Perceptions of professional nurses on clinical competence of problem-based learning trained students in North-West Province, South Africa

Abstract

Background: Nursing students require highly specialized competencies to accurately determine patients' states and to predict and cope with problems that may occur during nursing care. Nurses at the undergraduate level should play an important role in developing the competency of new routines in quality improvement programs for patients Purpose: This research study focused on exploring and describing the perceptions of professional nurses regarding the clinical competence of Problem-Based Learning (PBL) trained students in the North West Province of Republic of South Africa. Methodology: A qualitative, exploratory, contextual and descriptive research was used to collect data from purposively recruited participants. The study population comprised professional nurses, Focus groups discussions and individual interviews were used to gather data. Adapted Tesch’s model was adapted to analyse data. Competency Framework for Career Development Practitioner in South Africa was followed to guide data collection and analysis Results: Three main themes emerged from the interviews inter alia, communication, professional conduct competence and ethical conduct competence. PBL is believed to be the best approach to provide the student with necessary knowledge and skills to become competent independent practitioner. However, from the results of this study, it was unclear as to whether the use of PBL as a teaching approach in nursing education enhances clinical competency among nursing students.

Recommendations: It is therefore recommended that more studies be conducted with the focus being on PBL trained students themselves as well as the facilitators. It is recommended that all stakeholders strengthen partnership as clinical competence of students nurses particularly with the nursing institution being the ones implementing the approach; it is of utmost important that workshops and in-service training be provided to the professional nurses and with clear expectations regarding PBL trained students’ supervision. It is also recommended that professional nurses play their teaching role and provide support to students.