Yesterday I had the opportunity to go to Rwamagana hospital in the Eastern Province, about an hour bus ride outside of town. I went with Yvonne, a clinical instructor, to supervise our students and make sure that there were nurses available to help them develop their skills and work with patients. I have not been in a hospital interacting with patients since my rotation in Butare in April, which was a really challenging experience for me. I was excited to go back with a new perspective, and to get out of the office for the day.
I climbed into a minibus at 6:45am, and as we sat in the fifteen (or eighteen, whatever) passenger van I had flashbacks to my own clinical rotations in Nursing School. The road east from Kigali is much straighter with far less hills, which was good for how crowded the bus was. The hospital was set up a lot like the hospital where I was in Butare, although here the wards are smaller, closer together, and had received some renovations. The wards are each a separate building, consisting of one large room with maybe some “office space” or nursing quarters near the back. The buildings are made from cement, but in Rwamagana they were at least painted a cheerful yellow. As you come into the ward two parallel lines of iron cots stretch down the room, and patients’ white eyes follow you silently from their beds draped in brightly printed fabrics, as there are no sheets supplied by the hospital. Each patient is responsible for purchasing whatever supplies and medications are prescribed for their care from the hospital pharmacy, and these supplies are stacked neatly on the small tables beside each bed, with buckets for washing and pots for cooking under each bed. Family members mill around, taking care of their loved ones, while nurses distribute medications and care for wounds. It is quiet, much quieter than any Canadian ward. There are no alarms ringing, no call bells dinging, no pagers beeping, no phones calling, and certainly no patients complaining.
My duties as a supervisor were not extensive. We conducted “rounds” and visited each ward. I was introduced to the nurses there, who were doing a really good job of pushing our students’ abilities, showing them new techniques, and testing their knowledge. In the Emergency Room, there were few patients, and I was able to have an interesting discussion with my student there. I was reminding him about the importance of assessment in the ER, as it is the point of entry to the hospital. He agreed, and was able to rhyme off the necessary assessments, but told me he was discouraged. He remarked that although it was good practice for him to assess the patients, there was really no point. There is nowhere for nursing assessments to be documented, and even if there was, no one would read it. Furthermore, if he did find something completely abnormal, it’s not as though he could actually tell the doctor about it, as his opinion has absolutely no credit. Not only is he a nurse, but a student. I said he could try to inform the head nurse, but he said even then, nothing is ever done with the information.
A prime example is that of pain assessment: in class, we had discussed a lot about the use of a pain scale and the importance of addressing patients’ pain because it has so many physiological and psychological consequences. But this student said he would not ever ask about pain, because it was an insult to the patient – with no medication to address the pain, he’d rather not bring it up to the patient in the first place. I couldn’t argue with that.
It was discouraging. Here is a student who has the theoretical knowledge behind him; he knows what must be done and has the empirical evidence to justify his nursing interventions. But he has no support, and no hard resources. He knows he should wash his hands between each patient, but has no running water to do it. He knows he should assess his patients, but no one will listen to his findings. He knows his patients need medication, but he has none. The education that KHI is providing these students is a great thing for the advancement of health care in the country, but the reality is that the resources are needed to back it up in a sustainable and equitable way. Donated medications and needles only go so far. True changes to the health care in Rwanda need government funding, and when that will come… who is to say. There are so many systemic players like political will, debt relief, and fundamental leadership that are abstract, but their consequences are visible in front of me every day.
Even more frustrating is the attitude of people (in general, including the public, doctors, patients, and other nurses) towards nursing. I can see the parallel between the challenges nurses face here to build a profession with the challenges faced in the past by Canadian nurses. It took many years for people to see nursing as a profession, with truly valuable skills, knowledge, and perspectives, and that nurses are not simply a “step down from doctors”*. My student voiced his concern that people do not understand that he will obtain a degree, and he actually knows what he is talking about. I told him that the challenges he faces will not be for nothing, and that his leadership will do great things for his profession and the health care in his country. I hope I am right.
[*side rant: my biggest frustration is when people think that nurses are people who couldn’t be doctors or are below doctors. I’m not a nurse because I couldn’t be a doctor. It is called a healthcare TEAM. We have a completely different skill set, and they are completely different professions. Like a firefighter and policeman – both emergency services, but different. Needed to get that out there]
Thankfully, I was encouraged in the next unit. Two of my students were working on an adult medicine ward, but were not finding much to do as there were not too many patients and most of them were walkie-talkies (nursing speak for not terribly ill). They had therefore taken the initiative to provide ‘public lectures’ on health topics, inviting the patients, their family members, and anyone else around to learn about disease prevention and self care. I was so proud of them! Although I couldn’t understand what they were teaching (it was of course in Kinyrwanda) I could see that they were engaging their listeners, asking good questions, and allowing for an open discussion. After, they were going from bed to bed teaching individual patients about their disease. I guess my own passion for patient-education rubbed off a little, and it was rewarding to see the direct results so eloquently delivered.
So, at the end of the day, I chose to take away a feeling of hope. There are so many frustrating challenges, especially when problems (like healthcare) must be addressed wholistically but there is a lack of collaboration. But I can see that the direction is positive. My students are thinking about these challenges, and they are learning. Patients are receiving care. Rwanda is moving forward. Positive change is positive change, no matter how slow or small.