Qualitative perspectives of teaching and learning in clinical skills laboratories in a developing country

Abstract

IntroductionSimulation laboratories help students build a strong foundation of clinical competence in a stress-free environment. There is a paucity of research findings on this topic from nursing education institutions in resource-constrained countries. An evaluation study was therefore conducted at the Kamuzu College of Nursing in Malawi. The purpose of the study was to explore the experiences of students and educators on teaching and learning in a college-based skills laboratories.Data were collected using in-depth and focus group interviews with nurse educators (n = 6) and students (n = 45) respectively following semi-structured interview guides. Seven focus groups were conducted with students and six in-depth interviews with nurse educators. Data were managed using a MAXQDA software and analysed thematically. Ethical approval was obtained from the Human Research Ethics Committee, University of the Witwatersrand and the College of Medicine Research Ethics Committee, University of Malawi. The findings show that demonstrations, return demonstrations, practise sessions and resources contribute effectively to learning. Hasty demonstrations, limited practice time and inadequate resources, affect learning negatively. ConclusionIncreasing practise sessions, increasing staff and modernizing resources, can improve the quality of learning with respect to transitioning to practice and building students’ competence and confidence.