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首页> 外文期刊>Journal of Nursing Education and Practice >Assessing challenges of clinical education in a baccalaureate nursing program in Ghana
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Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

机译：在加纳的学士学位护理课程中评估临床教育的挑战

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Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described.Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses’ and Midwives’ Association. Clinical documents were examined.Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour.Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.
机译：背景：2010年在加纳进行的作为临床教学模式的主持人研究显示，与高师生比率和教育机构教师的支持不足有关的弱点。设计了一个基于社区的四周期参与式行动研究，以进一步描述临床教学和学习问题，并与加纳利益相关者合作，对临床护理教育发生积极变化的可能性进行批判性分析。本文的目的是从研究的第一个周期中进行的，目的是从学生和教师的角度提供对研究机构当前使用的临床教学模型所面临挑战的理解。方法：邀请每个大学目标群体填写一份半结构化问卷。与来自卫生部，加纳的护理和助产士理事会以及加纳的注册护士和助产士协会的代表进行了访谈。结果：确定的临床教学问题包括：a）更有效的临床教学和监督; b）足够的练习设备; c）对绩效进行有意义的评估; d）加强学校与临床机构之间的合作; e）减少前往临床机会的时间。外部利益相关者开始意识到并支持该研究工作。结论：参与者认识到需要改变以改善加纳的临床护理教育。确定了临床教学问题，并形成了一个基线，从该基线可以在随后的研究周期中对资源，限制因素和改变的可能性进行更深入的讨论。

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