RESUMO
BACKGROUND: Global partnerships amplify nursing leadership capacity in low-resource countries through targeted education efforts. PURPOSE: We examined a nursing faculty partnership between US and Haitian universities, where Haitian faculty completed graduate-level degrees highlighting leadership and education. This marked the first time a Haitian university awarded a master's of nursing degree. METHODS: Longitudinal qualitative research data collection included interviews and observations among 28 participants. Recurrent cross-sectional analysis explored themes and perceived changes in leadership behaviors. RESULTS: Advanced professional stature, leadership as a nurse educator and in the clinical setting, transformational leadership, and challenges to leadership practice were key themes. Graduate nursing education resulted in an improved vision of nursing, increased perceptions of leadership capacities, and advanced management strategies. CONCLUSIONS: This partnership led to an Office of Nursing Education at the State University of Haiti, a milestone in the advancement of nursing in this low-resource country.
Assuntos
Educação de Pós-Graduação em Enfermagem , Liderança , Estudos Transversais , Docentes de Enfermagem , Haiti , Humanos , Pesquisa em Educação em EnfermagemRESUMO
Using an educate-the-educator model, this partnership responds to an international imperative to build human resource capacity among Haitian nurses. We created a graduate program of study for nursing faculty in leadership and education at the State University of Haiti. This paper describes a process and impact evaluation of the Regis College Haiti Project (RCHP). Semi-structured interviews explored key-informant perceptions. A purposeful sample of faculty, deans, and community leaders was used. A researcher interviewed stakeholders in French (the preferred language of the Ministry of Health) on professional responsibilities, leadership skills and teaching practices. Salient findings include: 1) increasing use of leadership skills; 2) enhanced respect from allied professionals, community members, peers, and managers; 3) improved competence developing teaching materials; and 4) increasing classroom engagement. Understanding perceived impact informs next steps in promoting professional development. Further, it advances ownership and self-efficacy among faculty and stakeholders within health care and higher education.