Experiences of distance learning and its influence on clinical competence and professional growth among mental health nurses in Ghana

This study aimed to examine the experiences of mental health nurses in Ghana with distance learning as a mode of continuing education, focusing on its impact on professional development, accessibility, and practice-related challenges. While prior research has examined continuing education for health professionals broadly, limited empirical evidence exists on how Ghanaian mental health nurses engage with and benefit from distance learning as part of their ongoing professional development. This qualitative study used a descriptive phenomenological design to explore the experiences of 20 mental health nurses enrolled in a distance learning program. Participants were purposively sampled, and in-depth interviews were conducted and transcribed verbatim. Data were analyzed using inductive, descriptive phenomenological analysis following Colaizzi’s steps. Participants described distance learning as a transformative pathway that strengthened their clinical competence and expanded professional opportunities. Two themes emerged: strengthening clinical knowledge and practice, and advancing socioeconomic and career mobility. Nurses reported that distance education enhanced their theoretical understanding, sharpened clinical decision-making, and increased confidence in managing complex mental health cases, suggesting meaningful integration of learning into practice. At the same time, the flexibility of the programme enabled continued employment and created avenues for career advancement and improved economic prospects. Participants faced barriers to effective distance learning, including unreliable internet and electricity, as well as distractions and reduced engagement due to the flexibility of online formats and limited institutional support. Distance learning significantly supports the professional growth of mental health nurses in Ghana. However, challenges like poor infrastructure and limited support remain. These findings underscore the need for targeted investment to strengthen distance education and ensure equitable access for healthcare.