Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa
Background: Nurse training in South Africa requires placing learner nurses in real-life setting for them to gain practical experience. To complete their training and be competent practitioners, learner nurses must have expectations and aspirations when they go for practice. Aim: This study sought t...
| Main Authors: | , |
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| Format: | Article |
| Language: | Afrikaans |
| Published: |
AOSIS
2022-11-01
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| Series: | Health SA Gesondheid: Journal of Interdisciplinary Health Sciences |
| Subjects: | |
| Online Access: | https://hsag.co.za/index.php/hsag/article/view/2012 |
| Summary: | Background: Nurse training in South Africa requires placing learner nurses in real-life setting for them to gain practical experience. To complete their training and be competent practitioners, learner nurses must have expectations and aspirations when they go for practice.
Aim: This study sought to understand learner nurses’ expectations at clinical learning areas during placement.
Setting: Four clinical learning areas in the Limpopo province were purposely sampled. Tertiary, regional and district hospitals were sampled to obtain information from different levels of care.
Methods: A qualitative, descriptive and contextual design was used to explore the expectations of learner nurses during clinical placements. Permission to conduct the study was obtained from various bodies and ethical considerations were ensured. Nonprobability purposive sampling was used, and six focus groups were formed. Each focus group discussion (FGD) had six to eight participants. The FGDs were according to level of study, with the third and fourth levels each having two FGDs because of the number of participants.
Results: The following three themes emerged: milieu in the clinical learning areas, learning in the clinical areas and self-actualisation.
Conclusion: The clinical learning areas are institutions of promoting learning through practice. They should promote learning and offer support to learners so that learners meet their expectations, which may prevent discouragement and attrition.
Contribution: This study adds to the body of knowledge in nursing education and practice because when students’ expectations are met, their training outcome might be positive leading to competent professional nurses. |
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| ISSN: | 1025-9848 2071-9736 |