THURS-065 - Exploring the Curriculum Needs and Expectations of School Health Nurses as Disability Educators in Ghana

Brief Abstract Summary: Recognise the value of using a participatory bottom-up approach to perform a needs assessment in medical education research through a focus group study on exploring the needs and expectations of School Health Nurses (who are mostly community health workers) as disability educators in Ghana.

This study highlights the importance of training school health nurses (SHNs) as disability educators in Ghana. The findings emphasize the need for a competency-based curriculum that addresses:

1. Comprehensive disability knowledge
2. Inclusive educational approaches
3. Supportive learning environments
4. Professional development opportunities

By developing such a curriculum, SHNs can effectively be trained for community sensitisation to tackle stigma and support people with disabilities, promoting inclusivity and addressing disparities in Ghana. This research contributes valuable insights for educators, policymakers, and healthcare professionals working towards disability rights and empowerment.

Detailed abstract description: ABSTRACT

Background/introduction
Given the current barriers and disparities faced by people with disabilities in Ghana, alongside recommendations for community engagement and sensitisation to effectively address these issues, it is essential to train school health nurses (SHNs) with limited training as disability
educators. This study examined the curriculum needs and expectations of SHNs to inform the development of an appropriate training program.

Methods
In this qualitative study, six focus groups were conducted with SHNs from the Accra Metropolis of the Greater Accra region of Ghana, and the transcripts were analysed by thematic analysis.

Results
Three themes, with subthemes, emerged regarding SHNs' needs and expectations for a curriculum as disability educators, including :
1) Curriculum content and delivery
- Disability Knowledge Acquisition
- Variety in Educational Resources
- Comprehensive, Non-Punitive Assessment Approach
- Variable and negotiable options in timing, scheduling and duration

2) Educational Environment and Experience
- Skill Development
- Emphasis on a Learner-Centered Approach in Teaching Strategies
- Diversity in Learning Environment
- Diverse Educators Who Embrace Humanistic Teaching Methods
- Affordability
- Responsibility and Support from Stakeholders

3) Professional Development
- Attitudinal Transformation
- Acknowledgement and Recognition

The key findings from this study indicated that SHNs needed a competency-based disability education curriculum tailored to overcome barriers to participation, ensure effective inclusive engagement, achieve all intended learning outcomes, and support the career development of SHNs.

Conclusion
Based on our findings, we recommend developing a curriculum that incorporates all necessary elements for SHNs to be trained as disability educators, enabling them to address the barriers and disparities faced by people with disabilities in Ghana.