Student nurses' experiences during clinical practice in the Limpopo Province

A qualitative, exploratory, descriptive and contextual study was conducted to explore student nurses' experiences during clinical practice at a nursing college in the Limpopo Province. Purposive sampling was used and phenomenological interviews were held with eleven (11) student nurses who were...

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Bibliographic Details
Published in:	Curationis (Pretoria) Vol. 31; no. 1; pp. 19 - 27
Main Authors:	Mabuda, B T, Potgieter, E, Alberts, U U
Format:	Journal Article
Language:	English
Published:	South Africa Democratic Nursing Organisation of South Africa (DENOSA) 01-03-2008 AOSIS
Subjects:	Adaptation, Psychological Adult Attitude of Health Personnel Biology Clinical Competence Cooperative Behavior Education, Nursing, Baccalaureate - organization & administration Faculty, Nursing - organization & administration Female Health Care Sciences & Services Health Facility Environment - organization & administration Health Policy & Services Health Services Needs and Demand Humans Interprofessional Relations Male Nursing Nursing Education Research Nursing Methodology Research Nursing Staff, Hospital - psychology Nursing Theory Qualitative Research Social Support South Africa Students, Nursing - psychology Surveys and Questionnaires South Africa clinical practice clinical preceptor clinical teaching Clinical learning environment clinical learning experience
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Summary:	A qualitative, exploratory, descriptive and contextual study was conducted to explore student nurses' experiences during clinical practice at a nursing college in the Limpopo Province. Purposive sampling was used and phenomenological interviews were held with eleven (11) student nurses who were in their final year of the four year basic nursing programme. The interviews were analysed by using Tesch's method of data analysis for qualitative research. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were outlined.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0379-8577 2223-6279 2223-6279
DOI:	10.4102/curationis.v31i1.901