| dc.description.abstract | Modern and active teaching and learning methods form an important and integral part in the education of nursing trainees; the acquisition of adequate and relevant skills lead to development of competencies and critical thinking skills, which are relevant in the word of work and ensure patient safety in critical care department. Clinical placement support involves timely assessments, practical hands-on training, mentoring and timely evaluations and feedback, and requires trained and competent critical care nurses, nursing faculty and instructors. Declining clinical placement support during placement was the primary concern, as the nursing trainees are not adequately prepared to deliver cardiac critical care services due to knowledge and practice gaps.
This study aimed at improving critical care competencies by empowering ICU nursing trainees with knowledge and skills through practical clinical placement support that bridges the gap that exists in the training process
The study employed a participatory action research design, with qualitative and quantitative data sources, guided by the future workshop model. Participation in the action research was voluntary, collaborative and all the stakeholders actively participated. These included; twenty-three (23) stakeholders, ten (10) ICU nursing trainees, two (2) intern nurses, four (4) nursing educators, one (1) cardiorespiratory therapist, two (2) biomedical engineers, one (1) cardiologist and three (3) nursing assessors. Observation, demonstration, education sessions, clinical practice, procedure reviews, key informant interviews, focus-group discussions, critical care nurse competence checklist and photography where employed as methods of data collection. Both descriptive and comparative approaches where used to analyze the data. The Critical care nursing assessment competency checklist was developed and used during the project implementation; to ensure active learning and participation; the nursing trainees, ICU staff and the researcher participated in all the aspects of the project that included planning, development of the assessment tool, assessment, training and evaluation of competences.
As a result, work-based training using applicable pedagogical approaches of learning by doing, inquiry based learning, reflective practice and simulations quickened the realization and application of desired competencies. . It was recommended that the tool be reviewed and adopted by other departments, more time allocated by clinical instructors to learners, the critical care management should set minimum rotation durations that all ICU nursing trainees should adhere too, collaboration between MOES and MOH institutions to ensure longer clinical placements. In conclusion, the critical care nurse competence checklist would serve as a guide in the assessment of competences, development and training of skills among ICU nursing trainees. | en_US |
