Mosete Mmapule Motshabi Maria, Mokgaola Isaac Ontchebile, Sehularo Leepile Alfred, Moagi Miriam Mmamphamo
NuMIQ Research Entity, Faculty of Health Sciences, North-West University, Mahikeng , South Africa.
Lifestyle Diseases Research Entity, Faculty of Health Sciences, North-West University, Mahikeng, South Africa.
BMC Nurs. 2024 Oct 25;23(1):787. doi: 10.1186/s12912-024-02449-z.
A Clinical Education and Training Unit is defined as a unit in which the clinical orientation, teaching, learning, and assessment, mentoring and support of student nurses are coordinated to achieve the outcomes of their learning programmes in the health establishment. In South Africa, Clinical Education and Training Unit was developed to reconstruct and revitalise nursing education and training. The clinical education is crucial to enable nursing students to put what they learn in the classroom into practice as they direct patient care, practise therapeutic communication, hone technical skills, demonstrate caring behaviours, investigate ethical dilemmas, and take on the roles of nurses. The clinical teaching unit is one of the models that show potential in advancing clinical education. Since the proposed clinical education and teaching model concluded that Clinical Education and Training Units should be established in 2012, to the researcher's knowledge, no research study has been conducted to explore and describe the nurses' perceptions regarding the establishment of Clinical Education and Training Units, particularly in the North-West Province. This has resulted in the scarcity of literature on their perceptions. Thus, the researcher believed that it was essential to explore and describe the perceptions of professional nurses regarding the establishment of Clinical Education and Training Units in the North-West Province of South Africa, so that their perceptions may be known and understood.
The study aimed to explore and describe the perceptions of professional nurses regarding the establishment of Clinical Education and Training Units in public hospitals in the North-West Province.
A qualitative-exploratory-descriptive and contextual research design was used. This method was used because it is known to unearth a wide range of views, opinions, thoughts, and feelings of the participants thus enabling a deeper understanding concerning perceptions of professional nurses regarding the establishment of Clinical Education and Training Units at the hospitals of interest. Participants were recruited using pamphlets and flyers. A non-probability convenience and purposive sampling techniques were used to select participants based on an inclusion criterion. From 09 September 2023 to 07 December 2023, the researcher used face-to-face group discussions to collect data and it was analysed using six steps of inductive thematic data analysis as outlined by Braun and Clarke.
Four focus groups discussions were conducted with a total of 19 participants who were professional nurses. Responses were categorised into three domains: advantages of the Clinical Education and Training Unit, challenges of the Clinical Education and Training Unit, and recommendations for the Clinical Education and Training Unit. Subsequently, a total of three main themes with eight sub-themes were determined for advantages of the Clinical Education and Training Unit, two themes with six subthemes for challenges of the Clinical Education and Training Unit, and one theme with two sub-themes for recommendations for the Clinical Education and Training Unit respectively.
The need to establish functional Clinical Education and Training Units is therefore very important not only to student nurses but also to health care professionals. Most of the participants emphasised that if Clinical Education and Training Units were fully established they would be beneficial in developing health care professionals, especially in terms of in-service training where nursing standards are emphasised as outlined by the South African Nursing Council. The research study results might contribute to the full establishment of CETUs in the hospitals of the North- West Province, South Africa.
not applicable to the study.
临床教育与培训单元被定义为这样一个单元，在其中，实习护士的临床导向、教学、学习与评估、指导及支持工作得以协调开展，以实现他们在医疗机构中学习计划的成果。在南非，临床教育与培训单元的设立旨在重建并振兴护理教育与培训。临床教育对于实习护士将课堂所学应用于实践至关重要，因为他们要直接护理患者、进行治疗性沟通、磨练技术技能、展现关爱行为、研究伦理困境并承担护士角色。临床教学单元是在推进临床教育方面展现出潜力的模式之一。自2012年提出的临床教育与教学模式得出应设立临床教育与培训单元的结论以来，据研究者所知，尚未有研究探讨和描述护士对设立临床教育与培训单元的看法，特别是在西北省。这导致关于他们看法的文献匮乏。因此，研究者认为有必要探索和描述南非西北省专业护士对设立临床教育与培训单元的看法，以便了解和理解他们的看法。
本研究旨在探索和描述西北省公立医院专业护士对设立临床教育与培训单元的看法。
采用定性探索性描述性情境研究设计。使用这种方法是因为它能挖掘参与者广泛的观点、意见、想法和感受，从而更深入地理解专业护士对在相关医院设立临床教育与培训单元的看法。通过宣传册和传单招募参与者。采用非概率便利抽样和目的抽样技术，根据纳入标准选择参与者。从2023年9月9日至2023年12月7日，研究者通过面对面小组讨论收集数据，并按照布劳恩和克拉克概述的归纳主题数据分析的六个步骤进行分析。
与19名专业护士参与者进行了四次焦点小组讨论。回答被分为三个领域：临床教育与培训单元的优势、临床教育与培训单元的挑战以及临床教育与培训单元的建议。随后，分别确定了临床教育与培训单元优势的三个主要主题及八个子主题、临床教育与培训单元挑战的两个主题及六个子主题以及临床教育与培训单元建议的一个主题及两个子主题。
因此，设立功能完善的临床教育与培训单元不仅对实习护士而且对医疗保健专业人员都非常重要。大多数参与者强调，如果临床教育与培训单元得以全面设立，将有助于培养医疗保健专业人员，特别是在南非护理委员会所强调的在职培训方面，即强调护理标准。该研究结果可能有助于南非西北省各医院全面设立临床教育与培训单元。
本研究不适用试验注册。
