Experiences of Early and Enhanced Clinical Exposure for Postgraduate Neonatal Nursing Students at the University of Zambia, School of Nursing Sciences: Lessons and Implications for the Future.

Autor:	Kalusopa VM; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Katowa-Mukwato P; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Chitundu K; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Mvula M; School of Medicine and Health Sciences, University of Lusaka, Lusaka, Zambia., Nzala S; School of Medicine, University of Zambia, Lusaka, Zambia., Kabinga-Makukula M; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Mwiinga C; School of Medicine, University of Zambia, Lusaka, Zambia., Mwila EM; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Kampata L; School of Public Health, University of Zambia, Lusaka, Zambia., Mumba MK; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Chiguntap M; School of Medicine, University of Zambia, Lusaka, Zambia., Sichone J; School of Health Sciences, University of Zambia, Lusaka, Zambia., Kwaleyela C; School of Medicine and Health Sciences, Mulungushi University, Kabwe, Zambia., Phiri P; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Mutemwa S; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Zulu M; School of Medicine, University of Zambia, Lusaka, Zambia., Mwaba-Siwale C; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Wahila R; School of Nursing Sciences, University of Zambia, Lusaka, Zambia., Nawa M; School of Public Health and Environmental Studies, Levy Mwanawasa Medical University, Lusaka, Zambia., Wamunyima MM; Medical Library, University of Zambia, Lusaka, Zambia., Makondo F; Main Library, University of Zambia, Lusaka, Zambia., Syatalimi C; School of Medicine, University of Zambia, Lusaka, Zambia., Kafumukache E; School of Medicine, University of Zambia, Lusaka, Zambia., Goma F; School of Medicine, University of Zambia, Lusaka, Zambia.
Jazyk:	angličtina
Zdroj:	Open journal of nursing [Open J Nurs] 2023 Jun; Vol. 13 (6), pp. 352-367. Date of Electronic Publication: 2023 Jun 08.
DOI:	10.4236/ojn.2023.136024
Abstrakt:	Background and Objectives: Early and Enhanced Clinical Exposure immediately places postgraduate students in a clinical setting and incorporates continual hands-on instruction throughout their studies. It aims to motivate students by strengthening their academics, improving clinical and communication skills, and increasing their confidence. The underlying principles are to provide a clinical context and to ensure that the patient remains the centre of learning. The School of Nursing Sciences implemented this model in 2021 to produce hands-on Masters-level neonatal practitioners who can work in multidisciplinary clinical contexts. Therefore, this study explored the experiences of postgraduate nursing students on the Early and Enhanced Clinical Exposure model and draw implications for the future. Methods: A phenomenological study design was utilized at the University of Zambia, School of Nursing Sciences and comprised of eight Master of Science Neonatal Nursing students in their second year. Convenience sampling was used to select the study site and participants. Data was collected between 15 th January 2023 and 31 st January 2023 using an in-depth interview guide. Audio recording and notes were transcribed immediately after data collection. Data analysis was conducted using thematic analysis and codes and themes were constructed from the coded data. Ethical clearance and permission were sought before conducting the study. Results: Four major themes emerged from the study: identity and role confusion, challenging and hectic experiences, positive educational experiences, and personal and professional growth. These themes contributed to the promotion of evidence-based practice by helping students to assess, diagnose, and treat various conditions, as well as gain interest, experience, knowledge, and exposure. Conclusion: The model has a significant impact on motivation to learn, as evidenced by reported increased skill level with potential for use in clinical practice. It is recommended that it be implemented in all postgraduate programs for full-time students. Competing Interests: Conflicts of Interest Authors declare no conflicts of interest.
Databáze:	MEDLINE
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