Quality of Care Offered by Nurses Trained under the Decentralised Model and Those Trained under the Traditional Model: A Comparative Study
نویسندگان
چکیده
Zambia has a shortage of nurses and midwives spanning from early 2000 the situation is more dire in rural areas, where many young are reluctant to live. The skill-based concern healthcare context characterised by global health indicators such as high maternal mortality ratio, under-five HIV prevalence rate, life expectancy lower than average. In order address above challenges, decentralised placement model training nursing students was introduced at St. Lukes College Nursing Midwifery. aim this study investigate quality midwifery care provided graduates clinical against cohort traditional Midwifery training. utilised cross sectional analytical design involving 143 Chitambo St Luke’s working various selected facilities across country between November 2020 February 2021. respondents were conveniently case on list could not be reached, snowball sampling technique used. Data collected using standardised checklist performed mandatory procedures. To supplement information obtained assessment candidates, 5-point Likert scale questionnaire used obtain their supervisors, additional aspects graduates’ competences. data analysed Statistical Package for Social Sciences (SPSS) version 26. Measures central tendency analyse demographic characteristics respondents, while Chi square determine relationship variables. addition, independent samples t-test significant differences means two groups. Results show that there no difference overall knowledge levels graduate nurse (M = 3.24, SD 0.93) 2.58, 1.07), p 3.285. terms skills, highlighted skills 23.52, 3.02) 21.72, 3.14), 0.018. results indicated attitudes towards patient trained 3.20) those 21.73, 3.15), 0.017. Comparison supervisors’ rating revealed under 3.34, 0.88) 3.21, 0.77), 0.119. From study, it can concluded some specific knowledge, influenced Based these results, recommended scale-up all institutions.
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ژورنال
عنوان ژورنال: Creative Education
سال: 2022
ISSN: ['2151-4771', '2151-4755']
DOI: https://doi.org/10.4236/ce.2022.136134