Factors that hinder effective clinical learning of nursing internship students in AL-Thawra and AL-Kuwait Teaching Hospitals in Yemen

Mohammad M. AL-Akmar (1) , Abdulla Saeed Al-Hanshi (2), & Yahya Abdalrazak Qutran (3)

(1) Assistant Professor, Nursing Department-Faculty of Medicine &Health sciences, Sana’a University, Yemen.(2) Assistant Prof. Nursing of Community and Family Health nursing , College of Nursing, Hadhramout University(3) associate Professor, Technology Education & information/Faculty of Education, Sana’a University

Introduction:

Nursing education is designed to assist students to become junior practitioners in nursing. Upon graduation, these beginning practitioners are expected to transform into the work environment quickly, and be capable of providing safe care for patients with complex care needs (1, 2, 3).
In Yemen, nursing education and practice went through developmental stages since 1962.
At present, the baccalaureate degree of nursing curriculum in the Republic of Yemen offers a four-year programme of combined theory and practical training. It is designed to

equip the graduate with the scientific basis of health and disease together with the fundamentals of nursing. This is followed by one year of supervised training (internship period=12 months) during which the graduate rotates in several departments before obtaining the bachelor degree (4).
The internship experience, (alternatively called a practicum or capstone experience), usually occurs sometime during the student’s final semester (5). In the clinical internship experience, students begin to assume the role of the nursing graduate with support and

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An Academic Biannual Refereed Journal, Published by Sana'a University

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