Strengthening nursing education in Libya to improve quality health care and health outcomes

Background:

Nursing care in Libya has been described as unsafe due to conflicting educational requirements.  Nurse training varies from 3 months to 4 years.  In tertiary care hospitals nurses with generally inadequate and inconsistent training are hired to fill staffing needs without attention to systematic education or certification. To improve health outcomes for Libya, a standardized baccalaureate nursing education curriculum has been proposed. Several improvements are needed including phasing out short term training programs.

Description:

Working collaboratively, health professionals and faculty from International Medical Corps and Johns Hopkins University conducted an assessment and evaluation of the nursing sector and nursing education in Libya post revolution. We conducted stakeholder mapping and strategic planning workshops with 80 health leaders, October 2013.  Outcomes included the formation of a dean’s working group and their interest in a standardized curriculum.  Working with nine baccalaureate nursing schools, we completed comparative curriculum reviews, provided technical assistance workshops, and conducted site visits, February 2014. 

Lessons Learned/ Implications:

Baccalaureate programs are 4 years, focusing on specializations with less emphasis on the nurse generalist.  Community health courses do not include clinical.  There is limited outcome data about graduates. Enrollment is low related to societal factors such as nursing’s image. Salaries for baccalaureate nurses are equal to those with less education. Deans support one standardized curricula and are awaiting government stability to support this direction. Although currently no nursing council or licensing for nurses exists, these are important next steps.  Advancing nursing education in Libya will require a long term approach.