The clinical learning needs of students in an emergency nursing programme

Abstract

The study entailed an evaluation of the clinical component of the emergency nursing programme by using a qualitative, contextual, explorative and descriptive design. Data was collected through the use of the naïve sketch and the focus group. One central theme emerged, namely, learning support, which was directly related to the seven related categories, namely, private versus public sectors of health, student status, exposure to learning opportunities, theory-practice integration, clinical accompaniment, “buy-in” from management and working relationships. Students desire to have learning support within the clinical learning environment. Students are not part of the workforce and should have student status. Improved clinical accompaniment practices by clinical facilitators, mentors and fellow emergency nurse practitioners are needed. Students need exposure to clinical environments that promote theory-practice integration and senior hospital management and the unit manager should support and recognise the work of students. There is a distinct difference between the clinical learning environments of private and public sectors of health; there is more exposure to clinical learning opportunities and greater availability of clinical facilitators. Refinement of the emergency programme, based on the recommendations of the study, will enhance the student’s experiences in the clinical learning environment.