Enrolled bridging course learners' perspectives related to factors influencing their learning in the clinical environment

[摘要] ENGLISH ABSTRACT: Exposure to the clinical learning environment forms an essential part of nursing education. Being a nurse lecturer in the private sector, the researcher observed that bridging course learners do not always perform academically as satisfactorily as they should.For the purpose of the current study, the researcher investigated enrolled bridging course learners' perspectives related to factors influencing their learning in the clinical environment. The study focused on bridging course learners in the private sector.The objectives of the study were to determine whether the following was valid for the population under consideration: - a shortage of staff is a barrier to learning in the clinical environment;- an orientation programme has been implemented for bridging course learners in the clinical environment;- bridging course learners in the clinical environment have to take charge of wards;- the attitude of staff members is a barrier to the learners' learning experience.- there is a learner/mentor relationship in the clinical environment;- opportunities to gain practical competence exist in the clinical environment.An exploratory descriptive design with a predominantly quantitative approach was applied. The population for the study consisted of bridging course learners at the three private nursing colleges in the Cape metropolitan area (N = 89). Due to the small size of the population, all available learners who voluntarily gave consent were included in the study. The sample size for this study constituted 62% (n = 55) of the target population. A semi-structured questionnaire was used to collect data, and both open and closed ended questions were used.Reliability and validity were assured by means of a pilot study and the use of experts in the field of nursing education and statistics. Data were collected personally by the researcher.Ethical approval was obtained from the Committee for Human Science Research at the Faculty of Medicine and Health Sciences at Stellenbosch University.Statistical associations were determined using the Spearman and Mann-Whitney U tests. The results of this study are presented in percentages and tables.The majority (n = 46/84%) of the participants disagreed that the staffing in units was sufficient. Most (n = 40/73%) participants disagreed with the statement that working conditions were conducive to learning. Qualitative analysis revealed that the participants perceived the clinical environment to be hostile, and the majority (n = 47/85%) of the participants agreed that staff members had a negative attitude towards them. Furthermore, only five (n = 5/9%) participants indicated that they always spent time with their mentor, and the majority (n = 36/65%) of the participants disagreed with the statement that they could achieve specific outcomes before moving to another ward.A shortage of staff, being placed in charge of wards in the absence of a registered nurse, negative attitudes of staff members, and the lack of a mentor–learner relationship were identified as factors that impacted negatively on learning in the clinical environment. Several recommendations, grounded in the study findings, were identified, including: - Sufficient staff should be on duty to improve the learning environment, in order for learners to achieve their outcomes according to the curriculum.- Learners should receive adequate supervision and support.- Sufficient time should be allocated for practical procedures, such as releasing learners on practical days to practise procedures.Factors influencing enrolled bridging course learners' learning experiences in the clinical environment were identified. Strategies to address these factors may improve their clinical experiences and ultimately their clinical competence.

[发布机构] Stellenbosch University