A Multifaceted Analysis of Tutors’ Performance in Ghana’s Nursing and Midwifery Training Colleges Examining Administrative, Pedagogical, Practical, and Clinical Supervisory Roles

Abstract

This multifaceted analysis examines tutors’ performance in Ghana’s Nursing and Midwifery Training Colleges (NMTCs), focusing on their administrative, pedagogical, practical, and clinical supervisory roles. The study synthesizes recent research to provide a comprehensive understanding of challenges and opportunities in nursing education. Findings reveal significant disparities in resource allocation, challenges in implementing competency-based education, and the need for enhanced clinical supervision strategies. Results indicate that tutors’ effectiveness is hampered by heavy workloads, inadequate preparation for certain roles, and inconsistent support systems. The analysis concludes that a holistic approach to improving tutors' performance is essential for enhancing the quality of nursing education in Ghana. Recommendations include developing a national framework for clinical supervision, implementing comprehensive professional development programs, and strengthening partnerships between NMTCs and healthcare facilities. This analysis is significant for informing policy decisions, guiding resource allocation, and shaping professional development initiatives in Ghana's nursing education sector, ultimately contributing to improved healthcare delivery in the country.