Experiences of Ghanaian Student Nurses’ and Midwives’ during Clinical Practice in the Kumasi Metropolis: An Ethnographic Study

Abstract

Background: The clinical practice component in nursing and midwifery education is a neglected area of research. There is far ranging evidence that clinical exposure and skills acquisition is not equitable in Ghana. Researchers have focused mostly on clinical supervision with students’ needs still not prioritized. Therefore, this research sought to explore students’ views and stories about Original Research Article Nyarko Mensah et al.; AJESS, 14(2): 21-32, 2021; Article no. AJESS.64568 22 their clinical practicum experiences and to help gain a deeper understanding into their knowledge, competency acquisition, clinical learning, and transition to practice. Methods: We utilized focused ethnography design with Roper & Shapira’s methods on 12 students during their intra-practicum period in a tertiary hospital situated in the Kumasi Metropolis of the Ashanti-Region of Ghana. Within the period of 4 weeks intra practicum, participants were conveniently and purposively sampled and with an interview guide with a grand tour question participants’ were involved in conversation to elicit information through focus group discussions (FGD) in their natural setting. The FGDs were conducted on weekly basis during debrief sessions for 3 weeks until participants repeated what they have already said in the previous weeks indicating data saturation. Results: Nursing and midwifery students’ face diverse realities in the clinical sites, and are least supported in their skills and competency acquisitions, leading to theory practice confusion and inconsistencies, as students face challenges with the clinical component of their training. It was found that there were lack of preceptors and limited ward nurses’ preparedness to support students during clinical sessions hence students were subjected to excessive unproductive errands during the periods of practicum. It was also found that there is lack of collaboration between tutors and practicing nurses in the students training further exacerbating the theory-practice confusion. Conclusion and Recommendations: The identified gap is calling for a collaboration between clinicians and tutors to strengthen the clinical practice component of student nurse training. This will address the challenge of “theory-practice confusion and inconsistencies” among others.