Experiences of students who gained entry to a nursing college through recognition of prior learning: A phenomenological study.

Autor: Udeagha GM; Department of Nursing Science, University of Pretoria, Private Bag X20, Hatfield 0028, South Africa., van der Wath AE; Department of Nursing Science, University of Pretoria, Private Bag X20, Hatfield 0028, South Africa. Electronic address: annatjie.vanderwath@up.ac.za., Moagi MM; School of Health Sciences, Department of Nursing Science, North West University, Mahikeng, South Africa. Electronic address: 12609439@nwu.ac.za.
Jazyk: angličtina
Zdroj: Nurse education today [Nurse Educ Today] 2022 Oct; Vol. 117, pp. 105474. Date of Electronic Publication: 2022 Jul 11.
DOI: 10.1016/j.nedt.2022.105474
Abstrakt: 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.
(Copyright © 2022 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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