Review of transnational nursing education programme curricula: process, findings, and recommendations

Authors

Maria T. Mackay, University of WollongongFollow
Joanne T. Joyce-McCoach, University of WollongongFollow
Moira Stephens, University of WollongongFollow
Natalie A. Cutler, University of WollongongFollow
Roy A. Brown, University of WollongongFollow
Ritin S. Fernandez, University of WollongongFollow
Terence John Froggatt, University of WollongongFollow
Leeanne E. Heaton, Central Queensland UniversityFollow
Lorna Moxham, University of WollongongFollow
Jenny Sim, University of WollongongFollow
Victoria Traynor, University of WollongongFollow
Sharon R. Bourgeois, University of WollongongFollow

RIS ID

107055

Publication Details

Mackay, M., Joyce-McCoach, J., Stephens, M., Cutler, N., Brown, R., Fernandez, R., Froggatt, T. J., Heaton, L., Moxham, L., Sim, J., Traynor, V. & Bourgeois, S. (2016). Review of transnational nursing education programme curricula: process, findings, and recommendations. Nurse Education Today, 42 73-77.

Abstract

Background University of Wollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. Aim The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. Methods The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approach where themes are strongly linked to the data and sourced from the explicit meaning of the discourse within the interview (Braun and Clarke, 2006). Results In total, there were 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. Conclusions This project has demonstrated that the TNEP makes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW.