2022
DOI: 10.1002/nop2.1409
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Easing the transition from nurse clinician to nurse educator in Ghana: Exploring novice nurse educators' perspectives

Abstract: Aim To explore novice nurse educators' perspectives on easing the transition from nurse clinician to nurse educator in Ghana. Design A descriptive qualitative study. Methods In total, 12 novice nurse educators (NNEs) were recruited from three health training institutions in the Upper East Region of Ghana. Between June and August 2020, individual in‐depth interviews were conducted using a semi‐structured interview guide. The audio‐recorded int… Show more

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Cited by 4 publications
(2 citation statements)
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“…Nonetheless, supervising student nurses during placement education in nursing homes is reported to be a low priority among nurse educators [ 5 ]. Additionally, nurse educators in nursing homes frequently lack the formal preparation to fulfil their educational role at the expected educational level [ 5 , 7 ], and are often hired to act as nurse educators for a short time during placement education [ 5 ]. Consequently, part-time nurse-educators will lead to a lack of continuity in student follow-ups [ 5 ].…”
Section: Introductionmentioning
confidence: 99%
“…Nonetheless, supervising student nurses during placement education in nursing homes is reported to be a low priority among nurse educators [ 5 ]. Additionally, nurse educators in nursing homes frequently lack the formal preparation to fulfil their educational role at the expected educational level [ 5 , 7 ], and are often hired to act as nurse educators for a short time during placement education [ 5 ]. Consequently, part-time nurse-educators will lead to a lack of continuity in student follow-ups [ 5 ].…”
Section: Introductionmentioning
confidence: 99%
“…Most professional health training programmes in Ghana are based on independent professional teaching, which could adversely affect interprofessional collaboration and cooperation among different health professions during health care delivery [ 2 ]. For instance, most nurses and midwives are trained in nursing and midwifery training colleges, which run nursing- and midwifery-specific and general courses such as entrepreneurship, with limited opportunities for interprofessional education [ 5 , 6 ]. Moreover, in most Ghanaian universities where professional health programmes are offered in one college, interprofessional education among the different professions is lacking [ 7 ] or at best minimal [ 8 ].…”
Section: Introductionmentioning
confidence: 99%