Dr. Christian Makafui Boso has over 21 years of combined experience in nursing practice and education. He earned his B.Sc. Nursing degree from University Cape University in 2010 and spent much of his nursing career working in the emergency area. He earned his MN in 2014 from University Cape Coast. Earlier in 2002, he had also earned his Diploma in Nursing Certificate from Presbyterian Nurses’ Training College, Bawku with a top-up course from University of Ghana in 2007. Dr. Boso earned his PhD (Nursing Science) from Stellenbosch University in 2019. He is a faculty at School of Nursing and Midwifery where he coordinates the sandwich (summer school) program. He also teaches in both the undergraduate and graduate Programs at University of Cape Coast.  From 2022 to 2023, Dr. Boso fulfilled the role of a Fulbright Scholar-in-Residence (SIR) at the School of Nursing, Salisbury University, Salisbury, USA, for one academic year. His research interests include nursing education, critical thinking skills of nursing students, and self-management. He is a member of University Teachers Association of Ghana, Ghana Registered Nurses and Midwives Association, and Sigma Theta Tau Society.

My nursing educational philosophy has evolved over time as a result of my experiences as a clinician, faculty as well as my continuous interaction with students and faculty. It is underpinned partly by pragmatism and Knowle’s theory of adult learning.

I believe the principal aim of nursing education is to develop nursing students who are capable of thinking critically to drive clinical decisions in the provision of healthcare services. Such an education should have as its central focus an authentic learner-faculty partnership. I believe education should assist students to develop their real self and full potential. 

I believe that students have a vast array of life experiences, knowledge, and skills that can be incorporated into their professional education. Students should not see themselves as a receptacle in which content/information is dumped, but rather as rational individuals who can make a determination for themselves regarding truth. I believe it is important for nursing students, who will function as part of a team, learn to value diverse opinions while at the same time learn to articulate their own judgments and perspectives. They must also learn to take responsibility for their own lifelong learning.

I believe that faculty serves as a guide and facilitator to engage students in critical thinking, reflection, self-awareness, reasoning, dialogue, and problem-solving skills about the scientific, clinical and humanistic knowledge that is required for promoting health and healing among patients and; to function optimally in their multi-faceted roles as health professionals. I believe that faculty must focus on strengths and use positive feedback to help learners grow to well-rounded nurses in the three main domains of learning (cognitive, affective and psychomotor).

I believe that teaching-learning must be student-centered with the role of the facilitator as a partner and senior learner. I believe faculty must seek to role model or mentor learners by creating an atmosphere in both classroom and clinical settings that promotes autonomy, dignity, caring, honesty and integrity. This encourages students to recognize multicultural society they may operate. Faculty should as much as possible adopt different active learning methods and strategies to promote meaningful learning experiences. I particularly believe that students should be encouraged to engage in constructive debate. Also, faculty should adopt strategies and processes to review and refine their teaching methods and strategies. The aim of these processes should be to encourage continuous feedback that will lead to continuous quality improvement (renewal). Faculty should engage in advocacy to effect changes that may be necessary to assist students. Students and other role players should be engaged in the renewal processes.

I believe that faculty must use assessment to drive learning. Assessment is integral to any educational program. Assessment serves as a link between teaching and learning, and helps to determine whether or not instructional activities have led to the students’ intended learning. I also believe assessment has the potential to impact practice. Accordingly, faculty should carefully examine assessment with the view of optimizing the learning experiences of students.