Exploring pre-requisites for clinical learning indicators: A scoping review.

Background:  Understanding how clinical learning takes place and what could stand as an indicator of clinical learning is crucial. There are existing challenges in the clinical learning environment that require clinical indicators. These serve as accountability standards in settings that have challenges of human resources and material poverty.

Clinical supervision and support: Perspectives of undergraduate nursing students on their clinical learning environment in Malawi.

Background:  The nurse educators' role in clinical learning is to define the necessary prerequisites of an ideal clinical learning environment.

Objectives:  The purpose of the study was to explore and describe the Kamuzu College of Nursing (KCN) undergraduate nursing students' perspectives on clinical supervision and support in their clinical learning environment and their preferences in the clinical learning environment.

Method:  A mixed method research approach was used to explore and describe clinical supervision from the students' perspectives on the features of their actual and preferred clinical learning environment.

Teaching styles used in Malawian BSN programmes: a survey of nurse educator preferences.

Aim: This paper describes the teaching styles employed by Malawian nurse educators in the four year Bachelor of Science in Nursing (BSN) programme, according to Grasha's (1996) five teaching styles.

Background: An analysis of the educational processes of undergraduate nurses in Malawi followed anecdotal reports from stakeholders on the low levels of nurses' performance in the workplace. It was postulated that, in most instances, nursing students are exposed to traditional teaching approaches that do not equip them with skills for a demanding and ever-changing healthcare system.