Tutors’ Involvement In Curriculum Development In Nursing And Midwifery Training Colleges In The Ashanti Region Of Ghana

Abstract

This study sought to find out tutor involvement in curriculum development in Nursing and Midwifery Training Colleges (NMTCs) in the Ashanti region of Ghana. It sought to specifically discuss the extent of tutor involvement in curriculum development, to find out the curriculum implementation challenges of tutors in NMTCs, and to identify potential roles tutors can play in the development of NMTC curricula. A descriptive survey design using a quantitative approach, was employed for the study. A structured questionnaire was used to collect data from Nursing and Midwifery tutors in the 10 accredited public NMTCs offering basic programmes in the Ashanti region. Census technique was used, and data was collected from all three hundred and seven (307) tutors who met the inclusion criteria for the study. Data was processed with SPSS version 26 and analysed descriptively and inferentially. Findings of the study revealed a low tutor involvement in curriculum development in the Ashanti region; and a litany of implementation challenges such as inadequate teaching and learning resources, high student-tutor ratio, and inadequate in-service training on revised curriculum. The findings further revealed that tutors could assume roles such as needs assessment, provision of expert information in subject areas, in curriculum development. Based on the study’s findings, it is recommended among others, that the N&MC takes the necessary steps to broaden its engagement with tutors, principals, Ministry of Health (MOH), and all other relevant stakeholders; and to provide curriculum development training and retraining for tutors; to enhance tutor involvement in curriculum development.