Utilization of clinical skills laboratory in teaching student nurses by nurse educators in Free State school of nursing

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dc.contributor.authorMvandaba, Agnes
dc.date.accessioned2023-03-14T10:34:32Z
dc.date.available2023-03-14T10:34:32Z
dc.date.issued2021
dc.descriptionA dissertation submitted to the Department of Nursing Sciences in fulfilment of the requirements for the Degree of Master of Science in the Faculty Science and Agriculture at the University of Zululand, 2021.en_US
dc.description.abstractIntroduction The comprehensive Diploma in Nursing (General, Community, Psychiatry) and Midwifery Regulation R.425 of 22 February 1985, as amended, introduced by the South African Nursing Council (SANC) requires that student nurses be competent in all four disciplines (General, Community, Psychiatry and Midwifery) (SANC 1985:1). The teaching of theory and practice to students is a challenge in most training institutions, with regard to the clinical placement areas accredited by SANC for student nurse training. Acquiring clinical skills effectively requires the effective and active use of a fully equipped clinical skills laboratory to improve student nurses’ competency and self-confidence in performing clinical skills to meet training objectives. Aim of the study The study aimed at exploring and describing the perceptions of the nurse educators in using clinical skills laboratories in teaching of student nurses at the Free State School of Nursing. Methodology A qualitative, explorative, descriptive and contextual design conducted the study. The literature and King’s conceptual system guided and supported the study. Data collection was from 17 nurse educators, sampled purposefully using face-to-face individual unstructured interviews. Data saturation determined the sample size, reached after the 15th participant. Data was analysed thematically. The study finding Three major themes that emerged from the interviews were clinical skills laboratory environment, human and material resources, and financial constraints. The study revealed various challenges leading to ineffective use of the clinical skills laboratory in teaching student nurses’ clinical practice, as alluded by the participants, based on the major themes and sub-themes. Conclusion and recommendations Data gathered from the participants revealed the nurse educators at the Free State School of Nursing experienced challenges in using the clinical skills laboratory in teaching clinical practice to student nurses. Therefore, the study recommended that iii the design of the clinical skills laboratory should be in a manner that is user friendly for multiple teaching and learning, with adequate space to accommodate sizable numbers of students. Nursing school administration should consider budgeting the funds for refurbishing of the clinical skills laboratory, which should available on an annual basis. Nurse education institutions’ managers should consider developing a review of existing policies regarding the use of the clinical skills laboratory by nurse educators, support staff and student nurses to ensure effective teaching and learning of clinical skills occurs. Moreover, the study findings recommended the conducting of more research studies regarding the phenomenon.en_US
dc.identifier.urihttps://hdl.handle.net/10530/2304
dc.language.isoenen_US
dc.publisherUniversity of Zululanden_US
dc.subjectClinical skills laboratoryen_US
dc.subjectclinical skillsen_US
dc.subjectclinical teachingen_US
dc.subjectnurse educatorsen_US
dc.titleUtilization of clinical skills laboratory in teaching student nurses by nurse educators in Free State school of nursingen_US
dc.typeThesisen_US
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