Collaborative clinical facilitation in selected nursing and midwifery colleges in Northern Ghana

Abstract

Background: Collaborative clinical facilitation converges key players to guide students individually and within groups towards achieving clinical nursing competence. However, experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and nursing and midwifery students are often fragmented and have been largely unexplored in Ghana.Aim: To describe the experiences of collaborative clinical facilitation among nurse educators, clinical preceptors and final year nursing and midwifery students in Northern Ghana.Setting: The study was conducted at two nursing and midwifery colleges and an academic hospital in Northern Ghana.Methods: A qualitative, descriptive, exploratory design was utilized. Forty-six participants comprising 16 nurse educators, 10 clinical preceptors, 10 nursing students and 10 midwifery students were purposively sampled. Focus groups and in-depth interviews were used to gather data and analysed thematically.Results: Three themes revealed facilitative experiences of collaborative clinical facilitation: team-based clinical mentorship and supervision, personalised preceptorship, and clinical conferences. Two themes emerged inhibitory to collaborative clinical facilitation: staff shortages and lack of timely communication.Conclusion: This study found that team mentorship, preceptorship and conferences fostered collaborative clinical partnerships for students’ clinical learning. However, failure to engage in timeous communication in the midst of staff shortages hampered its smooth practice. Orientation workshops need to be organised for key players to share relevant updates and explore ways to navigate the challenges often experienced within the clinical training environment.Contribution: This paper provides insight into the collaborative nature of clinical facilitation; and highlights the need for coordinated clinical placements to enhance students’ clinical learning.

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

“…Challenges accounting for ineffective implementation of clinical supervision and preceptorship in Ghana can be attributed to several factors including those related to the supervisor and the supervisee, educational institutions, and the management of the clinical setting ( Abuosi et al, 2022 ; Achempim-Ansong et al, 2021 ; Adjei et al, 2018 ; Amoo et al, 2022; Aryere, 2018 ; Asirifi et al, 2013 ; Atakro, 2017 ; Ebu-Enyan et al, 2021b; Kobekyaa & Naidoo, 2023 ; Mensah et al, 2021 ). The uncooperative attitude of students toward clinical placement was identified as a factor to poor clinical supervision ( Achempim-Ansong et al, 2021 ; Atakro, 2017; Ebu-Enyan et al, 2021a, 2021b).…”

“…al., (2022, p.5 ) rated their clinical setting experience as inadequate and had this to say: “Comparing it to what we actually learn at the skills lab, I would say it's not adequate in the sense that we do not actually get the opportunity to practice everything that we’ve learned. What we do will sometimes be dependent on what is happening at the ward.” This can potentially be attributed to the lack of resources in the clinical setting and the workload on the wards ( Achempim-Ansong et al, 2021 ; Amoo et al, 2022; Aryere, 2018; Asirifi et al, 2017 ; Ebu-Enyan et al, 2021a; Kobekyaa & Naidoo, 2023 ). A preceptor in Asirifi et al (2017, p.6) noted that, “the students were willing to work but because of inadequate equipment in the wards it is difficult for them to practice well.…”

“…A successful clinical placement requires adequate preparation and readiness of both the preceptor and preceptee ( Alhassan et al, 2022 ; Asirifi et al, 2013 ; Ebu-Enyan et al, 2021a; Kobekyaa & Naidoo, 2023 ; Mensah et al, 2021 ; Nsemo et al, 2022 ). Although the concept of preceptorship was introduced in Ghana over three decades ago, the preceptor role is yet to be fully recognized and integrated into formal training and clinical practice.…”