Comparison of nursing students’ experiences of learning nursing in Sierra Leone and Norway

Q2 Nursing

International Journal of Africa Nursing Sciences Pub Date : 2025-01-01 DOI:10.1016/j.ijans.2025.100834

Rebecca Amara , Donald Santigie Conteh , Joseph Edem-Hotah , Mohamed James Koroma , Anneline Røssland , Ragnhild Johanne Tveit Sekse , Tove Giske

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引用次数: 0

Abstract

Background

Nursing is the backbone of health care systems world-wide however, the entry levels and the level of nursing education varies in different countries. A combination of classroom teaching and skills laboratory, and clinical placements in different parts of health care is the standard of nursing education. With a growing number of nursing students in each class, there are challenges in providing suitable physical structures, availability of placements, and human resources to facilitate good quality education in nursing.

Aim

To explore the similarities and differences between how nursing students experience learning nursing in Sierra Leone and Norway.

Method

A qualitative research design, using thematic analysis was chosen to analyse focus group interviews of students. Nineteen students from Sierra Leone took part in four focus group interviews and six students from Norway took part in two focus groups. Data were collected from November 2022 to January 2023. Lecturers from Sierra Leone and Norway analysed the transcribed interviews together.

Findings: Four main themes evolved through the analysis: 1) culture as the backdrop of the study and how it impacted the learning process, 2) the importance of a conducive learning environment, 3) how students take ownership of their learning, and 4) students longing for inclusion.

Conclusion

Nursing students encountered positive and negative experiences that were similar or different in relation to the country and institution. At VID (V: Vitenskapelig = Scientific, I: International, D: Diaconal) Specialized University, Norway, students owned their learning whilst at COMAHS (College of Medicine and Allied Health Sciences), University of Sierra Leone, students depended on lectures for their learning. Students in both institutions longed to be included in their learning both theoretically and in the clinical settings.

Recommendation

Provide continuing education programmes for faculties on student-centred learning, preceptorship and simulation practices.

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来源期刊

International Journal of Africa Nursing Sciences Nursing-Nursing (all)

CiteScore

2.40

自引率

0.00%

发文量

114

审稿时长

21 weeks

期刊介绍： International Journal of Africa Nursing Sciences (IJANS) is an international scientific journal published by Elsevier. The broad-based journal was founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of Nursing and Midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline. The fully refereed journal provides a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal call for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa, technical reports, and short communications, and which will meet the journal''s high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa. The journal publishes the highest quality scholarly contributions reflecting the diversity of nursing, and is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal. We will only publish work that demonstrates the use of rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of nursing and midwifery as it relates to the Africa context.