Original Research Article
Year: 2020 | Month: November | Volume: 10 | Issue: 11 | Pages: 188-197
Assessing the Effects of Clinical Placement Models on Undergraduate Nursing Students in a Private University in Ghana
Ninon P. Amertil1, Elikem Keli Ayitey2, Doris Grace Kpongboe3
1PhD, RN, Dean, School of Nursing and Midwifery, Valley View University, Accra, Ghana.
2MSc, Data Specialist, DPL Data Consult, Accra, Ghana.
3MPH, RN, Lecturer, School of Nursing and Midwifery, Valley View University, Accra, Ghana.
Corresponding Author: Elikem Keli Ayitey
ABSTRACT
Background: Two vital clinical placement models adopted in the training of undergraduate nursing students in Ghana are the block and distributed models. While there is no global consensus in the nursing literature on which of the models is better suited to the competency development of nursing students during clinical practice, there are also inadequate studies on these models in the context of Sub-Saharan Africa in particular.
Purpose: To assess the effects of block and distributed clinical placement models on competency development of undergraduate nursing students in a private university in Ghana.
Methods: A cross sectional mixed research design was adopted. The purposive and convenience non-probability sampling techniques were used to collect data from 380 nursing students. A structured 5-point Likert scale survey instrument was used to collect data. Also, the descriptive analytical approach and mean scores were used to analyze data.
Results: From the findings, the block model received higher positive and mean scores among third and fourth year nursing students than the distributed model. The inference is that there was a higher level of satisfaction among respondents with the block model relative to the distributed model from both the quantitative and qualitative analyses.
Conclusion/Implication for Future Practice: The study revealed a degree of preference for the block model over the distributed model, as the former was consistently rated higher by students in final stages of the nursing program. By implication the block model by its structure facilitates better development of competency and therefore helps students in final stages of nursing curriculum integrate into professional practice than the distributed model.
Key words: Clinical practicum, Block and distributed models, Undergraduate nurses, Competency development, Sub-Saharan Africa.