Challenges experienced by recognition of prior learning candidates in the nursing education institution of South Africa

Abstract

Introduction: Recognition of prior learning in South Africa was established in 1996 as a policy by the Department of Education to provide fair and equal opportunities for individuals who want to advance their studies. Recognition of prior learning provides possibilities for entrance, transfer and advancement to education and training. According to the literature, and researcher’s observations at a specific nursing education institution, admitting learners with lower grades, affect their academic performance leading to termination of training in many cases. Objectives: The aim of the study was to explore and describe challenges experienced by recognition of prior learning candidates related to the four-year comprehensive nursing training programme and three-year nursing training programme at a nursing education institution of South Africa. Methods: A qualitative, descriptive, and contextual phenomenological approach was used to explore and describe the challenges experienced by the recognition of prior learning candidates in a nursing education institution. The research sample consisted of 10 purposefully selected participants. The unstructured, face-to-face individual phenomenological interviews with participants were conducted to collect data by exploring the candidates’ challenges during their nursing programme. Data were analysed using Giorgi’s descriptive phenomenological method. Trustworthiness was obtained through credibility, dependability, confirmability, and transferability. Findings: The following four themes were identified in this study: challenges related to teaching and learning, personal challenges, coping methods and suggestions regarding recognition of prior learning students. Some candidates for recognition of prior learning stated that they were not receiving appropriate support from the institution, which had a detrimental impact on their studies, while others stated that they were receiving adequate assistance from their peers. Nursing education institutions should conduct an orientation program for newly recognition of prior learning candidates to learn about the course and how to prepare for it before starting training. Recognition of prior learning candidates should interact with younger students or non-nursing students because they learn and absorb material more quickly, allowing them to aid and support learning.