TITLE:
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
AUTHORS:
Victoria Mwiinga Kalusopa, Patricia Katowa-Mukwato, Kabwe Chitundu, Manasseh Mvula, Selestine Nzala, Marjorie Kabinga-Makukula, Christabell Mwiinga, Emmanuel Musenge Mwila, Linda Kampata, Micheal Kanyanta Mumba, Micheal Chiguntap, James Sichone, Concept Kwaleyela, Phadaless Phiri, Suzan Mutemwa, Mildred Zulu, Chileshe Mwaba-Siwale, Ruth Wahila, Mukumbuta Nawa, Mercy Monde Wamunyima, Francina Makondo, Charity Syatalimi, Elliot Kafumukache, Fastone Goma
KEYWORDS:
Experience, Clinical Exposure, Postgraduate, Early, Enhanced
JOURNAL NAME:
Open Journal of Nursing,
Vol.13 No.6,
June
8,
2023
ABSTRACT: 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 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. 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.