Kalusopa Victoria Mwiinga, Katowa-Mukwato Patricia, Chitundu Kabwe, Mvula Manasseh, Nzala Selestine, Kabinga-Makukula Marjorie, Mwiinga Christabell, Mwila Emmanuel Musenge, Kampata Linda, Mumba Micheal Kanyanta, Chiguntap Micheal, Sichone James, Kwaleyela Concept, Phiri Phadaless, Mutemwa Suzan, Zulu Mildred, Mwaba-Siwale Chileshe, Wahila Ruth, Nawa Mukumbuta, Wamunyima Mercy Monde, Makondo Francina, Syatalimi Charity, Kafumukache Elliot, Goma Fastone
School of Nursing Sciences, University of Zambia, Lusaka, Zambia.
School of Medicine and Health Sciences, University of Lusaka, Lusaka, Zambia.
Open J Nurs. 2023 Jun;13(6):352-367. doi: 10.4236/ojn.2023.136024. Epub 2023 Jun 8.
Early and Enhanced Clinical Exposure immediately places postgraduate students in a clinical setting and incorporates continual hands-on instruction throughout their studies. It aims to motivate students by strengthening their academics, improving clinical and communication skills, and increasing their confidence. The underlying principles are to provide a clinical context and to ensure that the patient remains the centre of learning. The School of Nursing Sciences implemented this model in 2021 to produce hands-on Masters-level neonatal practitioners who can work in multidisciplinary clinical contexts. Therefore, this study explored the experiences of postgraduate nursing students on the Early and Enhanced Clinical Exposure model and draw implications for the future.
A phenomenological study design was utilized at the University of Zambia, School of Nursing Sciences and comprised of eight Master of Science Neonatal Nursing students in their second year. Convenience sampling was used to select the study site and participants. Data was collected between 15 January 2023 and 31 January 2023 using an in-depth interview guide. Audio recording and notes were transcribed immediately after data collection. Data analysis was conducted using thematic analysis and codes and themes were constructed from the coded data. Ethical clearance and permission were sought before conducting the study.
Four major themes emerged from the study: identity and role confusion, challenging and hectic experiences, positive educational experiences, and personal and professional growth. These themes contributed to the promotion of evidence-based practice by helping students to assess, diagnose, and treat various conditions, as well as gain interest, experience, knowledge, and exposure.
The model has a significant impact on motivation to learn, as evidenced by reported increased skill level with potential for use in clinical practice. It is recommended that it be implemented in all postgraduate programs for full-time students.
早期强化临床实习模式能让研究生立即置身临床环境，并在整个学习过程中提供持续的实践指导。其目的是通过强化学术能力、提高临床和沟通技能以及增强自信心来激励学生。基本原则是提供临床背景并确保患者始终是学习的核心。护理科学学院于2021年实施了该模式，以培养能够在多学科临床环境中工作的实践型硕士水平新生儿从业者。因此，本研究探讨了研究生护理学生对早期强化临床实习模式的体验，并为未来发展提出建议。
赞比亚大学护理科学学院采用了现象学研究设计，研究对象为八名二年级理学硕士新生儿护理专业学生。采用便利抽样法选择研究地点和参与者。2023年1月15日至1月31日期间，使用深入访谈指南收集数据。数据收集后立即进行录音和笔记转录。采用主题分析法进行数据分析，并从编码数据中构建代码和主题。在开展研究前已获得伦理批准和许可。
研究得出了四个主要主题：身份与角色困惑、具有挑战性且忙碌的经历、积极的教育体验以及个人和专业成长。这些主题通过帮助学生评估、诊断和治疗各种病症，以及培养兴趣、积累经验、获取知识和增加接触机会，促进了循证实践。
该模式对学习动机有显著影响，如报告所述技能水平提高，且有可能应用于临床实践。建议在所有全日制研究生课程中实施该模式。
