This study explores the perceptions of student nurses during accompaniment in the clinical
environment. A qualitative, exploratory, descriptive research approach was applied on 24 student
nurses’ to explore their perceptions during accompaniment in the clinical environment. The
participants were conveniently and purposively selected. The student nurses were registered for
their first year of training. Data was generated through two focus group interviews comprising of
12 student nurses each. Unstructured focus groups interviews were conducted during data
collection. Studies have confirmed that student nurses who are not adequately accompanied
during placement are unable to attain the learning outcomes set by their programme most
students were dissatisfied with accompaniment and failed summative practical evaluation.
Persons assigned to teach and facilitate learning in this environment were not readily available to
take up this responsibility. Data analysis revealed the following findings; a disregard of student
status by clinical staff, hostile clinical environment, inadequate clinical supervision and lack of
commitment by professional nurses in teaching students and caring for patients under their care.
To achieve efficient and effective accompaniment, student status should be recognised by clinical
staff, creation of conducive learning environment should be created and appropriate supervision
of students be facilitated by professional nurses in the clinical environment.