Nursing students’ appreciation of clinical supervision during work-integrated learning
Background: Effective clinical supervision in learning-conducive environments is required to enhance students’ work-integrated learning. Conversely, ineffective clinical supervision can jeopardise students’ learning and skills development. Aim: The aim of the study was to explore and describe the a...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | Afrikaans |
| Published: |
AOSIS
2025-06-01
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| Series: | Health SA Gesondheid: Journal of Interdisciplinary Health Sciences |
| Subjects: | |
| Online Access: | https://hsag.co.za/index.php/hsag/article/view/2985 |
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| Summary: | Background: Effective clinical supervision in learning-conducive environments is required to enhance students’ work-integrated learning. Conversely, ineffective clinical supervision can jeopardise students’ learning and skills development.
Aim: The aim of the study was to explore and describe the aspects of clinical supervision during work-integrated learning that students of a designated nursing education institution appreciated.
Setting: The study was conducted at an institution in South Africa that offered a 3-year diploma programme in nursing science. The students took part in work-integrated learning at five public hospitals and 20 clinics.
Methods: Descriptive qualitative research with an appreciative inquiry approach was done. Second and third-year students were purposively selected and took part in four focus group discussions. Data saturation determined the sample size of 45 participants. The 5-D Appreciative Inquiry Model applied.
Results: The participants appreciated opportunities to learn how to integrate theory in practice under the supervision of professional nurses in learning-conducive clinical environments and enabling relationships with facilitators and lecturers. They wished for ongoing cooperation between the institutions involved to ensure well-resourced facilities and manuals for standardised nursing procedures.
Conclusion: Nursing students require clinical supervision to benefit optimally from work-integrated learning. The supervision should be provided by hospital and clinic staff, as well as clinical facilitators and lecturers in learning-conducive environments created through cooperation between the institutions involved in the students’ training.
Contribution: The research findings indicate the support that students require to use learning opportunities to become clinically skilled in integrating theory and practice. |
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| ISSN: | 1025-9848 2071-9736 |