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.

Simulation-based clinical education is a useful strategy for teaching, learning, and assessing clinical competence in health professions education. However, the use of simulation-based clinical nursing education (SBCNE) in low-resource settings such as Ghana has been hampered by the lack of a context-specific framework to guide its design, implementation, and evaluation. This study sought to develop a context-specific framework to guide the design, implementation, and evaluation of SBCNE in a low-resource setting. The study employed a sequential multimethod design, comprising a scoping review; qualitative descriptive design (situational analysis) made up of two parts–focus group discussions (FGDs) with post-registration nurses and nursing students, and semi-structured interviews with nurse educators; and narrative synthesis of the scoping review and situational analysis data, used to develop a draft SBCNE framework for a low-resource setting. The draft SBCNE framework was evaluated by stakeholders of nursing education and practice using nominal group discussions. The framework is comprised of five constructs (context, planning, design, community of learning, and outcomes). The user-centric, comprehensive, context-specific SBCNE framework has the potential to enhance the implementation of simulation in nursing education and the development of clinical competence in a low-resource setting. As a result, we urge nursing leaders and nurse educator unions to take the lead in lobbying regulatory bodies, the central government, and their development partners to provide the necessary financial support and resources for the implementation of the framework and adoption of SBCNE in low-resource settings.

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Introduction: Several published theoretical guidelines and evaluations are available to guide the development and implementation of Interprofessional Education (IPE) programmes. However, it is expedient to learn from the practical experiences of experts involved in the development and implementation of IPE programmes to support the development and implementation of new programmes. This study explored the perspectives of international experts on the development and implementation of IPE programmes, including the challenges faced. Methodology: A qualitative exploratory descriptive design was used where fifteen international experts in the development and implementation of IPE were purposively sampled and interviewed. A semi-structured interview guide, using the key areas of IPE programme development and implementation was used. Data were analysed using thematic content analysis. Results: Four themes were identified and described: IPE structure in higher education institutions; faculty and student involvement; challenges and opportunities; and evaluation and quality improvements in IPE programmes. Conclusion: Interprofessional education programmes are gaining ground internationally. Each continent presents special contextual issues regarding the development and implementation of IPE programmes, nevertheless, the challenges and opportunities that confront the development of the programmes are commonly noted, although to different extents. Institutional culture, resource limitations, already packed curricula, and professional hierarchies and rivalry were challenges identified. Comprehensive stakeholder engagements are very important in overcoming challenges and sustaining IPE programmes. Despite the push for making IPE compulsory in undergraduate health professions’ education, with some accreditation bodies requiring IPE as a component of the curricula for accreditation, it is important to consider the context compulsory IPE.

Background: The inability of nursing education institutions, particularly in low-resource settings to train competent nurses has been partly attributed to the challenges faced by nurse educators in the teaching of practical skills and in facilitating the development of clinical competence. Unfortunately, the perceptions and challenges faced by nurse educators in clinical nursing educationin diploma nursing education in low-resource settings have not been explored.Purpose: This study aimed to explore and describe the perceptions and challenges of nurse educators in the teaching of practical skills and in facilitating the development of clinical competence in diploma nursing education in Ghana, a low-resource setting. Methods: A qualitative descriptive design was used in this study. Nine nurse educators tasked with teaching practical skills and facilitating the development of clinical competence from three accredited diploma-awarding public nursing colleges – one in each of the three geographical zones of Ghana – were purposively sampled and interviewed using a semi-structured interview guide. The data were  analysed with the aid of ATLAS.ti software through the thematic framework approach of qualitative data analysis.Results: Four themes, namely nurse educator and student factors, skills learning environment factors, institutional challenges, and regulatory issues, were identified and described the challenges of practical skills teaching and clinical competence development confronting nurse educators in the study setting.Conclusion: To address these challenges, policy measures should be implemented to ensure adequate national investment in nursing education and incentives to promote nurse educator development and performance. Nurse educators and their labour union should therefore strongly advocate for this transformation in nursing education.

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