Balancing Academia with Clinical Proficiency in the Training of Nurses at the University Level: The Case of Ghana

Abstract

Background: At the University level, the preparation of student nurses involves acquisition of theoretical knowledge and clinical practice, when this is done well, it can serve as a double-edged sword for blending theory and practice. We explored the ability, role, and experiences of nurse academics in balancing theory and practice in training nurses.Method: Using exploratory research with methodical triangulation design, data were collected from nursing lecturers and student nurses using interviews, questionnaires, and focus group discussions. Conclusion:Findings indicate that clinical practice is recognized by lecturers and students as an important measure for enhancing theoretical preparation of nursing students. University academic calendar does not favor inclusion of clinical practice, thus, balancing theory with clinical practice is difficult. University nurse educators in Ghana are obligated to blend theory and practice. However, challenges are encountered in doing so. Curricula for nursing education should be designed to be autonomous to place priority on clinical practice. The Nursing and Midwifery Council of Ghana should also put monitoring mechanisms in place to ensure clinical practice competencies of nursing lecturers.

A call for total nursing role reformation: Perceptions of Ghanaian nurses

“…This system is good, but because it is still in its elementary stage it is faced with some monitoring difficulties. As such Yarney et al (2021) recommended Nursing and Midwifery Council to put mechanisms that help monitor clinical competencies of lecturers. Continuous professional development has been reported previously by other authors (Herbert et al, 2007; Mendes & Ventura, 2016; Rega et al, 2017), who suggested that philosophical and theoretical education is necessary to assist nurses in upgrading their roles in healthcare practice.…”

“…This system is good, but because it is still in its elementary stage it is faced with some monitoring difficulties. As such Yarney et al (2021) recommended…”

“…The curricula for nursing education is the foundational tool for training nurses (Karseth, 2004) and should be designed to be autonomous to place priority on clinical practice (Yarney et al, 2021). Changes in the global healthcare landscape have mounted pressure for reforms on how the healthcare workforce is trained.…”

“…The curricula for nursing education is the foundational tool for training nurses (Karseth, 2004) and should be designed to be autonomous to place priority on clinical practice (Yarney et al, 2021).…”