Guidelines to facilitate professional socialisation of learner nurses at public hospitals of Limpopo Province South Africa
Background: Learner nurses come from different social structures and entities with different norms and values. Upon entering the nursing profession, registered professional nurses (RPN) are expected to socialize the learner nurses into the professional norms and values as well as emphasising the moral and ethical values of the profession. The process starts when the learner enters the profession and continues throughout the practice as he/she learns from previously qualified colleagues. Purpose of the study: The purpose of the study was to develop guidelines to facilitate professional socialisation of learner nurses by registered professional nurses in public hospitals of Limpopo Province, South Africa. Methodology: Phase 1: A sequential exploratory mixed method approach was used in the study. A qualitative explorative design was used to collect data from professional nurses through one to one semi structured interview discussions. Data was collected until data saturation was reached. For quantitative design, research instrument was developed from the results of the qualitative data. A quantitative design was used to collect data from the learner nurses through open-ended questionnaires. A total of 181 questionnaires were distributed to the participants. Tech’s data analysis method was used to analyse qualitative data, and Statistical Package of Social Sciences Version 25.0 was used to analyse quantitative data. Permission to conduct the study was obtained from the University of Venda, Limpopo Provincial Department of Health and Vhembe and Capricorn Districts and the hospitals where data was collected. In Phase 2: To develop guidelines the researcher used ten steps of WHO guidelines as follows; selection of suitable research topic, initiating guideline development group, scoping the guidelines, developing questions using the PICOS. Validation of the guidelines was through Appraisal of Guidelines for Research and Evaluation checklist. A questionnaire was developed for the validators based on the checklist. The validation group constituted Nursing Managers, Operational Managers and Nurse Educators. Results: The study revealed that professional nurses view themselves as role models to learners in the clinical learning areas. Professional nurses were also aware of their teaching function though there were challenges in the clinical learning areas which made this difficult for them. The clinical learning areas were found to be not supportive to learners at times leading to poor professional socialisation. Professional nurses reported that learners are sometimes not eager or committed to be socialised in the clinical learning areas. Majority of learners, almost (75.0%) found it difficult to adjust in the clinical areas as they felt that they were not supported enough by professional nurses. Some leaner nurses (65.0%) indicated that professional nurses were not exemplary role models at times and this affect professional socialisation. Professional nurses and learner nurses shared similar views on many aspects of professional socialisation though there were differences in some. Recommendations: The professional nurse as the person entrusted with professional socialisation of learners in the clinical learning areas should always behave as an exemplary role model to learners so that learners can emulate the professional behaviour and conduct. The clinical learning areas should always be supportive to learners through teaching, creating a conducive environment to learn and respecting learners. The nursing education institutions should screen the suitable candidates who are motivated and enthusiastic to learn.
Clinical learning environment, Guidelines, Learner nurses, Registered professional nurses, Professional socialisation
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