Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmu Pendidikan Nurse Media Journal of Nursing
Christmals, Christmal Dela
Unknown Affiliation
Education Nursing

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Nursing Students’ Experiences on Clinical Competency Assessment in Ghana Anim-Boamah, Oboshie; Christmals, Christmal Dela; Armstrong, Susan Jennifer
Nurse Media Journal of Nursing Vol 11, No 3 (2021): (December 2021)
Publisher : Department of Nursing, Faculty of Medicine, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/nmjn.v11i3.39079

Abstract

Background: More countries are establishing licensing examination systems for nursing education, including clinical competency assessment. In Ghana, clinical competency assessment forms part of the nursing licensing examination and is perceived as the benchmark for nursing licensing examination in the sub-region. The nationalised assessment system is established with some ad hoc changes over the last decade which requires continual evaluation. It is essential to find out how students experience this assessment system. Purpose: This study aimed to explore nursing students’ experiences of the clinical competency assessment in Ghana. Methods: An exploratory descriptive qualitative design was used in this study. Eight focus group discussions (FGDs) were conducted with 68 final year students purposively selected from eight nursing education programs. The FGDs lasted between 90 to 120 minutes. Content analysis was used to analyze the data.Results: Although the pre-examination conference between students and examiners helped lessen students’ anxiety, limited resources, incongruence in teaching, practice and assessment, inherent biases due to the unstandardised assessment system, and a financial burden compromised the quality of the assessment.Conclusion:Clinical competency assessment is central to nursing licensing examinations; hence the ability of the system to discriminate competent and incompetent nurses otherwise cannot be overemphasised. Standardisation, training of the examiners and continuous evaluation of the assessment system are imperative for quality improvement in clinical competency assessment. 
Interprofessional Education Context Analysis of a University in Ghana Bening, Amn; Mogre, Victor; Heymans, Yolande; Christmals, Christmal Dela
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p309-317

Abstract

The benefits of interprofessional education, including helping health professionals to develop good interpersonal relations with other professionals, improved acquisition and retention of competencies, improved patient care outcomes, cost-effective care, and improved healthcare professional job satisfaction, outweigh the inputs needed to develop and implement it. The processes for developing and implementing IPE program vary from institution to institution because of the strong influence of the context on IPE program. A context analysis is therefore paramount in developing IPE program. This study presents the findings of a context analysis of a university, using qualitative descriptive research methods supported by semi-structured interviews. A total of 25 participants participated in this study: ten (10) academics, two (2) support staff, and 13 students distributed across six programs were interviewed in this study. We found that facilitators such as an already existing interdisciplinary module across all health professions, the interprofessional nature of the student population, existing collaborative practices, and the availability of resources that can be used for IPE give the university advantages. Meanwhile, challenges such as inadequate personnel, inadequate resources, and lack of IPE policy or program impede the development and implementation of IPE in the university. Leveraging the support of the Africa Interprofessional Education Network and other universities that have implemented the IPE programmed to develop and implement the IPE program will be essential. Finally, regulatory bodies should engage stakeholders in inserting IPE competencies as a require followed by for accredit after professions education programs in Ghana.
Co-Authors Anim-Boamah, Oboshie Armstrong, Susan Jennifer Bening, Amn Heymans, Yolande Mogre, Victor