Nursing Students’ Perception of Clinical Teaching and Learning in Ghana: A Descriptive Qualitative Study

Abstract

Background. Clinical teaching and learning are critical in bridging the theory-practice gap in nursing education. This study aimed at exploring nursing students’ perception of clinical teaching and learning in Ghana. In particular, this study sought to (1) describe the factors that promote clinical teaching, (2) examine students’ perception of clinical teaching, (3) describe the impact of clinical learning on students, and (4) explore ways of improving clinical teaching and learning. Methods. A descriptive qualitative study was conducted with 16 final-year nursing students using telephone-based interviews. Individual in-depth interviews were conducted with a semistructured interview guide, and data were analysed by the qualitative thematic analysis. Results. The findings indicate that being taught new things, being supervised, and having autonomy were the most significant factors that promoted clinical learning. Participants also reported that clinical experience created learning opportunities that helped develop clinical competence. They described learning experiences in the clinical setting as good, albeit gaps in practice. Poor staff attitude, lack of equipment, poor student attitude, inadequate learning opportunities, and lack of clinical supervisors were perceived as challenges in the clinical environment. Conclusions. Efforts to consciously teach, supervise, and challenge students to have independence in the clinical area will promote clinical teaching and learning. Therefore, nursing educational institutions and all other stakeholders need to collaborate in eliminating the numerous challenges students encounter in the clinical environment.

The effect of internship on nursing students' attitudes towards their caregiver roles

“…In this process, nurses and educators' modeling behaviors are crucial (35,36). In addition, it is emphasized that the interaction between students, nurses and educators as well as a climate that supports care are important in this process.…”

Barriers and Facilitators to Clinical Supervision in Ghana: A Scoping Review

“…Pre-placement orientation include the introduction of preceptors and preceptees to the objectives, and expectations of the practice placement prior to the start of placement to ensure that goals are formulated ( Adjei et al, 2018 ; Aryere, 2018; Atakro, 2017; Atakro et al, 2019 ; Ebu-Enyan et al, 2021a). Furthermore, pre-practice orientation provides the opportunity for role clarification and establishes professional boundaries between preceptors, preceptees and other members of staff (Amoo et al, 2022 2022; Aryere, 2018). This is particularly important due to the concerns about poor interpersonal relationship between preceptors, preceptees and other members of staff (Atakro, 2017).…”

Challenges Impacting Clinical Placement Quality: Insights From Nursing Undergraduates in Sri Lanka - A Mixed Methods Study

“…A descriptive qualitative study conducted involving 16 final-year nursing students in Ghana, utilizing a semi-structured interview guide [10]. highlighted several significant factors that contributed to clinical learning, including being exposed to new knowledge, receiving supervision, and having the opportunity for autonomy.…”