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Objective: Analyze clinical supervision of Ghanaian health trainees during experiential attachments to identity challenges undermining skill development and provide recommendations within a socioecological framework. Method: Qualitative synthesis of 20 peer-reviewed studies, gray literature, and policy documents on supervision quality, impacts on trainee competencies and system-level influences. Results: Subpar supervision experiences degrade student confidence while fueling skill deficiencies and improper conduct adoption, tied to resource limitations, poor oversight and lack of supportive engagement at individual to policy levels. Conclusions: Multidimensional weaknesses of attachment programs underscore the need for intersecting supports across personal competency reinforcement, interpersonal affinity-building, institutional resourcing and consistent governance to uplift clinical learning. Recommendations: Implement national standards, incentivize teaching commitments, monitor supervision quality, consolidate accreditation, strengthen preceptor development and regulate credentials for high-quality experiential skill-building. Significance Preceptorship; Nurse education; Experiential learning; Competency-based education; Ghana DOI: 10.7176/JHMN/114-03 Publication date: March 31 st 2024
Asamoah-Atakorah et al. (Fri,) studied this question.
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