ABSTRACT
To explore the future of nursing administration in preparation for a major review of the current curriculum in the one-year diploma in nursing administration at the Oman Specialized Nursing Institute [OSNI]. A two-part study explored 1] requisite roles, skills and competencies of the nurse administrator, 2] a leadership profile with two convenience samples: heads of nursing and nursing administration students. Each part was analyzed separately; the two groups were then compared with the latter revealing similarities and differences. Heads of nursing were more likely to describe roles and be task-oriented, emphasizing problem solving, whereas students focused on functions and processes. Both groups wanted nursing to be known for its code of professional conduct, and have an empowered nursing association. Leadership profile comparisons indicated heads of nursing were mature and practical whereas students were idealistic, with risk-taking tendencies. There was overall agreement that preparation for the nursing administration specialty should be at master's level; however, all nurses should undertake a leadership and management course during their progression to senior positions. The vision of those preparing to enter and those already in leadership positions is for empowerment of the nursing profession in Oman. Thus there is a need for highly educated nurse leaders and managers in nursing administration to provide the driving force for change and sustained motivation. The current Nursing Administration Programme [NAP] needs to be upgraded and delivered at the master's level for nurses specializing in nursing administration
Subject(s)
Humans , Nursing/organization & administration , Nursing, Supervisory/organization & administration , Education, Nursing, Continuing , Professional Competence , Staff DevelopmentABSTRACT
Conspicuous gaps demonstrate a collective global failure in the world's health systems as they struggle to manage complex and expensive demands. The Lancet Commission recently took a global interdisciplinary perspective and systematic approach to consider alliances between education for health professionals and health systems in order to address these problems. They concluded that positive outcomes require new instructional and institutional designs. Findings from the Lancet Commission have implications for the development of health professional education in Oman, particularly with regard to the call for integrative and transformative education for the next generation of health professionals. Education in the Omani health sector must keep up with increasing challenges in both the health and education sectors