A guide to student rotations on neonatal units in Zambian hospitals

Authors

  • Mutesu- Kapembwa K Newborn Support Zambia
  • Mundundu C.G Department of Neonatology
  • Muyangana M
  • Kafwamfwa M
  • Mumba D
  • Chintende J.M Department of Neonatology
  • Chisupa E
  • Ngongola A.M
  • Siansende- Zimba B
  • Kwaleyela N.C

Keywords:

Student rotation, Neonatal Intensive Care Unit, Medical students, Nursing students, Health Professionals, Midwifery students

Abstract

Clinical attachment is a crucial component in the training of health professionals, particularly nursing, midwifery and medical students. It accords students an opportunity to put into practice what they have learned in theory; thus, it involves the integration of theoretical knowledge and practical skills. Having been taught the theory in class enables a student to learn, assimilate and store knowledge for future use and to apply it in the care of patients and clients. It therefore, requires critical thinking, problem-solving abilities, specialised psychomotor, and technological skills, and a professional value system. In other words, classroom teaching goes hand-in-hand with clinical teaching. The aim of clinical teaching in the training of nursing, midwifery and medical students is to produce competent professionals capable of providing expert patient care, which is based on sound knowledge and practiced skills. Clinical teaching is defined as teaching and learning focused on, and usually directly involving patients and their problems. It occurs in real life situations, translates theory into reality and centres around patient care. Hence, it is an integral part of providing patient care that accords a student with opportunities for observations and decision making. Patient care becomes a reality, and a student can observe the responses of patients to illness and care provided. Since it is a small group activity in which a student is an active participant,  each student is given an opportunity to develop self-confidence by performing under expert guidance. Therefore, there is need to have qualified personnel to guide, support, stimulate and  facilitate student learning by designing appropriate activities in appropriate settings that allow learning. One of the clinical sites where clinical teaching and learning takes place in  Zambia is the Neonatal Unit which consists of the Intensive Care Unit (NICU), Kangaroo Mother Care (KMC), High Care (HC), Special Care Baby Unit (SCBU) also called Standard in-patient care  (SIC) unit, where newborns who require special attention are nursed. The NICU is a highly specialised place that caters for the complex needs of small and sick newborns. 

Author Biographies

  • Mutesu- Kapembwa K, Newborn Support Zambia

    Newborn Support Zambia

  • Mundundu C.G, Department of Neonatology

    Department of Neonatology
    Women and Newborn Hospital,

  • Muyangana M

    Lusaka College of Nursing and
    Midwifery

  • Kafwamfwa M

    Health Professions Council of
    Zambia

  • Mumba D

    National Heart Hospital, Lusaka

  • Chintende J.M, Department of Neonatology

    Department of Neonatology
    Women and Newborn Hospital

  • Chisupa E

    Lusaka College of Nursing and
    Midwifery

  • Ngongola A.M

    University Teaching Hospital, Adult
    Hospital

  • Siansende- Zimba B

    Nursing and Midwifery Council of
    Zambia

  • Kwaleyela N.C

    Mulungushi University, School of
    Nursing and Midwifery

References

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Ministry of Health (2020). Service Standards for Health Institutions Providing Neonatal Care in Zambia.2020; Lusaka: MoH

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Published

2025-12-25

How to Cite

A guide to student rotations on neonatal units in Zambian hospitals. (2025). JOURNAL OF AFRICAN NEONATOLOGY, 3(4), 211-225. https://janeonatology.org/index.php/jan/article/view/237

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