competent clinical judgments. Critical thinking by nurses in decision making and problem solving is compatible with the revised criteria for accreditation from the National League for Nurses (NLN, 1991). The Nurses’ and Midwives’ Council for Ghana shares similar goals in its nurse educational reform programmes. Nurse educators are expected to teach and assess critical thinking ability in nursing students. Some authors, however, argue that before examining or promoting the critical thinking abilities of the individual, a preliminary disposition to think critically must exist. The purpose of this study was to assess the feasibility of using the California Critical Thinking Dispositions Inventory (CCTDI) to assess the dispositions to think critically for mental health nursing students at the Pantang Nurses’ Training College in Ghana. A descriptive design using a convenience sample (n =81) was implemented. A pilot study among a small group of students (n = 14) from Ankaful Psychiatric Nurses’ Training College in Ghana who did not participate in the main study was conducted to ensure that the questionnaire was clear and the data collection method assessed. Descriptive and inferential statistics were used to analyze the data. Results showed that for the year of study, mean scores for students in year three on the truth-seeking sub-scale were significantly higher than mean scores for students in year two. In terms of age, sub-scale scores of self-confidence and analyticity were positively and significantly correlated. Sub-scale scores on open-mindedness and inquisitiveness were significantly but negatively correlated with age. There were no other significant findings.Item The evolution of nursing education in a postindependence context - Ghana from 1957 to 1970(Western Journal of Nursing Research, 2000-12) Opare, M.; Mill, J.E.Development of nursing education in Ghana between 1957 and 1970 is characterized by dynamic change and growth. Published manuscripts, personal interviews, and letters were used to analyze evolution of nursing education during this period. Following independence in 1957, developments in nursing education continued to be strongly influenced by external organizations and their designated experts. Policies, such as the local training of nurses and Africanization, provided impetus for nurses to further their education to assume senior positions in nursing education and administration. Emphasis on training nurses to work in a hospital-based curative health system, which had been the legacy of colonialism, gradually shifted to a broad-based education that prepared nurses to work in a variety of settings. Changes in nursing education occurred within an economic climate that presented ongoing impediments, yet the vision of the first generation of Ghanaian nurse leaders facilitated the tremendous progress seen during this period.Item An examination of pharmaceutical supply chain for artemisinin-based combination therapies in Ghana(Management Research Review, 2011-06) Asamoah, D.; Abor, P.; Opare, M.Purpose: The purpose of this paper is to examine the pharmaceutical supply chain for artemisinin-based combination therapies (ACT) in Ghana. Design/methodology/approach: This study employed an inductive approach in examining the dynamics of the pharmaceutical supply chain. The study also used analytical hierarchical process in identifying factors that are detrimental to the ACT supply chain. Findings: The study revealed that there are basically two main supply channels through which ACT enters the Ghanaian pharmaceutical system - private and public. The ACT network depicts a strong evidence of actor interdependence and long-term relationships. However, the key supply chain enabler - the use of information technology - was found to be lacking, leading to delays and disruptions in the supply chain system. Disruption was found to be the main detrimental factor to the supply chain although delay was found to be occurring more frequently. Price increases indicated a low effect on the supply network at the pharmacy level, but the general price of the highly subsidised effective ACT (Coartem) remains very high. Research limitations/implications: Owing to constraints in accessibility, it was challenging to contact all the actors in the network individually, especially the consumer. Drugs considered in the study were the WHO approved ACT, even though efforts were made to compile available anti-malarial drugs on the market. Practical implications: This study has provided insights into the supply chain for ACT. The findings of the study are relevant in improving the supply chain system. Originality/value: The paper brings to the fore the need for a proper pharmaceutical supply chain management in the health sector with regards to one of the world's most infectious and deadly diseases - malaria. © Emerald Group Publishing Limited.Item 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.Item Review of nursing and midwifery programmes in Africa(Africa Journal of Nursing and Midwifery, 2006) Uys, L.R.; Awases, M.; Kamanzi, D.; Kohi, T.W.; Mtshali, N.; Opare, M.Background: This article describes an action research project to develop and test a process of Internal and external review of health professionals' education in Africa, with special reference to nursing. Objectives: The objectives were to develop and validate the process and instrument used to establish the current benchmark of nursing education in Africa. This article reports only on the internal and external evaluation of some nursing programmes in Africa. Settings and participants: The setting was the African Region of the World Health Organization, involving different nursing schools in the different cycles of the process. Methods: Guidelines for internal and external review of nursing schools and programmes were drafted, tested and refined through a process of consultation, workshops, testing and amending. The last test involved the internal review of five African nursing schools and the external review of four of these. Results: The external reviews led to seven changes being made to the process and to the instrument to enhance clarity and quality of information gathered. The external reviewers evaluated the process concluding that both the schools and individuals benefited from their involvement in the process. Conclusions: Having processes and structures in place to make the review of health professional education programmes possible should enhance regional benchmarking and local quality improvement. © Unisa Press.