Expectations of learner nurses in sampled clinical areas of the Limpopo province, South Africa

Abstract

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.

Professional nurses supporting learners during professional socialisation in Limpopo province

“…When learner nurses are in the clinical areas, they are under the supervision of professional nurses who offer support at different stages of learning. The novice stage is in the first year wherein nursing education institutions provide students with the theory of nursing, and simulations are carried out to expose learners to situations they will encounter in the clinical learning areas (Mafumo & Netshikweta 2022 ; Thomas & Kellgren 2017).…”

“…These agents are professional nurses in the clinical learning areas who support and guide learners. In their supportive role, professional nurses are also expected to create an environment that will promote a culture of learning and professional socialisation (Mafumo & Netshikweta 2022 ).…”