Experiences of students who gained entry to a nursing college through recognition of prior learning: A phenomenological study

Background Recognition of prior learning broadens employees' access to higher education and career progress. In South Africa, the process provides previously disadvantaged nurses a fair and equitable opportunity to further their education. It is necessary to understand the support needs of thes...

Full description

Saved in:
Bibliographic Details
Published in:Nurse education today 2022-10, Vol.117, p.105474-105474, Article 105474
Main Authors: Udeagha, Gloria M., van der Wath, Anna E., Moagi, Miriam M.
Format: Article
Language:English
Subjects:
Nursing education institution
Nursing training programme
Recognition of prior learning
South Africa
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Background Recognition of prior learning broadens employees' access to higher education and career progress. In South Africa, the process provides previously disadvantaged nurses a fair and equitable opportunity to further their education. It is necessary to understand the support needs of these nurses. To describe the lived experiences of students who gained entry through recognition of prior learning to a three- or four-year nursing training programme at a nursing college in South Africa. A qualitative descriptive phenomenological approach was used to explore and describe the meanings students attached to their educational experiences. A public nursing college in South Africa. Ten nursing students who gained entry through recognition of prior learning were purposefully selected. Data were collected over a period of three months, using in-depth individual interviews, and analysed using Giorgi's descriptive phenomenological method. Nursing students who furthered their studies through recognition of prior learning experienced various academic, clinical practice and personal challenges that instilled in them a fear of failure and self-doubt. They used social support from various sources as a way of coping. Previously disadvantaged nursing students require institutional interventions and support to improve their chances of success. Nurses given the opportunity to advance their careers through recognition of prior learning should have access to person-centred support, academic orientation and resources to attain language and technological competency.
ISSN:0260-6917
1532-2793
DOI:10.1016/j.nedt.2022.105474