Exploring Ukuthwasa didactic principles to enhance student nurses' theory-practice integration

Abstract

The existing gap of student nurses' theory-practice integration is of global concern, so far most measures to close this gap have failed. Conversely, students of indigenous health practitioners seem to be more successful in the integration of theory into practice. The aim of this research was to explore the ukuthwasa didactic principles of theory-practice integration in order to propose such principles for integration into western nursing education to enhance student nurses' theory-practice integration. A qualitative, explorative and descriptive design was followed. Non-probability purposive sampling was utilized to select participants who met the criteria. Semi-structured individual makgotla, field notes and audio/video recording was used to collect data. The central question asked to all individuals was "How do you make sure that the amathwasana know what you taught them?" Pienaar's thematic analysis was utilized to analyze the collected data. To ensure trustworthiness; credibility, authenticity, confirmability, transferability and dependability was maintained. Exploring the ukuthwasa didactic principles to enhance student nurses' theory-practice integration revealed five themes as stated in this research. Subsequently the results of the research revealed that indigenous health practitioners follow a specific selection process for the admittance of trainees. They follow a teaching and training program according to the curriculum, employ different teaching and learning strategies, progress is regulated according to competency, and trainees are rewarded with a qualification on completion and are guided/mentored post-completion of training. It is hoped that recommending these methods will contribute to the existing western nursing system curriculum in developing strategies to close the existing gap of student nurses' theory-practice integration.