dc.contributor.author |
Udeagha, Gloria Moraba
|
|
dc.contributor.author |
Van der Wath, Anna Elizabeth
|
|
dc.contributor.author |
Moagi, Miriam M.
|
|
dc.date.accessioned |
2023-01-31T11:51:22Z |
|
dc.date.issued |
2022-10 |
|
dc.description.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. |
en_US |
dc.description.department |
Nursing Science |
en_US |
dc.description.embargo |
2023-07-13 |
|
dc.description.librarian |
hj2023 |
en_US |
dc.description.uri |
https://www.elsevier.com/locate/nedt |
en_US |
dc.identifier.citation |
Udeagha, G.M., Van der Wath, A.E. & Moagi ,M.M. 2022, 'Experiences of students who gained entry to a nursing college through recognition of prior learning : a phenomenological study', Nurse Education Today, vol. 117, art. 105474, pp. 1-6, doi : 10.1016/j.nedt.2022.105474. |
en_US |
dc.identifier.issn |
0260-6917 (print) |
|
dc.identifier.issn |
1532-2793 (online) |
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dc.identifier.other |
10.1016/j.nedt.2022.105474 |
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dc.identifier.uri |
https://repository.up.ac.za/handle/2263/89038 |
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dc.language.iso |
en |
en_US |
dc.publisher |
Elsevier |
en_US |
dc.rights |
© 2022 Elsevier Ltd. All rights reserved. Notice : this is the author’s version of a work that was accepted for publication in Nurse Education Today. A. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. A definitive version was subsequently published in Nurse Education Today, vol. 117, art. 105474, pp. 1-6, 2022. doi : 10.1016/j.nedt.2022.105474. |
en_US |
dc.subject |
Recognition of prior learning |
en_US |
dc.subject |
Nursing training programme |
en_US |
dc.subject |
Nursing education institution |
en_US |
dc.subject |
South Africa (SA) |
en_US |
dc.title |
Experiences of students who gained entry to a nursing college through recognition of prior learning : a phenomenological study |
en_US |
dc.type |
Postprint Article |
en_US |