Nursing colleges in higher education: Determinants of organisational readiness for implementing change

Abstract

Background: Transitioning to higher education is a significant and ongoing change for nursing education, globally. Understanding organisational readiness for implementing change is crucial for the successful transitioning of nursing colleges to higher education. Objective: To determine the perspectives of nursing education leaders on organisational readiness for change to higher education. Methods: The Organisational Readiness for Implementing Change scale was used to survey the collective commitment of nursing education leaders to change efficacy and change commitment. Seventy-five participants (n = 75) from a target population of 88 nursing college managers and nursing education directors, completed the survey. The survey was conducted in public nursing colleges across three provinces in South Africa: rural, urban, and mixed urban and rural. Descriptive statistics were used to analyse data. Mann-Whitney and Kruskal-Wallis tests were used to compare differences between variables. Results: Statistically significant differences in readiness levels were found among nursing colleges (p = 0.04). The nursing college in the rural province had the highest readiness (median: 48, IQR: 44–52). Participants with more than 20 years education experience reported higher readiness for change (median: 48, IQR: 42–49). No significant differences were found in readiness based on gender (p = 0.13), qualification level (p = 0.88), and employee designation (p = 0.32). Conclusion: Change commitment and efficacy varied across the nursing colleges but were generally positive. Marginally high readiness for change implementation requires strategic support that goes beyond resources, staff qualifications and position. Members’ collective commitment and confidence are important determinants for change readiness.

Keywords

• Change commitment
• Change efficacy
• Higher education
• Nursing colleges
• Readiness