Investigating the experiences of nurse educators in implementation of the New Nursing Education Diploma Programme

Abstract

Background: The implementation of the Nursing Education Diploma Programme represents a major reform in nursing education, emphasizing competency-based training aligned with national health priorities and evolving healthcare demands. However, limited empirical evidence exists on nurse educators’ experiences during implementation.

Aim of the study: This study aimed to investigate the lived experiences of nurse educators in implementing the new Nursing Education Diploma Programme in a selected institution in Gauteng province.

Methodology: A qualitative descriptive design was used to investigates the nurse educators’ experiences during implementation of the new diploma in nursing programme. Purposive sampling recruited 10 nurse educators from a selected accredited nursing education institution. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s (2022) six - step thematic analysis to identify recurring patterns and salient themes related to implementation of the programme.

Key findings: Three themes emerged: (1) Engagement with curriculum reform, (2) Educator preparedness and competence, and (3) Institutional environment and resource capacity. Educators demonstrated commitment through adaptive response, employing innovative teaching strategies and collaboration to support student learning and curriculum alignment, despite challenges such as limited resources and increased workload.

Conclusion: Successful implementation depends on sustained institutional support, adequate resources, and continuous professional development to sustain nurse educators’ capacity. The findings provide insights for strengthening competency-based nursing education.