Authors: Vumilia Mmari, Kibusi Stephen, Mselle Lilian, Kalafunja Osaki.
Background: Competency Based Education and Training (CBET) curriculum has been successfully implemented globally. In Africa, it was implemented in South Africa since 1998. In Tanzania, implementation of CBET curriculum started in 2005 with Ministry of Education and Vocation Training. In the Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC) adapted CBET curriculum since 2008.
During ten years of the implementation of CBET curriculum for nursing and midwifery, the government of Tanzania has made various interventions to support its implementation. Despite these interventions there is no information on how CBET curriculum for nursing and midwifery is being implemented since its adaption in 2008, and major revision in 2017. Thus, the balance between the designed and implemented curriculum is yet to be established. This lack of curriculum implementation information significantly limits interpretation of the effectiveness of the curriculum for the intended programme.
Objective: To explore the implementation fidelity of the CBET curriculum for Nursing and Midwifery among nurse educators in Tanzania.
Methods: Descriptive cross sectional concurrent mixed method design will be employed, whereby both qualitative and quantitative methods will be used. About 215 nurse educators will be randomly selected to administer questionnaires. Descriptive and inferential statistics will be used to analyze data and measures of central tendencies. Univariate analysis and regression will be used to test the relationship between independent and dependent variables. Statistical significance will be set at P value of ≤ 0.05 and level of confidence interval will be at 95%. In qualitative approach purposeful sampling approach will be used to reach key informants. The principle of saturation will determine the sample size. All interviews will be recorded and transcribed verbatim. Thematic framework will be used to analyze the data, the Nvivo 10 software will be used to generate coding system.
Conclusion: There is no information on the implementation fidelity of the CBET curriculum for nursing and midwifery programme in Tanzania. The study will establish the degree of implementation fidelity of the Competency Based curriculum for nursing and midwifery training in Tanzania.
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