Perceptions of student nurses regarding accompaniment in the clinical environment in Gauteng Province, South Africa

Abstract

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.