Nurse educators views in the training of preservice competent nurse using sequencing: A quantitative/qualitative research in the north west region of Cameroon

The study, on nurse educators’ views on the training of pre-service nurse using sequencing was investigated because of shortcoming in nurses training, nurse educators dissatisfaction with the training of pre-service nurse in training institutions, inability of students to apply nursing procedures during encounters in clinical settings, no sequencing of courses, and the existence of a theory practice gap in nursing graduates. To achieve this the objective was; to analyse the view of nurse educators in the training of nurses, in training institutions. This study aimed at analysing nurse educators’ views for training pre-service competent nurse using sequencing in training institutions in the north west region of Cameroon. Methods: Quantitative and qualitative study, 24 nurse educators from six training institutions in the North West Region of Cameroon. A multistage sampling was used to sample nurse educators for data collection. Data collected through conservative sampling and analysed by SPSS version to yield disciplined statistics. Qualitative data through interview and analysed by INVIVO 19. Results: Twenty-four nurse educators participated in the study with a return rate of 100%. Findings show that according to the nurse educator’s views, the school curriculum meet the training of competent nurses at the international standards (50%), and that course content is well structured, theory comes before internship (66.7%). Results shows a contradictory statement as educators sometimes decide to teach a particular content before another as it is not well arranged in the curriculum (50%). Majority of the educators also strongly affirmed that some important contents were absent in the curriculum (41.7%), with (P = 0.049), student nurses are well grounded in theory before clinical experience (58.3%), with (P = 0.031) Also, that the time lag between theory, clinical laboratory and practice environment is adequate for each course (41.7%), with (P = 0.018) but up to 33.3% disagree on that fact showing that student spent more time on theory. Conclusion: From the views of nurse educators, the various curriculum of the institutions, lack sequencing of course contents to match planned learning experiences.