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.
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.
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DOI：
10.4236/ojn.2023.136024
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发表时间：
2023-06
期刊：
影响因子：
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通讯作者：
Goma F
中科院分区：
文献类型：
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作者：
Kalusopa VM;Katowa-Mukwato P;Chitundu K;Mvula M;Nzala S;Kabinga-Makukula M;Mwiinga C;Mwila EM;Kampata L;Mumba MK;Chiguntap M;Sichone J;Kwaleyela C;Phiri P;Mutemwa S;Zulu M;Mwaba-Siwale C;Wahila R;Nawa M;Wamunyima MM;Makondo F;Syatalimi C;Kafumukache E;Goma F
早期和增强的临床暴露立即将研究生置于临床环境中，并在整个学习过程中纳入持续的实践指导。它旨在通过加强他们的学术，提高临床和沟通技巧，并增加他们的信心激励学生。基本原则是提供临床背景，并确保患者仍然是学习的中心。护理科学学院在2021年实施了这一模式，以培养能够在多学科临床环境中工作的实践型硕士新生儿从业人员。因此，本研究探讨护理研究生早期和加强临床暴露模式的经验，并得出对未来的影响。一个现象学的研究设计，利用赞比亚大学，护理科学学院，包括8个硕士新生儿护理专业的学生在他们的第二年。便利抽样用于选择研究中心和参与者。数据于2023年1月15日至2023年1月31日期间使用深入访谈指南收集。数据收集后立即转录录音和笔记。数据分析采用主题分析法，编码数据构建编码和主题。在进行研究之前，寻求伦理审查和许可。研究中出现了四个主要主题：身份和角色的困惑，具有挑战性和忙碌的经历，积极的教育经历，以及个人和专业成长。这些主题有助于促进循证实践，帮助学生评估，诊断和治疗各种疾病，以及获得兴趣，经验，知识和曝光。该模型有一个显着的影响，学习的动机，证明了在临床实践中使用的潜力，增加技能水平。建议在所有全日制学生的研究生课程中实施。
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. 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 15th January 2023 and 31st 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. 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. 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.