Open education resources support WHO nurse educator competencies

A recent article by BHP Director Alex Berland and colleagues is now available in a publisher version through Research Gate. It describes an innovative approach to tackling the shortage of qualified nurse educators, which is a major constraining factor or ‘bottle‐neck’ to improve the global supply of nurses, especially in low‐ and middle‐income countries. To address this specific challenge, one of BHP’s partners, Nurses International, has developed Open Education Resources [NI-OER] to support nurse educators with freely accessible curriculum materials and remote mentoring support.

Some of the original curriculum materials were developed by BHP volunteers at the IUBAT College of Nursing in Dhaka, Bangladesh. The paper analyzes how the NI‐OER could assist nursing colleges and individual faculty members in meeting the WHO Nurse Educator Core Competencies. The article concludes, “Technological solutions cannot solve all aspects of a complex problem like the global nursing shortage but… the NI‐OER appears to have the potential to support novice nurse educators with accessible, adaptable resources.”

Schooling without learning

Covers of the Pakistan, Canada, India and Bangladesh versions of the book

The Political Economy of Education in South Asia, a scholarly text by BHP Director John Richards and colleagues has just been re-issued in India, following initial publication by University of Toronto Press with later editions in Bangladesh and Pakistan. (John is currently drafting the second edition.)

The book has three main themes: (1) Diagnostics,  analyzes the chronic quality deficit in South Asia’s basic education. (2) Teachers: the pivot of educational change describes institutional actors such as political elites and senior officials, teachers’ unions and teacher training institutes. (3) The Political Economy of Education in South Asia explains how these powerful institutions pursue their own goals, resulting in the high “learning poverty” rate common in the region.

One of the book's reviewers, Paul Martin, former Prime Minister of Canada writes, “I have known one of the authors, John Richards, for many years. We have both worked to improve education for Indigenous peoples in Canada. This book goes straight to the point. Its first contribution is an insistence that South Asian governments spend more on public primary education. The second is that success of primary education means, by the end of the primary school cycle, students are able to read, write, and do basic arithmetic. Schools have many goals beyond literacy and arithmetic, but mastering these core skills is necessary for escaping poverty. Those responsible for managing social programs, in Canada or South Asia, must never underestimate the value of good schools."

Support for innovative psychiatric care

Professional development across 12 time zones!

Continuing many years’ collaboration with Sajida Foundation health programs, BHP volunteers have recently been supporting development of The Neuroscience & Psychiatry Hub, a modern psychiatric hospital in Dhaka. Since late 2024, BHP Director Alex Berland and Canadians Ann Greene and Tom Grauman have provided training on patient-centred mental health care for the hospital’s nurses and physicians. Ann has led live, twice-weekly case reviews on-line, guiding staff through patient assessment and care planning. Tom recently returned from a six-week site visit where he coached staff in therapeutic communication and non-violent crisis intervention and also developed job descriptions and care protocols.

At the first ever Hearing Voices workshop in Bangladesh

While in Dhaka during May, Tom also provided a workshop based on the “Hearing Voices” curriculum, which helps care providers understand the challenges encountered by individuals experiencing auditory hallucinations. One of the psychiatrists attending said afterwards, “We deal with a lot of patients who hear voices. But this training has made me truly appreciate their experience and also empathize with their difficulties in their day to day.” Another participant stated, “This was a profound reminder of the power of listening without judgment. It challenged clinical conventions and opened our eyes to the value of lived experience in shaping compassionate, person-centred mental health care.”