article · BMC Medical Education
BACKGROUND: Tanzania has embarked on health service developments advancing the quality of respectful and compassionate nursing care provision through training in health literacy and respectful and compassionate care. The undergraduate nursing program, while technically sound is inadequate in these areas. Through an EU + funded collaborative partnership between universities in Europe and Tanzania with associated training hospitals, modules in the topic areas were developed, implemented, and clinical learning environments assessed. The study aim was to ascertain the development of compassionate and respectful nursing care and health literacy competencies of undergraduate nursing students in Tanzania following completion of an education program. A secondary aim was to evaluate the suitability and capacity of the clinical learning environment to optimize the learning process for student nurses undertaking the program. METHODS: A pragmatic approach was used, drawing on formative evaluation through the phased development and implementation of an education program for undergraduate student nurses using a pretest-posttest design. A questionnaire survey was undertaken with student nurses (n = 151) in three Tanzanian universities before and after the education program was delivered. RESULTS: Nursing students' knowledge, skills and attitudes related to Health Literacy all showed statistically significant improvement two weeks after the education program. For Respectful and Compassionate Care, no statistically significant difference was found. In the referral hospitals clinical learning environments, nursing students rated the overall subcategory "Satisfaction" at 41,6% on Strongly Agree/Agree. CONCLUSIONS: The development and implementation of an education program for undergraduate nursing students in Tanzania resulted in improved health literacy competencies. However, it did not produce the same outcome in competency development for respectful and compassionate care. Active inclusion and integration of respectful and compassionate care into the hospital setting with development of the learning environment can facilitate nurse's competency development. Supportive clinical learning environment boost students in their learning process.
This page summarises published work. The authoritative version sits with the publisher.
DOI: 10.1186/s12909-025-06894-5
Is something wrong with this record? Report it or request removal.
Discussion
Have you built on this work, tried to replicate it, or seen it applied in practice? Share what you know. Verified researchers and MARATTO™ domain experts can open a discussion, and any member can reply. Contributions are reviewed before they appear.
No discussion yet. Open the first thread.
New to MARATTO™? Create a free account.
