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Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses

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...

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Autores principales: Salifu, David Abdulai, Heymans, Yolande, Christmals, Christmal Dela
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8953521/
https://www.ncbi.nlm.nih.gov/pubmed/35327016
http://dx.doi.org/10.3390/healthcare10030538
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author Salifu, David Abdulai
Heymans, Yolande
Christmals, Christmal Dela
author_facet Salifu, David Abdulai
Heymans, Yolande
Christmals, Christmal Dela
author_sort Salifu, David Abdulai
collection PubMed
description 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.
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spelling pubmed-89535212022-03-26 Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses Salifu, David Abdulai Heymans, Yolande Christmals, Christmal Dela Healthcare (Basel) Article 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. MDPI 2022-03-15 /pmc/articles/PMC8953521/ /pubmed/35327016 http://dx.doi.org/10.3390/healthcare10030538 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Salifu, David Abdulai
Heymans, Yolande
Christmals, Christmal Dela
Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses
title Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses
title_full Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses
title_fullStr Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses
title_full_unstemmed Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses
title_short Teaching and Learning of Clinical Competence in Ghana: Experiences of Students and Post-Registration Nurses
title_sort teaching and learning of clinical competence in ghana: experiences of students and post-registration nurses
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8953521/
https://www.ncbi.nlm.nih.gov/pubmed/35327016
http://dx.doi.org/10.3390/healthcare10030538
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