Bridging Theory and Practice An Evaluation of Competency-Based Education Models in Ghana’s Nursing and Midwifery Training Colleges

Abstract

This paper aims to evaluate the implementation of Competency-Based Education (CBE) models in Ghana's nursing and midwifery training colleges, focusing on bridging the gap between theory and practice. A comprehensive literature review and analysis of recent studies were conducted, examining cultural and contextual factors, healthcare system context, challenges in nursing education, and capacity building efforts. The findings reveal significant challenges in clinical placements, quality assurance, and alignment of competencies with cultural and healthcare system needs. While CBE implementation shows promise, it is hindered by resource constraints, limited faculty capacity, and inadequate integration of cultural factors. The paper concludes that current approaches are not fully adequate to address the complex interplay of factors affecting nursing education in Ghana. Recommendations include developing culturally specific competencies, strengthening partnerships between educational institutions and healthcare facilities, and implementing a comprehensive capacity building strategy. These findings are significant for enhancing the quality and relevance of nursing and midwifery education in Ghana, potentially leading to improved healthcare outcomes.