Comparing the effect of competence-based and knowledge-based curricula on partogram use competence among finalist nursing students in Tanzania: a cross-sectional study

Ntamubano, Saliath A

dc.creator	Ntamubano, Saliath A
dc.date	2019-09-05T08:39:05Z
dc.date	2019-09-05T08:39:05Z
dc.date	2018
dc.date.accessioned	2022-10-20T14:03:14Z
dc.date.available	2022-10-20T14:03:14Z
dc.identifier	Ntamubano, S.A. (2018). Comparing the effect of competence-based and knowledge-based curricula on partogram use competence among finalist nursing students in Tanzania: a cross-sectional study. Dodoma: The University of Dodoma
dc.identifier	http://hdl.handle.net/20.500.12661/1673
dc.identifier.uri	http://hdl.handle.net/20.500.12661/1673
dc.description	Dissertation (MSc Nursing Education)
dc.description	Background: Competence-Based Education Training (CBET) was introduced in Tanzania early 2009 to influence academic outcomes among nurse student to be able to link theory and clinical practice in order for them to deliver quality and cost-effective care to patients. Despite its strength, nurse students still lack sound clinical judgments, critical thinking, good communication and problem-solving skills. This situation raises a number of questions that there is something missing in the curricula or the way nurse students are taught do not match with current market demands Aim: The study intended to determine the effect of CBET as compared to KBET on Partogram use Competence among finalist nursing students in Tanzania. Method: analytical cross-sectional study design with quantitative approach. A convenience sampling technique was employed for achieving 812 finalist nursing students. Self administeredquestionnaire was the main data collection tool and Statistical Package for Service Solution (SPSS v. 23) software program was used for data entry, analysis, and presentation. Results: finalist nursi ng students under KBET curriculum were 2.238 (AOR) more times likely to have positive attitude on the use of partogram those under CBET curriculum (p<0.05, CI: 1.303; 3.845). Students under KBET curriculum were 3.801 (AOR) more times likely to have knowledge on the use of partogram than those under CBET curriculum (p<0.001, CI: 2.834; 5.099). Students under KBET curriculum were 0.982 (AOR) more times likely to develop skills on the use of partogram than those under CBET curriculum (p>0.05, CI: 0.712; 1.355). Conclusion: despite its strength, it has been observed that nurse students who were produced under CBET and KBET curricula to some extent lacked required competences on partogram use. Recommendation: findings of the current study recommend higher authorities, program/curriculum developers, and other stakeholders to review CBET curriculum content, input and process to improve clinical attitude, knowledge and skills among nurse student in nursing training institutions. Key Words: CBET, KBET, Competence, Partogram, Finalist Nursing Student, Tanzania
dc.publisher	The University of Dodoma
dc.subject	Nursing students
dc.subject	Nurse students
dc.subject	Tanzania
dc.subject	Finalist
dc.subject	Last year
dc.subject	Finalist nursing students
dc.subject	Partogram
dc.subject	Competence
dc.subject	CBET
dc.subject	KBET
dc.subject	Competence based curriculum and Training
dc.subject	Knowledge-based curriculum and Training
dc.title	Comparing the effect of competence-based and knowledge-based curricula on partogram use competence among finalist nursing students in Tanzania: a cross-sectional study
dc.type	Dissertation