Salifu David Abdulai, Heymans Yolande, Christmals Christmal Dela
Centre for Health Professions Education, Faculty of Health Sciences, North-West University, Potchefstroo Campus, Building PC-G16, Office 101,11 Hoffman St., Potchefstroom 2520, South Africa.
School of Nursing and Midwifery, University for Development Studies, Box TL 1350, Tamale 00233, Ghana.
Healthcare (Basel). 2022 Mar 15;10(3):538. doi: 10.3390/healthcare10030538.
Despite the growing demand for competent nurses to fill the shortage gap, nursing education institutions have not always been able to equip students with the requisite clinical competence needed in the practice setting. Several studies have described the experiences of undergraduate nursing students in the clinical learning environment. No study was found on the experiences of diploma nursing students and post-registration nurses regarding the teaching and learning of clinical competence in Ghana. This study, therefore, sought to describe the experiences and perceptions of diploma nursing students and post-registration nurses regarding the teaching and learning of clinical competence in Ghana. A qualitative descriptive research design was employed in this study. Fifty-five (55) participants, comprising 40 students and 15 post-registration diploma nurses, from six research sites were recruited into focus group discussions (FGDs) using a maximum variation purposive sampling technique. A thematic framework method was used to analyze the data with the aid of ATLAS.ti software. Three themes emerged from the focus group discussions: nursing education institutional factors; clinical placement design, implementation, and system challenges; challenges of clinical teaching and learning. We conclude that the current approach to clinical nursing education, such as the overreliance on clinical placement and the use of more teacher-centered teaching approaches, are ineffective in facilitating the development of clinical competence. A review of the nursing curriculum, inculcating evidence-based simulation modalities, and an adequate investment in nursing education may be required to ensure effective nursing education in the study setting.
尽管对有能力的护士的需求不断增长，以填补短缺缺口，但护理教育机构并不总是能够让学生具备实践环境中所需的必要临床能力。几项研究描述了本科护理学生在临床学习环境中的经历。尚未发现关于加纳文凭护理学生和注册后护士在临床能力教学方面经历的研究。因此，本研究旨在描述加纳文凭护理学生和注册后护士在临床能力教学方面的经历和看法。本研究采用了定性描述性研究设计。使用最大差异目的抽样技术，从六个研究地点招募了55名参与者，包括40名学生和15名注册后文凭护士，参加焦点小组讨论（FGD）。借助ATLAS.ti软件，使用主题框架方法对数据进行分析。焦点小组讨论中出现了三个主题：护理教育机构因素；临床实习设计、实施和系统挑战；临床教学挑战。我们得出结论，当前的临床护理教育方法，如过度依赖临床实习和使用更多以教师为中心的教学方法，在促进临床能力发展方面是无效的。可能需要对护理课程进行审查，灌输基于证据的模拟模式，并对护理教育进行充分投资，以确保在研究环境中进行有效的护理教育。
