{"title":"莱索托符合文化习俗的护理课程改革的社会构建框架：一种多方法方法","authors":"","doi":"10.1016/j.ijans.2024.100777","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Implementing a transformative nursing curriculum is strategic for a country’s population health outcomes. However, transforming a nursing curriculum is challenging due to the lack of investigation into cultural influences impacting such transformation.Therefore, in order to implement a transformative nursing curriculum, educators need support to explore what a culturally congruent framework would look like.</p></div><div><h3>Purpose</h3><p>To socially construct a framework for culturally congruent nursing curriculum transformation in Lesotho.</p></div><div><h3>Methodological approach</h3><p>This study used a descriptive, qualitative, multiple-method research approach. The transformative learning theory was the theoretical context within the social constructivism research paradigm. The Mmogo-Method<sup>TM</sup>and the KAWA technique were methods used for data collection during the study’s two empirical phases. The Mmogo-Method<sup>TM</sup> was used to describe cultural influences on curriculum implementation, while the KAWA technique was used to describe the congruency between culture and transformative curriculum implementation. Out of a population of 11, a convenience sample of seven midwifery educators was used for the Mmogo-Method<sup>TM</sup> and a criterion purposive samplingselection of 14 nursing educatorsfrom a population of 64 for the KAWA technique. Additionally, a narrative literature review was systematically performed to establisha relationship between culture and transformative curriculum implementation.</p></div><div><h3>Findings and interpretations</h3><p>Empirical findings from the Mmogo-Method<sup>TM</sup>, KAWA technique, and the narrative literature review confirmed that culture might well influence the implementation of a transformative nursing curriculum. The findings were used to draft a framework validated by nursing educators. The three emergent framework concepts were: transformative learning; educators; and students. These three concepts were inter-related throughout the learning process.</p></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2214139124001239/pdfft?md5=2b61888aaaac73d9d85f0fade9211fe6&pid=1-s2.0-S2214139124001239-main.pdf","citationCount":"0","resultStr":"{\"title\":\"A socially constructed framework for culturally congruent nursing curriculum transformation in Lesotho: A Multi-Methods approach\",\"authors\":\"\",\"doi\":\"10.1016/j.ijans.2024.100777\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Implementing a transformative nursing curriculum is strategic for a country’s population health outcomes. However, transforming a nursing curriculum is challenging due to the lack of investigation into cultural influences impacting such transformation.Therefore, in order to implement a transformative nursing curriculum, educators need support to explore what a culturally congruent framework would look like.</p></div><div><h3>Purpose</h3><p>To socially construct a framework for culturally congruent nursing curriculum transformation in Lesotho.</p></div><div><h3>Methodological approach</h3><p>This study used a descriptive, qualitative, multiple-method research approach. The transformative learning theory was the theoretical context within the social constructivism research paradigm. The Mmogo-Method<sup>TM</sup>and the KAWA technique were methods used for data collection during the study’s two empirical phases. The Mmogo-Method<sup>TM</sup> was used to describe cultural influences on curriculum implementation, while the KAWA technique was used to describe the congruency between culture and transformative curriculum implementation. Out of a population of 11, a convenience sample of seven midwifery educators was used for the Mmogo-Method<sup>TM</sup> and a criterion purposive samplingselection of 14 nursing educatorsfrom a population of 64 for the KAWA technique. Additionally, a narrative literature review was systematically performed to establisha relationship between culture and transformative curriculum implementation.</p></div><div><h3>Findings and interpretations</h3><p>Empirical findings from the Mmogo-Method<sup>TM</sup>, KAWA technique, and the narrative literature review confirmed that culture might well influence the implementation of a transformative nursing curriculum. The findings were used to draft a framework validated by nursing educators. The three emergent framework concepts were: transformative learning; educators; and students. 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A socially constructed framework for culturally congruent nursing curriculum transformation in Lesotho: A Multi-Methods approach
Background
Implementing a transformative nursing curriculum is strategic for a country’s population health outcomes. However, transforming a nursing curriculum is challenging due to the lack of investigation into cultural influences impacting such transformation.Therefore, in order to implement a transformative nursing curriculum, educators need support to explore what a culturally congruent framework would look like.
Purpose
To socially construct a framework for culturally congruent nursing curriculum transformation in Lesotho.
Methodological approach
This study used a descriptive, qualitative, multiple-method research approach. The transformative learning theory was the theoretical context within the social constructivism research paradigm. The Mmogo-MethodTMand the KAWA technique were methods used for data collection during the study’s two empirical phases. The Mmogo-MethodTM was used to describe cultural influences on curriculum implementation, while the KAWA technique was used to describe the congruency between culture and transformative curriculum implementation. Out of a population of 11, a convenience sample of seven midwifery educators was used for the Mmogo-MethodTM and a criterion purposive samplingselection of 14 nursing educatorsfrom a population of 64 for the KAWA technique. Additionally, a narrative literature review was systematically performed to establisha relationship between culture and transformative curriculum implementation.
Findings and interpretations
Empirical findings from the Mmogo-MethodTM, KAWA technique, and the narrative literature review confirmed that culture might well influence the implementation of a transformative nursing curriculum. The findings were used to draft a framework validated by nursing educators. The three emergent framework concepts were: transformative learning; educators; and students. These three concepts were inter-related throughout the learning process.
期刊介绍：
International Journal of Africa Nursing Sciences (IJANS) is an international scientific journal published by Elsevier. The broad-based journal was founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of Nursing and Midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline. The fully refereed journal provides a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal call for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa, technical reports, and short communications, and which will meet the journal''s high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa. The journal publishes the highest quality scholarly contributions reflecting the diversity of nursing, and is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal. We will only publish work that demonstrates the use of rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of nursing and midwifery as it relates to the Africa context.
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