Social accountability and nursing education in South Africa

References

• WHO. Strategic directions for strengthening nursing and midwifery services 2011–2015. 2010; Geneva: World Health Organization.
   Google Scholar
• WHO AFRO. WHO guidelines for implementing strategic directions for strengthening nursing and midwifery services in the African region 2007–2017. 2007; Brazzaville, Congo: World Health Organization Regional Office for Africa.
   Google Scholar
• Global Health Workforce Alliance, WHO. A universal truth: no health without a workforce. 2013; Geneva: World Health Organization.
   Google Scholar
• Institute of Medicine. The future of nursing: leading change, advancing health. 2011; Washington, DC: The National Academies Press.
   Google Scholar
• Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, etal. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010; 376: 1923–58.
   Google Scholar
• Mullan F, Frehywot S, Omaswa F, Buch E, Chen C, Greyseen SR, etal. Medical schools in sub-Saharan Africa. Lancet. 2011; 377: 1113–1121. [PubMed Abstract].
   Google Scholar
• WHO, Global Health Workforce Alliance. Scaling up, saving lives: task force for scaling up education and training for health workers. 2008; Geneva: World Health Organization.
   Google Scholar
• WHO. Transforming and scaling up health professionals’ education and training. World Health Organization guidelines. 2013; Geneva: World Health Organization.
   Google Scholar
• Boelen C, Heck JE. Defining and measuring the social accountability of medical schools. 1995; Geneva: World Health Organization.
   Google Scholar
• WHO. Transforming the health workforce in support of universal health coverage: global toolkit for evaluating health workforce education. 2014; Geneva: World Health Organization.
   Google Scholar
• Spitzer A, Perrenoud B. Reforms in nursing education across Western Europe: implementation processes and current status. J Prof Nurs. 2006; 22: 162–71.
   Google Scholar
• Spitzer A, Perrenoud B. Reforms in nursing education across Western Europe: from agenda to practice. J Prof Nurs. 2006; 22: 150–61.
   Google Scholar
• Lane SH, Kohlenberg E. The future of baccalaureate degrees for nurses. Nurs Forum. 2010; 45: 218–27.
   Google Scholar
• Wade GH. Professional nurse autonomy: concept analysis and application to nursing education. J Adv Nurs. 1999; 30: 310–18.
   Google Scholar
• Keogh J. Professionalization of nursing: development, difficulties and solutions. J Adv Nurs. 1997; 25: 302–8.
   Google Scholar
• Aiken L, Clarke S, Cheung R, Sloane D, Silber J. Educational levels of hospital nurses and surgical patient mortality. JAMA. 2003; 290: 1617–23.
   Google Scholar
• Blaney DR. An historical review of positions in baccalaureate education in nursing as basic preparation for professional nursing practice 1960–1984. J Nurs Educ. 1986; 25: 182–5. [PubMed Abstract].
   Google Scholar
• Dlamini DM, Mashaba TG. The changing policy on the basic nursing education system in South Africa and in its independent and self-governing states. Nurse Educ Today. 1988; 8: 173–7.
   Google Scholar
• Ehlers VJ. Nursing education in the Republic of South Africa. Nurse Educ. 2002; 27: 207–9.
   Google Scholar
• Forbes MO, Hickey MT. Curriculum reform in baccalaureate nursing education: review of the literature. Int J Nurs Educ Scholarsh. 2009; 6 Article no. 27.
   PubMedGoogle Scholar
• Hegarty J, Walsh E, Condon C, Sweeney J. The undergraduate education of nurses: looking to the future. Int J Nurs Educ Scholarsh. 2009; 6 Article no. 17.
   PubMedGoogle Scholar
• Uys LR. Nursing education in South Africa. Nurse Educ Today. 1989; 9: 211–3.
   Google Scholar
• Callery P. Moral learning in nursing education: a discussion of the usefulness of cognitive-developmental and social learning theories. J Adv Nurs. 1990; 15: 324–8.
   Google Scholar
• Aboriginal Nurses Association of Canada, Canadian Association of Schools of Nursing, Canadian Nurses Association. Cultural competence and cultural safety in nursing education. 2009; Ottawa: Aboriginal Nurses Association of Canada.
   Google Scholar
• Bartlett HP, Simonite V, Westcott E, Taylor HR. A comparison of the nursing competence of graduates and diplomates from UK nursing programmes. J Clin Nurs. 2000; 9: 369–79.
   Google Scholar
• Clinton M, Murrells T, Robinson S. Assessing competency in nursing: a comparison of nurses prepared through degree and diploma programmes. J Clin Nurs. 2005; 14: 82–94.
   Google Scholar
• Pardue SF. Decision-making skills and critical thinking ability among associate degree, diploma, baccalaureate, and master's-prepared nurses. J Nurs Educ. 1987; 26: 354–61. [PubMed Abstract].
   Google Scholar
• Takase M, Nakayoshi Y, Yamamoto M, Teraoka S, Imai T. Competence development as perceived by degree and non-degree graduates in Japan: a longitudinal study. Nurse Educ Today. 2014; 34: 451–6.
   Google Scholar
• Manias E, Bullock S. The educational preparation of undergraduate nursing students in pharmacology: clinical nurses’ perceptions and experiences of graduate nurses’ medication knowledge. Int J Nurs Stud. 2002; 39: 773–84.
