Analysis of nursing education in <scp>G</scp>hana: Priorities for scaling‐up the nursing workforce

Bell, Sue Anne; Rominski, Sarah; Bam, Victoria; Donkor, Ernestina; Lori, Jody R.

doi:10.1111/nhs.12026

Cited by 56 publications

(69 citation statements)

References 6 publications

(5 reference statements)

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“…Large class sizes were observed in this study. Pressure to increase student intake appears to overwhelm the school's capacity in terms of space and the number of qualified nurse educators at post (Bell et al, ; Hornsby, Osman, & Matos‐Ala, ). This is similar to Raymond and Profetto‐McGrath, () and Raymond et al’s () studies that highlight environmental factors that influence facilitation of CT in a school.…”

Section: Discussionmentioning

confidence: 99%

Critical thinking skills of nursing students: Observations of classroom instructional activities

2019

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Aim Critical thinking (CT) is vital for nursing practice. Nursing schools should provide learning experiences that enable nursing students to acquire CT skills. Yet, these authors are not aware of any study that has directly observed instructional activities related to CT skills acquisition in the classroom environment. The aim of this study was to explore instructional activities in the classroom environment in relation to acquisition of CT skills of students. Design Qualitative non‐participant observation. Methods Using a purposive sampling, 10 classroom teaching sessions were observed and mediating factors of CT skills acquisition of students noted. Data were analysed thematically. Data were collected from October–December 2017. Results Three key themes of instructional activities relating to acquisition of CT skills of students emerged, namely educators’ behaviour, students’ characteristics and university‐wide factors/administrative support. Class sizes ranged from 34–162 students with an average of 95.

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Section: Discussionmentioning

confidence: 99%

Critical thinking skills of nursing students: Observations of classroom instructional activities

2019

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“…An excellent example would be the development of a model of inter-professional education that could enhance care through better collaboration across health disciplines in health care settings. [30][31][32][33][34] …”

Section: Discussionmentioning

confidence: 99%

Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

Asirifi

Ogilvie

Barton

et al. 2017

JNEP

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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.

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“…The education of nurses in the resource‐constrained setting where the research took place primarily occurred in the diploma‐awarding Nursing Training Colleges (NTCs), the majority of which were affiliated with a hospital (Bell, Rominski, Bam, Donkor, & Lori, ; Talley, ). The numbers of higher education institutions providing baccalaureate level nursing education in the research setting had increased in the past decade although NTCs still predominate.…”

Section: The Studymentioning

confidence: 99%

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

et al. 2018

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AimTo describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting. Theory‐practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory‐practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory‐practice gap in a resource‐constrained setting have not been comprehensively described.DesignA qualitative description methodology was used.MethodsMaximum variation sampling based on role in the events of theory‐practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.ResultsFive themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory‐practice gap in the research setting.

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Analysis of nursing education in Ghana: Priorities for scaling‐up the nursing workforce

Cited by 56 publications

References 6 publications

Critical thinking skills of nursing students: Observations of classroom instructional activities

Critical thinking skills of nursing students: Observations of classroom instructional activities

Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

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