Overcoming Barriers to Nursing and Community Health Worker Education in Papua New Guinea: Challenges and Strategies
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Abstract
Background: Papua New Guinea (PNG) faces significant challenges in healthcare delivery and workforce development. Quality education for nurses and community health workers is crucial for strengthening the health system, especially public health.
Aims: This research aimed to identify persistent barriers to teaching and learning in nursing and health worker schools in PNG and strategies to overcome them. It builds on previous studies and incorporates recent findings on educators’ continuing professional development needs.
Methods: Researchers used mixed methods, including surveys of 217 faculty members from 34 education institutions, as well as qualitative feedback from nursing school principals. Data were analysed using descriptive statistics and thematic analysis. Researchers compared the current findings and those from a 2013 baseline study.
Results: The study identified several key barriers to improving health professional education. Technological challenges are pervasive, with limited internet access and a lack of adequate information technology severely constraining educational activities. Infrastructure deficits, including inadequate classroom spaces, insufficient clinical skills laboratories and absence of up-to-date libraries were also highlighted as significant issues. Financial constraints exacerbate these challenges as inconsistent funding undermines the ability of schools to maintain resources and operate effectively. Comparative analysis indicated that staff shortages and limited opportunities for professional development persist, with a decline in the proportion of faculty possessing formal teaching qualifications.
Despite challenges, schools are using innovative strategies to address these barriers. Partnerships with local organisations and health authorities have been instrumental in supporting educational initiatives. Schools have also engaged in resource-sharing arrangements to maximise available materials, particularly in clinical training, with increasing focus on faculty development. Continuing professional development was recognised as essential for enhancing teaching quality and adapting to the evolving educational landscape.
Conclusion: While efforts have been made to expand and strengthen health professional education in PNG, significant challenges related to technological, infrastructural, financial, and human resources remain. Addressing these challenges to support public health requires sustained coordinated efforts from multiple stakeholders, including systematic professional development programs to improve the quality of educators, crucial for enhancing education for future nurses and community health workers in PNG.
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