   Google Scholar
• Rand ML, Pajarillo EJY. A robust social and professional connection between master educator and doctor of nursing practice student instructor: virtual mentoring and preceptorship via distance education. Nurs Educ Today. 2015
   Web of Science ®Google Scholar
• Young L, Frost LJ, Bigl J, Clauson M, McRae C, Scarborough KS, etal. Nurse Educator Pathway Project: a competency-based intersectoral curriculum. Int J Nurs Educ Scholarsh. 2010; 7 Article no. 42.
   Google Scholar
• Tanner CA. The Oregon Consortium for nursing education: a response to the nursing shortage. Policy Polit Nurs Pract. 2008; 9: 203–9.
   Google Scholar
• D'Souza MS, Karkada SN, Parahoo K, Venkatesaperumal R. Perception of and satisfaction with the clinical learning environment among nursing students. Nurse Educ Today. 2015
   Web of Science ®Google Scholar
• O'Donnell H. Expectations and voluntary attrition in nursing students. Nurse Educ Prac. 2011; 11: 54–63.
   Google Scholar
• McLaughlin K, Moutray M, Moore C. Career motivation in nursing students and the perceived influence of significant others. J Adv Nurs. 2010; 66: 404–12.
   Google Scholar
• McLaughlin K, Muldoon OT, Moutray M. Gender, gender roles and completion of nursing education: a longitudinal study. Nurs Educ Today. 2010; 30: 303–7.
   Web of Science ®Google Scholar
• Redman RW, Lenburg CB, Hinton WP. Competency assessment: methods for development and implementation in nursing education. Online J Issues Nurs. 1999; 4 Manuscript 3.
   Google Scholar
• Sabin M, Taylor R, Tilley C. Untangling a complex issue: an overview of initiatives to support nursing and midwifery student recruitment, selection and retention in Scottish Universities. Nurs Educ Today. 2010; 32: 469–74.
   Web of Science ®Google Scholar
• Global consensus on social accountability of medical schools. 2010. Available from: http://www.healthsocialaccountability.org [cited 14 January 2015]..
   Google Scholar
• Boelen C, Woollard B. Social accountability and accreditation: a new frontier for educational institutions. Med Educ. 2009; 43: 887–94.
   Google Scholar
• Woollard RF. Caring for a common future: medical schools’ social accountability. Med Educ. 2006; 40: 301–13.
   Google Scholar
• Boelen C, Woollard R. Social accountability: the extra leap to excellence for educational institutions. Med Teach. 2011; 33: 614–9.
   Google Scholar
• Celletti F, Reynolds TA, Wright A, Stoertz A, Dayrit M. Educating a new generation of doctors to improve the health of populations in low- and middle-income countries. PLoS Med. 2011; 8: 1001108.
   PubMed Web of Science ®Google Scholar
• WHO. Global standards for the initial education of professional nurses and midwives. Geneva: World Health Organization.
   Google Scholar
• DOH. Strategic Plan for Nursing Education, Training and Practice 2012/13–2016/17. 2013; Pretoria: Department of Health.
   Google Scholar
• Republic of South Africa. Nursing Act No. 33 of 2005. 2005; Pretoria: Government Printer.
   Google Scholar
• Blaauw D, Ditlopo P, Rispel LC. Nursing education reform in South Africa-lessons from a policy analysis study. Glob Health Action. 2014; 7: 26401. doi: http://dx.doi.org/10.3402/gha.v7.26401 [PubMed Abstract].
   Google Scholar
• Breier M, Wildschut A, Mgqolozana T. Nursing in a new era: the profession and education of nurses in South Africa. 2009; Cape Town: HSRC Press.
   Google Scholar
• Rispel LC, Blaauw D, Chirwa T, de Wet K. Factors influencing agency nursing and moonlighting among nurses in South Africa. Glob Health Action. 2014; 7: 23585. doi: http://dx.doi.org/10.3402/gha.v7.23585 [PubMed Abstract].
   Google Scholar
• Rispel LC, Chirwa T, Blaauw D. Does moonlighting influence South African nurses’ intention to leave their primary jobs?. Glob Health Action. 2014; 7: 25754. doi: http://dx.doi.org/10.3402/gha.v7.25754 .
   Google Scholar
• Brooks J, McCluskey S, Turley E, King N. The utility of template analysis in qualitative psychology research. Qual Res Psychol. 2015; 12: 202–22.
   PubMed Web of Science ®Google Scholar
• DOH. National Human Resource Plan. 2006; Pretoria: Department of Health.
   Google Scholar
• DOH. Nursing Strategy for South Africa. 2008; Pretoria: Department of Health.
   Google Scholar
• DOH. Human Resources for Health South Africa: HRH strategy for the health sector 2012/13–2016/17. 2011; Pretoria: Department of Health.
   Google Scholar
• WHO. Increasing access to health workers in remote and rural areas through improved retention. 2010; Geneva: World Health Organization.
   Google Scholar
• Rich KL, Nugent KE. A United States perspective on the challenges in nursing education. Nurse Educ Today. 2010; 30: 228–32.
   Google Scholar
• Ali PA, Naylor PB. Association between academic and non-academic variables and academic success of diploma nursing students in Pakistan. Nurse Educ Today. 2010; 30: 157–62.
   Google Scholar
• Oermann MH, Gaberson KB. Evaluation and testing in nursing education. 2009; New York: Springer.
   Google Scholar
• Thompson CM. Transitioning from a faculty to an administrative role: part 1, moving from individual to collective accountability. Nurse Educ. 2011; 36: 2–3.
   Google Scholar