The “lifeworld” of Malawian undergraduate student nurses: The challenge of learning in resource poor clinical settings

Msiska, Gladys; Smith, Pam; Fawcett, Tonks N

doi:10.1016/j.ijans.2014.06.003

Cited by 49 publications

(62 citation statements)

References 43 publications

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“…Timely feedback, fair evaluation and guidance would help the students to achieve better practice [14]. In a study conducted in Malawi [5], the students stated that the lecturers' interaction intimidated students and induced stress. Eighty per cent of nursing students in the current study expressed that they lack support from the lecturers during their clinical practice and the literature also support these findings.…”

Section: Lack Of Teaching and Guiding Supportmentioning

confidence: 99%

“…Lack of harmony, communication, and interpersonal relationship between the educator and the student negatively affect the clinical learning [15]. The attitude, approach, interpersonal relationship, and neutrality, of the lecturer create trust among the students [5,16]. 75% of students raised concerns that their learning was compromised due to lack of organizational support.…”

Section: # 8 Many Timesmentioning

confidence: 99%

“…Clinical nurse educators take a role of evaluation than supervising the students. Lack of resources, shortage of nurses and attitude of the nurse educators has impact negatively on students teaching [5].…”

Section: Clinical Supervisionmentioning

confidence: 99%

“…The University of Botswana offers the Bachelor and Master of Nursing Sciences programmes. The programmes must satisfylack of knowledge among lecturers and preceptors hinder nursing students' clinical learning [1,5].…”

Section: Introductionmentioning

confidence: 99%

“…Msiska G et al [5], asserts that the lack of equipment, lack of guidance, supervision, and negative attitude by the nurses influence the effectiveness of the clinical learning. Anxiety, attitude, academic level, commitment to the work and use of mobile phones by the student nurses affect the quality of learning and compromises the patients' care [6].…”

Section: Introductionmentioning

confidence: 99%

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Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

Rajeswaran¹

2017

Health Sci J

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Aim: The aim of the research was to explore the nursing students' opinion and their experiences about their clinical learning. Objectives:• Explore how student nurses find their initial experiences in the clinical area.• Identify the contributory and hindering factors for effective learning in the clinical area.• Identify teaching strategies that will enhance learning in the clinical area.Background: Clinical learning is an important component of nursing education and takes place in a complex social contact of the clinical environment. Learning in a clinical setting creates challenges that are absent in a classroom.

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Section: Lack Of Teaching and Guiding Supportmentioning

confidence: 99%

Section: # 8 Many Timesmentioning

confidence: 99%

Section: Clinical Supervisionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

Rajeswaran¹

2017

Health Sci J

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Dichotomy between theory and practice in chest radiography and its impact on students

et al. 2016

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IntroductionIt is important that theory is synchronous with clinical practices that students engage in. Lack of congruence between theory and practice presents serious problems to students. This study was therefore conducted to determine if there was a theory–practice gap in chest radiography during clinical rotations, and any associated causes and effects on radiography students.MethodA descriptive survey design was used to conduct this study from 2 February to 27 July 2014. A semi‐structured questionnaire consisting of open‐ and close‐ended questions was used to purposively collect data from 26 radiography students in Ghana who had completed theory lessons in chest radiography and had either completed or were undertaking clinical rotations in chest radiography.ResultsTwenty‐five (96%) respondents indicated the presence of theory–practice gap in chest radiography during clinical rotations, where differences between theory and clinical practice were observed. Lack of working materials 16 (62%), heavy workload 14 (54%), equipment breakdowns 14 (54%) and supervisory factors 11 (43%) were identified as the causes. Many students (81%) experienced diverse adverse effects such as confusion 10 (38%), poor performance during clinical examinations 6 (23%) and entire loss of interest in the professional training 1 (4%) of this dichotomy.ConclusionDichotomy between theory and practice found in chest radiography has diverse adverse effects on students. Regular feedback on the quality of clinical practice received by students should be encouraged to determine the existence of any gaps between theory and practice in order to promote effective clinical rotation programmes in radiography.

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Roles, perceptions, and context of nursing student clinical facilitation in sub-Saharan Africa: An integrative review

Mclellan,

Mohammed,

Tarimo

et al. 2024

International Journal of Africa Nursing Sciences

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The “lifeworld” of Malawian undergraduate student nurses: The challenge of learning in resource poor clinical settings

Cited by 49 publications

References 43 publications

Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

Clinical Experiences of Nursing Students at a Selected Institute of Health Sciences in Botswana

Dichotomy between theory and practice in chest radiography and its impact on students

Roles, perceptions, and context of nursing student clinical facilitation in sub-Saharan Africa: An integrative review

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