Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

TASSEMBEDO Talato, NGANGUE Patrice, Arzouma Hermann PILABRE, PAFADNAM Yacouba, KINDA Abel Téwendé, BARRO Abibata, TRAORE Doulaye, BATIONO Nestor, SOUBEIGA Dieudonné


Objective: Education in nursing and obstetrics combines theoretical learning with clinical experience. Thus, the internship organization and the supervision of a trainee require the cooperation of different partners in educational and health institutions that receive the trainees. This systematic review aimed to identify factors that facilitate or hinder the effectiveness of clinical educational supervision of nursing and obstetrics students.

Methods: Three electronic databases (PubMeb, CINAHL and ERIC) were searched. Two independent reviewers selected eligible publications based on inclusion and exclusion criteria. Qualitative, quantitative or mixed studies conducted in Sub-Saharan Africa and published between January 2011 and December 2020 were included.

Results: The study revealed that while there are some strengths (facilitators), clinical pedagogical supervision presents mostly weaknesses (barriers) at the structural and procedural levels. Of the 65 factors studied, all nine studies were unanimous that 54 were barriers and 3 were facilitators. In addition, eight factors were cited as both barriers and facilitators.

Conclusions: Clinical pedagogical supervision of nursing and midwifery students in sub-Saharan Africa faces major challenges of diverse origins that may undermine its effectiveness. It would be appropriate at the country level to analyze the barriers inherent in this supervision's structure and process and improve them.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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