Table 8.
Lack of knowledge, skills and support
| Round 1 (n = 37) |
Round 2 (n =24) |
Round 3 (n = 24) |
||||
|---|---|---|---|---|---|---|
| PA | M | SD | PA | M | SD | |
| Their level of education is low, that is, they lack a university level of education |
48% |
3.21 |
1.38 |
|
||
| Lack of relevant knowledge and skills necessary to participate in the policy development process |
59% |
2.71 |
1.49 |
|
||
| They lack knowledge and skills relevant to problem identification and agenda setting |
63% |
2.63 |
1.53 |
|
||
| Lack of knowledge of the health policy formulation guidelines |
71% |
2.50 |
1.25 |
|
||
| Lack of a clear understanding of the health policy implementation process |
74% |
2.21 |
1.29 |
|
||
| Policies being unclear to the nurse leaders who are expected to implement them |
88% |
1.92 |
1.06 |
|
||
| Lack of knowledge and skills of the policy evaluation process |
82% |
1.13 |
1.36 |
|
||
| They lack a supportive environment in terms of mentorship and encouragement |
88% |
1.79 |
0.98 |
|
||
| They lack information about the policy development forums |
82% |
2.25 |
1.07 |
|
||
| Lack of confidence to air their views, related to policy issues, to the policy makers | 65% | 2.63 | 1.28 | |||