Reconceptualising preceptorship in clinical nursing education in Ghana
Ghana, nursing education, clinical teaching, health, nursing, preceptorship, community, students, enhanced collaboration, active engagement
Clinical teaching in nursing education is a worldwide challenge that needs to be context specific (Vitale, 2014) in relation to local health needs, current and potential nursing roles within the health system, and availability of human, fiscal, and clinical resources. Resource constraints, however, pose greater challenges in low and middle-income countries. In 2016, we engaged in a four-cycle community-based participatory action research (CBPR) study to examine current issues in clinical nursing education in one school of nursing in Ghana and worked collaboratively with stakeholders in visioning possibilities for improvement. Congruent with the CBPR approach (Caine & Mill, 2016), a four-member Collaborative Research Team from the School of Nursing engaged in the study consulted in the development of the research as it progressed, collaborated in data analysis, determined priorities for action, and participated in devising and implementing recommendations.
Asirifi, M., Ogilvie, L., Barton, S., Aniteye, P., Stobart, K., Bilash, O., Eliason, C., Ansong, G., Aziato, L & Kwashie, A. (2018). Re-conceptualising preceptorship in clinical nursing education in Ghana. International Journal of Africa Nursing Science, 7(10), 109-118. https://doi.org/10.1016/j.ijans.2019.04.004
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