# Nurse leader perspectives of organisational capacity for higher education: implications for nursing education policy

## TL;DR

This study explores how prepared South African nursing colleges are to meet higher education standards, highlighting areas needing improvement.

## Contribution

The study provides empirical insights into nurse leaders' perspectives on organizational capacity for higher education accreditation in nursing colleges.

## Key findings

- Nursing colleges face weaknesses in human resources, technology, infrastructure, and research capacity.
- Staff shortages and outdated facilities are prevalent issues below higher education standards.
- Policy support is needed to strengthen nursing education for modern healthcare demands.

## Abstract

The location of nursing education in higher education is a global change initiative that intends to achieve an improved, highly qualified nursing workforce to enhance professional status in line with other health professions. Organisational capacity has become an emerging research interest and a critical success factor in change initiatives as nursing colleges strive to align with international trends and national accreditation standards. The aim of the study was to determine nurse leaders’ perspectives on the capacity of public nursing colleges for programme accreditation against higher education criteria and standards.

A descriptive cross-sectional survey design was used. Data were collected from 88 nurse leaders in urban, rural, and mixed provincial nursing colleges across three South African provinces using the Higher Education Diagnostic Indicator of Readiness and Capacity to Change scale. Descriptive statistics, confirmatory factor analysis, and inter-item reliability were applied in data analysis and instrument testing.

Organisational diagnostics revealed weaknesses in human resources, technology, infrastructure, and research capacity amid well-grounded strategies for student recruitment and teaching and learning, and appropriate staff qualifications and experience. Staff shortages, research limitations, inadequate infrastructure, including outdated facilities and limited information technology resources were prevalent, falling below higher education standards.

Diagnosing organisational capacity for change provides an empirical basis for a deeper understanding of the status of nursing colleges as functional higher education organisations. The perspectives of nurse leaders highlight critical areas to be addressed, which include key policy pillars for staffing, infrastructure resources, and ongoing professional development. Strengthening policy support for nursing college education is crucial for producing highly skilled nurses capable of meeting the evolving demands of modern healthcare systems.

Not applicable.