Experiences of students who gained entry to a nursing college through recognition of prior learning : a phenomenological study

Abstract

BACKGROUND : Recognition of prior learning broadens employees' access to higher education and career progress. In South Africa, the process provides previously disadvantaged nurses a fair and equitable opportunity to further their education. It is necessary to understand the support needs of these nurses. OBJECTIVE : To describe the lived experiences of students who gained entry through recognition of prior learning to a three- or four-year nursing training programme at a nursing college in South Africa. DESIGN : A qualitative descriptive phenomenological approach was used to explore and describe the meanings students attached to their educational experiences. SETTING : A public nursing college in South Africa. PARTICIPANTS : Ten nursing students who gained entry through recognition of prior learning were purposefully selected. METHODS : Data were collected over a period of three months, using in-depth individual interviews, and analysed using Giorgi's descriptive phenomenological method. RESULTS : Nursing students who furthered their studies through recognition of prior learning experienced various academic, clinical practice and personal challenges that instilled in them a fear of failure and self-doubt. They used social support from various sources as a way of coping. Previously disadvantaged nursing students require institutional interventions and support to improve their chances of success. CONCLUSIONS : Nurses given the opportunity to advance their careers through recognition of prior learning should have access to person-centred support, academic orientation and resources to attain language and technological competency.