Community service nurses’ experiences regarding their clinical competence

Abstract

Background: In South Africa, it is mandatory for nurses who have qualified as a nurse (general, psychiatric and community) and midwifery, leading to registration in Government Gazette Notice No. R425 of 22 February 1985, to perform 12 months’ compulsory community service after completion of training at a College of Nursing. Community service affords new graduate nurses the opportunity to improve their clinical skills and knowledge while nurturing professional behavioural patterns and critical thinking consistent with the profession.Aim: To explore and describe the experiences of community service nurses (CSNs) regarding clinical competence during their placement in three selected hospitals.Setting: The study setting was North West Province (NWP), South Africa.Method: This study followed a qualitative, exploratory, descriptive and contextual research design. A cluster sampling technique was used and 17 CSNs participated in the study. Three focus group discussions framed by semi-structured questions were conducted with five to six participants per group. All discussions were recorded using a digital voice recorder and transcribed. Data were analysed using Pienaar’s four steps of qualitative thematic analysis.Results: Four themes emerged from this study: facilitative experiences, defacilitative experiences, challenges confronted during placement and suggestions to improve clinical competence.Conclusion: Clinical competence of CSNs could be improved if all the stakeholders, including professional nurses and CSNs themselves, hospital management and the regulatory body, the South African Nursing Council, collaborate. More importantly, this study’s results were used to develop a clinical competence evaluation tool in the NWP, South Africa.

Validation of a clinical competence evaluation tool for community service nurses in North West province, South Africa

“…The other concern raised by three experts is that the tool is evaluating clinical competence of CSNs in all disciplines, whereas some CSNs are not placed in those disciplines during their community service. This statement was supported by the results of objective 1 and 2 of this study, where some CSNs and PNs mentioned the challenges or discrepancies with CSNs’ allocations in the facilities (Matlhaba et al 2019 ). However, the researcher envisions that in the near future, specific CCETs can be developed where the focus will be on specific disciplines such as mental-health nursing and maternal and neonatal care.…”

“…It is noteworthy to mention that this research focuses predominantly on clinical competence of CSNs. Therefore, for the purpose of this research, clinical competence is considered the abilities of the CSNs to ‘work competently in providing quality nursing care to the patient under their care during community service period’ (Matlhaba, Pienaar & Sehularo 2019 ). For the 12-months community service period, CSNs are allocated in healthcare facilities such as clinics and hospitals and expected to perform delegated duties under the supervision of experienced professional nurses (Matlhaba et al 2019 ).…”

Transition of graduate nurses from student to practice during the COVID-19 pandemic: Integrative review

“…This shortage of nurses has become a worldwide issue despite the vital role played by the nursing profession in the health care system ( Ubas-Sumagasyay & Oducado, 2020 ). In a study conducted in the North West Province, South Africa by Matlhaba, Pienaar and Sehularo (2019: 5) , it was determined that graduate nurses felt that they were ‘thrown into deep end and expected to swim’. Another study by Labrague et al (2019) of graduate nurses in the Philippines noted similar experiences, it was reported that these graduate nurses displayed significant levels of stress and disappointment due to the high expectations placed on them ( Labrague et al, 2019 ).…”

Competencies in health promotion by nurses for adolescents

“…Health competency is the ability to accomplish something, in a specific situation, which is related to learning, knowledge acquisition and reconstructing knowledge. Thus, to develop effective health promotion actions, acquiring competencies is a guide for developing professional ability (10)(11) .…”