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All Journal Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery)
Kholofelo Matlhaba
University of South Africa
Health Professions Nursing Public Health

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Factors Impacting on Clinical Competence of Nursing Student in a Problem based Learning Curriculum during Clinical Learning Kholofelo Matlhaba
Journal of Ners and Midwifery Vol 11 No 1 (2024)
Publisher : STIKes Patria Husada Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26699/jnk.v11i1.ART.p039-048

Abstract

Clinical competence of Nursing student depends on the supervision received during clinical learning. Supervisors in the clinical area plays an important role for Nursing student when developing their clinical competence in a clinical learning phase. During clinical learning, the expectation is that Nursing student should be able to integrate theory and practice when working with patients. This paper aims to account for those factors that affect competence during clinical learning of Nursing student through a Problem Based Learning curriculum. Thus, the paper reflects a section from a study whose objective was to investigate and outline professional nurses’ understandings of the clinical competencies of final-year Nursing student participating in a Problem Based Learning curriculum during clinical training in the North West Province, South Africa. A qualitative, explorative, descriptive and contextual research design was employed in the main study which had a target population of professional nurses in three hospitals in which the Nursing student following a Problem-Based Learning curriculum were placed for clinical learning. The study employed purposive sampling techniques with semi-structure interviews. In this paper, two themes and six subthemes are ported as follows: 1. that there was dysfunctional collaboration between all stakeholders including facilitators and professional nurses and 2. Professional nurses had attitudes towards Problem Based Learning. Clinical placements required meticulous planning and identification of specific theoretical learning which matched the practical learning requirements pertinent to the Nursing student’ training levels. It is therefore concluded that the development of the clinical competence of Nursing student in a Problem Based Learning curriculum is dependent on stakeholder collaboration.
Nurse Educators’ Perceptions of Teaching Strategies for Promoting Student-Centered and Self-Directed Learning in Gaunteng Province, South Africa Portia Morwa Lydia Sithole; Kholofelo Matlhaba
Journal of Ners and Midwifery Vol 13 No 1 (2026)
Publisher : STIKes Patria Husada Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26699/jnk..v13i1.ART.p051-063

Abstract

Introduction: The South African Nursing Council mandates that nursing education foster students' ability to identify their own learning needs and acquire the knowledge and skills necessary for competent, independent practice. The learning environment and teaching strategies employed by nurse educators are critical in facilitating student learning and achieving academic goals. This study explored nurse educators’ perceptions of various teaching strategies used to promote student-centeredness and self-directed learning in a nursing education context. Methods: A qualitative, explorative, descriptive, and contextual design was employed. Twelve nurse educators teaching theory courses in the first to third years of a Regulation 171 nursing programme were purposively sampled. Data were collected through individual semi-structured interviews until saturation was reached. Transcribed data were analyzed using Tesch’s eight-step thematic analysis. Results: Three main themes emerged: (1) commonly used teaching strategies, (2) perceived effects of preferred strategies, and (3) factors influencing the selection and use of teaching strategies. Each theme included multiple categories and sub-categories describing the educators’ experiences. Conclusions: The findings highlight key teaching strategies and influencing factors that support student-centered and self-directed learning. Addressing identified challenges is essential to improve nursing education and enhance student outcomes.
Co-Authors Portia Morwa Lydia Sithole