,
Mpemi Regina Mamello,
Letuka James Phiri,
Bokang Amelia Mahlelehlele*,
Titi Nelly Nthabane
Background: Globally, student frustration and attrition rates are declining, underscoring the importance of investigating the academic and interpersonal challenges that students face after their first year. Objectives: exploring the experiences of National University of Lesotho student nurses on their course of education. Method: A qualitative phenomenological research design was used to conduct research at the National University of Lesotho. Data was collected using an unstructured interview guide in two focus groups comprising all student nurses who are enrolled in the nursing and midwifery programme from their second year into the programme. This study employed a stratified random sampling procedure to select its respondents. This study made use of thematic analysis. Results: The results demonstrated clinical weariness caused by a severe workload. The tasks and responsibilities assigned to the students, which they consider to be the duties of registered nurses, frequently leave them feeling overburdened. Variations in clinical supervision experiences include negligence; some experience sexual abuse; and some students find the clinical setting quite unpleasant and inappropriate. On the other hand, students expressed that they are empowered by the current nursing curriculum to face the clinical challenges. Conclusion: Despite appreciating the faculty's supportive and inspiring environment, students had conflicting emotions about the instructional approaches and learning environments. There were variations in both instructional quality and clinical supervision.
| Published in | International Journal of Vocational Education and Training Research (Volume 10, Issue 2) |
| DOI | 10.11648/j.ijvetr.20241002.12 |
| Page(s) | 42-47 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Nursing Education, Student Nurses, Clinical Supervision, Educational Challenges, Lesotho Nursing Programs
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APA Style
Molefi, M. E., Mamello, M. R., Phiri, L. J., Mahlelehlele, B. A., Nthabane, T. N. (2024). Navigating Challenges and Opportunities in Nursing Education: Insights from Student Nurses at the National University of Lesotho. International Journal of Vocational Education and Training Research, 10(2), 42-47. https://doi.org/10.11648/j.ijvetr.20241002.12
ACS Style
Molefi, M. E.; Mamello, M. R.; Phiri, L. J.; Mahlelehlele, B. A.; Nthabane, T. N. Navigating Challenges and Opportunities in Nursing Education: Insights from Student Nurses at the National University of Lesotho. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 42-47. doi: 10.11648/j.ijvetr.20241002.12
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Download@article{10.11648/j.ijvetr.20241002.12,
author = {Molefi Eliot Molefi and Mpemi Regina Mamello and Letuka James Phiri and Bokang Amelia Mahlelehlele and Titi Nelly Nthabane},
title = {Navigating Challenges and Opportunities in Nursing Education: Insights from Student Nurses at the National University of Lesotho
},
journal = {International Journal of Vocational Education and Training Research},
volume = {10},
number = {2},
pages = {42-47},
doi = {10.11648/j.ijvetr.20241002.12},
url = {https://doi.org/10.11648/j.ijvetr.20241002.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.12},
abstract = {Background: Globally, student frustration and attrition rates are declining, underscoring the importance of investigating the academic and interpersonal challenges that students face after their first year. Objectives: exploring the experiences of National University of Lesotho student nurses on their course of education. Method: A qualitative phenomenological research design was used to conduct research at the National University of Lesotho. Data was collected using an unstructured interview guide in two focus groups comprising all student nurses who are enrolled in the nursing and midwifery programme from their second year into the programme. This study employed a stratified random sampling procedure to select its respondents. This study made use of thematic analysis. Results: The results demonstrated clinical weariness caused by a severe workload. The tasks and responsibilities assigned to the students, which they consider to be the duties of registered nurses, frequently leave them feeling overburdened. Variations in clinical supervision experiences include negligence; some experience sexual abuse; and some students find the clinical setting quite unpleasant and inappropriate. On the other hand, students expressed that they are empowered by the current nursing curriculum to face the clinical challenges. Conclusion: Despite appreciating the faculty's supportive and inspiring environment, students had conflicting emotions about the instructional approaches and learning environments. There were variations in both instructional quality and clinical supervision.
},
year = {2024}
}
TY - JOUR T1 - Navigating Challenges and Opportunities in Nursing Education: Insights from Student Nurses at the National University of Lesotho AU - Molefi Eliot Molefi AU - Mpemi Regina Mamello AU - Letuka James Phiri AU - Bokang Amelia Mahlelehlele AU - Titi Nelly Nthabane Y1 - 2024/09/11 PY - 2024 N1 - https://doi.org/10.11648/j.ijvetr.20241002.12 DO - 10.11648/j.ijvetr.20241002.12 T2 - International Journal of Vocational Education and Training Research JF - International Journal of Vocational Education and Training Research JO - International Journal of Vocational Education and Training Research SP - 42 EP - 47 PB - Science Publishing Group SN - 2469-8199 UR - https://doi.org/10.11648/j.ijvetr.20241002.12 AB - Background: Globally, student frustration and attrition rates are declining, underscoring the importance of investigating the academic and interpersonal challenges that students face after their first year. Objectives: exploring the experiences of National University of Lesotho student nurses on their course of education. Method: A qualitative phenomenological research design was used to conduct research at the National University of Lesotho. Data was collected using an unstructured interview guide in two focus groups comprising all student nurses who are enrolled in the nursing and midwifery programme from their second year into the programme. This study employed a stratified random sampling procedure to select its respondents. This study made use of thematic analysis. Results: The results demonstrated clinical weariness caused by a severe workload. The tasks and responsibilities assigned to the students, which they consider to be the duties of registered nurses, frequently leave them feeling overburdened. Variations in clinical supervision experiences include negligence; some experience sexual abuse; and some students find the clinical setting quite unpleasant and inappropriate. On the other hand, students expressed that they are empowered by the current nursing curriculum to face the clinical challenges. Conclusion: Despite appreciating the faculty's supportive and inspiring environment, students had conflicting emotions about the instructional approaches and learning environments. There were variations in both instructional quality and clinical supervision. VL - 10 IS - 2 ER -
Nursing and Midwifery, National University of Lesotho, Maseru, Lesotho
Nursing and Midwifery, National University of Lesotho, Maseru, Lesotho
Nursing and Midwifery, National University of Lesotho, Maseru, Lesotho
Nursing and Midwifery, National University of Lesotho, Maseru, Lesotho
Nursing and Midwifery, National University of Lesotho, Maseru, Lesotho
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