Transition experiences of newly qualified nurse-midwives working in selected midwifery settings in Northern Malawi
Studies have shown that newly qualified nurse-midwives face challenges integrating into the workforce as they transition from training to practice. However, little is known about how the newly qualified nurse-midwives make the transition from training to practice, the support they receive during the...
保存先:
| 第一著者: | |
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| フォーマット: | 学位論文 |
| 言語: | English |
| 出版事項: |
2021
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| オンライン･アクセス: | http://nkhokwe.kuhes.ac.mw:8080/handle/20.500.12845/293 |
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タグ追加 | 要約: | Studies have shown that newly qualified nurse-midwives face challenges integrating into the workforce as they transition from training to practice. However, little is known about how the newly qualified nurse-midwives make the transition from training to practice, the support they receive during the transition period and the challenges they encounter in the midwifery settings in Malawi. The study aimed to explore the transition experiences of newly qualified nurse-midwives working in selected midwifery units in Northern Malawi. This was a descriptive qualitative study. Data were collected through in-depth interviews using a semi-structured interview guide from a purposive sample of ten newly qualified nurse-midwives and six key informants. Data were analyzed manually using thematic analysis. Newly qualified nurse-midwives expressed both positive and negative transition experiences. Three main themes emerged from data analysis namely: Clinical support: Enhancing the transitional experiences, knowledge and personal positive attitude, and practice reality challenges. The practice reality challenges underscored factors that affected the transition experiences of newly qualified nurse-midwives and their performance in clinical practice. Despite receiving some clinical support, the study has revealed that for most newly qualified nurse-midwives in Malawi, the transition from training to practice is quite challenging. The study therefore identified the need for developing orientation guidelines and instituting formal transition strategies like mentorship; the need for transformation in the preregistration teaching and learning by creating more opportunities for practice-based learning and a collaborative partnership between colleges and hospitals to improve the transition from training to practice. |
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