Graduate-level nursing education, practice, and research in Uganda: current challenges and opportunities for advanced practice nurses (APN). A review of literature, policy document and professional guidelines

Objective This paper examined the status of graduate-level nursing education, practice, and research in Uganda and identified associated challenges and opportunities. Materials and methods An analysis of existing literature, policy documents, and professional guidelines was conducted. This approach was selected to highlight contextual and systemic opportunities and challenges for graduate-level nursing in Uganda. Results Among the graduate-level programs offered in Uganda, identifying as whether it is an NP or CNS pose a challenge. Key challenges include uneven program distribution, faculty shortages, limited research infrastructure. High attrition and low completion rates (∼38% in Africa) were due to financial and personal challenges. Opportunities include a growing pool of baccalaureate-prepared nurses, increasing numbers of doctorly prepared faculty, blended learning technologies, donor support, and policy frameworks supporting advanced practice nursing (APN) development. Conclusion There is a lack of CNS or NP classification that will be needed for regulatory clarity or faculty development. Strengthening APN education and standardizing curricula could improve healthcare delivery and research output among nurses in Uganda. Strategic investment in education, faculty development, and research capacity is critical for advancing nursing nationally and regionally. Higher Education Institutions (HEIs) should undertake graduates tracer studies of existing programs to determine employment outcomes in relation to the scope of practice.