Facilitators and barriers pertaining to clinical accompaniment at a private nursing education institution in Gauteng province

Abstract

Background. Being a student nurse is a challenging journey that requires a combination of clinical and theoretical knowledge. Clinical accompaniment is a vital aspect of nursing education, as it provides the opportunity for student nurses to apply theoretical knowledge to real-life situations. However, the effectiveness of clinical accompaniment is dependent on various factors. These factors can either facilitate the learning process or act as barriers that impede students' progress. Aim. This study aimed to explore and describe the facilitators and barriers experienced by student nurses at a private nursing education institution in terms of clinical accompaniment during nursing training. Research design. A qualitative, exploratory, and descriptive study was conducted with 2nd year student nurses. Three focus group discussions were conducted with a semi structured interview guide. The data generated was analysed using Braun and Clarke’s six-step thematic data analysis method. The analysis revealed two themes, namely facilitators and barriers pertaining to clinical accompaniment. These themes were subdivided into categories and sub-categories. In theme one, two categories with three sub-categories, respectively, were identified. In theme two, two categories were identified. Results. The findings indicated that although the clinical learning environment and clinical facilitator qualities enhanced their experiential learning, there were obstacles in the clinical learning process and lack of support which hindered their learning. Conclusion. Stakeholders need to collaborate to improve the factors in the clinical learning environment that hinder student’s learning.