Comparison of nursing students’ experiences of learning nursing in Sierra Leone and Norway

Abstract

Background: Nursing is the backbone of health care systems world-wide however, the entry levels and the level of nursing education varies in different countries. A combination of classroom teaching and skills laboratory, and clinical placements in different parts of health care is the standard of nursing education. With a growing number of nursing students in each class, there are challenges in providing suitable physical structures, availability of placements, and human resources to facilitate good quality education in nursing. Aim: To explore the similarities and differences between how nursing students experience learning nursing in Sierra Leone and Norway. Method: A qualitative research design, using thematic analysis was chosen to analyse focus group interviews of students. Nineteen students from Sierra Leone took part in four focus group interviews and six students from Norway took part in two focus groups. Data were collected from November 2022 to January 2023. Lecturers from Sierra Leone and Norway analysed the transcribed interviews together. Findings: Four main themes evolved through the analysis: 1) culture as the backdrop of the study and how it impacted the learning process, 2) the importance of a conducive learning environment, 3) how students take ownership of their learning, and 4) students longing for inclusion. Conclusion: Nursing students encountered positive and negative experiences that were similar or different in relation to the country and institution. At VID (V: Vitenskapelig = Scientific, I: International, D: Diaconal) Specialized University, Norway, students owned their learning whilst at COMAHS (College of Medicine and Allied Health Sciences), University of Sierra Leone, students depended on lectures for their learning. Students in both institutions longed to be included in their learning both theoretically and in the clinical settings. Recommendation: Provide continuing education programmes for faculties on student-centred learning, preceptorship and simulation practices.