TABLE 3.

Showing sub concepts and supporting extracts.

Sub-concept	Supporting extracts
Curriculum reforms	‘… the national agenda should inform nursing programme developments.’ (NE3, male, 40 years old)
	‘… usually our training of our nurses is static despite the changing healthcare landscape. We need to make health system and health care education speak to each other.’ (NP2, female, 35 years old)
Regulation	‘… Nurses council should be well informed of the demands of the healthcare system because its them who sets the syllabus and expected competence of nurses and midwives.’ (NR1, female, 48 years old)
Transformative learning	‘… with growing number of students, different innovative approaches need to be suggested. For example, use of technology in teaching huge number of students.’(NE2, female,49 years old)
	‘simulation can be used to cut the demand for clinical space. Fundamental skills can be mastered right at college in the laboratory.’ (NE3, male, 40 years old)
Infrastructure	‘… infrastructure should keep pace with growing technology and number of students.’ (PM2,female 42 years old)
	‘… most colleges are failing to increase their intakes because of space. Can’t we create space so that we end the crisis.’ (NP3, female, 52 years old)
Capacity building	‘… mandatory CPD will help faculty to update themselves with current skill and competence.’ (PM2, female, 42 years old)
	‘College management teams need capacity to manage transformation.’ (PM1, female, 51 years old)
	‘… we need to get our fellow clinical staff members on board as we plan for capacity building. We can also engage each other in research, CPD….’ (NE1, female, above 41 years old)

CPD, continuous professional development.