塞拉利昂与挪威护生护理学习经验比较

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

{"title":"塞拉利昂与挪威护生护理学习经验比较","authors":"Rebecca Amara , Donald Santigie Conteh , Joseph Edem-Hotah , Mohamed James Koroma , Anneline Røssland , Ragnhild Johanne Tveit Sekse , Tove Giske","doi":"10.1016/j.ijans.2025.100834","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>To explore the similarities and differences between how nursing students experience learning nursing in Sierra Leone and Norway.</div></div><div><h3>Method</h3><div>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.</div><div><em>Findings:</em> 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.</div></div><div><h3>Conclusion</h3><div>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.</div></div><div><h3>Recommendation</h3><div>Provide continuing education programmes for faculties on student-centred learning, preceptorship and simulation practices.</div></div>","PeriodicalId":38091,"journal":{"name":"International Journal of Africa Nursing Sciences","volume":"22 ","pages":"Article 100834"},"PeriodicalIF":0.0000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Comparison of nursing students’ experiences of learning nursing in Sierra Leone and Norway\",\"authors\":\"Rebecca Amara , Donald Santigie Conteh , Joseph Edem-Hotah , Mohamed James Koroma , Anneline Røssland , Ragnhild Johanne Tveit Sekse , Tove Giske\",\"doi\":\"10.1016/j.ijans.2025.100834\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>To explore the similarities and differences between how nursing students experience learning nursing in Sierra Leone and Norway.</div></div><div><h3>Method</h3><div>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.</div><div><em>Findings:</em> 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.</div></div><div><h3>Conclusion</h3><div>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.</div></div><div><h3>Recommendation</h3><div>Provide continuing education programmes for faculties on student-centred learning, preceptorship and simulation practices.</div></div>\",\"PeriodicalId\":38091,\"journal\":{\"name\":\"International Journal of Africa Nursing Sciences\",\"volume\":\"22 \",\"pages\":\"Article 100834\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2025-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Africa Nursing Sciences\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S2214139125000216\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Nursing\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Africa Nursing Sciences","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2214139125000216","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Nursing","Score":null,"Total":0}

引用次数: 0

摘要

护理是世界范围内卫生保健系统的支柱，然而，不同国家的入门水平和护理教育水平各不相同。课堂教学与技能实验室相结合，并在卫生保健不同部门进行临床实习是护理教育的标准。随着每班护理学生人数的增加，在提供合适的物理结构、可用的实习和人力资源以促进高质量的护理教育方面存在挑战。目的探讨塞拉利昂和挪威护生学习护理经验的异同。方法采用质性研究设计，采用专题分析法对学生焦点小组访谈进行分析。来自塞拉利昂的19名学生参加了4个焦点小组访谈，来自挪威的6名学生参加了2个焦点小组访谈。数据收集时间为2022年11月至2023年1月。来自塞拉利昂和挪威的讲师一起分析了采访记录。研究发现：通过分析得出了四个主要主题：1)作为研究背景的文化及其对学习过程的影响，2)有利的学习环境的重要性，3)学生如何掌握自己的学习，4)学生渴望融入。结论护生所遇到的积极体验和消极体验与所在国家和机构相似或不同。在挪威VID （V: Vitenskapelig =科学，I：国际，D: Diaconal）专业大学，学生拥有自己的学习，而在塞拉利昂大学COMAHS（医学和相关健康科学学院），学生依靠讲座来学习。这两个机构的学生都渴望在理论和临床环境中学习。建议为学院提供以学生为中心的学习、指导和模拟实践的继续教育课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

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

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.