Table 5 Thematic analysis from focus group discussion with students at graduation

Satisfaction with the program

• Quality of teaching

• Evidence-based content (curriculum)

• Practical nature of the program

“[T] he fact that faculty used different modalities to teach us, […] was very remarkable because this is the first time I have actually seen such things. They use videos, pictures to demonstrate to us. I think it was very good and helped us a lot.”

“The most important thing I liked about the program was about the simulations, the objective structured clinical exam (OSCE) that we do,,. It makes you to retain something – the skills that you have learned […] After every module you have to go through OSCE to demonstrate what you have learned.”

Challenges with the program

• Scheduling and intensity of the training within a one-year time frame

“Sometimes, even more than 100 slides. And you are to write exams within six weeks. [….] The one-year program is too packed so if they can extend the time [that would be an improvement].”

Knowledge, Skill & Attitude Outcomes

• Increased confidence in their decision-making abilities

• Increased skills particularly in Physical Assessment

• Effective communication with patients and families

• More positive attitude towards their patients

• Providing gender-sensitive care

• Challenging gender norms

“Before GCNM, I wasn’t doing most of the things […] I’m like, what am I using a stethoscope for? ... But when I came to GCNM, I realized the nurse can really use the stethoscope and it will really help her to get all the assessment findings that she wants.”

“We were resuscitating a baby and the doctor was doing it. I realized that she was doing it the wrong way. Formerly, I’d have just stood there because she is the doctor, but now, I approached her and said no, we go about it this way.”

“Coming through this program, I’ve realized that I have to have a good tolerance level with my patients, being able to explain to them even if the whole ward is saying they are very difficult.”

“On the ward, when we are calling a parent we say, ‘mothers please come’ but we forget there may be a father amongst them. Or if the mother has stepped out and it’s her husband who is caring for the child and you say that mothers should come, then you are excluding the men. We have to change our language”

Suggestions for program improvement

• Reduce fees to increase accessibility

“One thing that prevents people from coming for the program is the high cost of tuition, if something can be done about it, and also the need to get study leave … a very big issue.”