Exploring Conceptions of Curriculum Reform on Work Performance: The Case of Nurse Trainers and Trainees in Kilimanjaro Tanzania.

Mushi, Clara Telesphory (2023) Exploring Conceptions of Curriculum Reform on Work Performance: The Case of Nurse Trainers and Trainees in Kilimanjaro Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

This study aimed at exploring the conceptions of curriculum reform from nursing trainers and trainees and how those conceptions shaped their work interaction and performance in Kilimanjaro. Specifically, the study examined the views of nurse trainers on the curriculum reform from four years to three; assessed the similarities and differences of these views and determined their effects on work interaction and job performance. Framed within constructivist theories of learning, it is argued that while our experiences shape the perception of others it can negatively affect the way we interact with them and impact on their job performance. Interviews and focused group discussions with five nurse trainers and twenty newly employed nurses working in two health-training centres in Kilimanjaro Tanzania were conducted. The findings reveal that majority of nurse trainers used their prior experiences of the length of curriculum to determine the effectiveness of the changed curriculum on newly employed nurses. At the same time, the majority of newly trained nurses used their self-achievements and future possibilities to determine the effectiveness of curriculum change on their job performance. Interestingly, the same changed curriculum was used by most to justify their conceptions both in favour and against the change. This raises further questions about the role of curriculum change in developing competent professionals. The two varying views of curriculum change and their effect on curriculum implementation and assessment of job performance are presented. Keyword: Curriculum reform, Nursing, Midwifery, Education, Phenomegrapgy.

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