Browsing by Author "Asare, Bismarck"

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    A Comparative Literature Review of Nursing Education Standards across Cultures: Focusing on Baccalaureate Transitions in Developing Nations
    (Ghana Journal of Nursing and Midwifery (GJNMID), 2024-09-03) Selorm, Johnson Mensah Sukah; Asamoah-Atakorah, Rebecca; Opare, Dorothea; Asare, Bismarck; Danso, Kweku Owusu
    This study aimed to conduct a comparative analysis of nursing education standards across cultures, focusing on baccalaureate transitions in developing nations. A systematic literature review methodology was employed, analyzing 49 studies from databases including Google Scholar, PubMed, and ResearchGate. The analysis revealed common challenges across developing nations, including outdated curricula, inadequate clinical education, limited technology integration, and workforce retention issues. However, it also identified innovative approaches such as problem-based learning, simulation-based training, and global health integration. Findings highlight the need for context-specific educational strategies that align with global standards while addressing local healthcare needs. The study concludes that improving nursing education in developing nations requires multi-faceted approaches, including curriculum modernization, enhanced clinical training, technology integration, and stronger quality assurance mechanisms. Recommendations include investing in faculty development, strengthening regulatory frameworks, and fostering international collaborations. This analysis is significant in providing a comprehensive overview of nursing education challenges and potential solutions in developing nations, informing policy and educational reform efforts.
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    Stakeholder Perspectives on Nursing Credential Upgrades: A Comprehensive Literature Review of Global Studies
    (Ghana Journal of Nursing and Midwifery, 2024-09-02) Asare, Bismarck; Brobbey, Samuel Sanaa; Asamoah-Atakorah, Shadrach; Selorm, Johnson Mensah Sukah
    Purpose: To analyze stakeholder perspectives on nursing credential upgrades, comparing global, sub-Saharan African and Ghanaian contexts. Method: A comprehensive literature review was conducted using systematic search strategies across multiple databases. Thematic analysis was employed to identify key themes and patterns in stakeholder perspectives. Findings: Common themes across all levels include a push for higher qualifications, emphasis on competency-based education, and recognition of stakeholder involvement importance. Unique challenges in the Ghanaian context include resource constraints and rapid healthcare system changes. Conclusion: Successful nursing credential upgrades require balancing global standards with local needs, addressing resource constraints, and ensuring meaningful stakeholder engagement. Recommendations: Implement comprehensive curriculum reforms, strengthen faculty development programs, and establish formal mechanisms for stakeholder participation in policy development. Significance: This analysis provides valuable insights for policymakers and educators involved in nursing education reforms, contributing to efforts to strengthen health systems through improved healthcare workforce education.