Análisis de las encuestas (Fuentes primarias)

A qualitative, exploratory, descriptive and contextual design was used to conduct the study. The research population comprised all students registered for their 4th _{year of}

study. Purposive sampling was used to select the research sample. Data saturation was achieved after conducting 20 in-depth interviews with participants. Tesch’ method was used to analyse the research data. Two main themes and nine sub- themes emerged from the data analysis. A literature control was conducted to verify the research findings. A summary of the main findings are presented in the paragraphs below.

Theme one highlighted the participants various experiences regarding information needs at the point of care to facilitate clinical decision making. Participants’ felt that they did not have adequate information that could assist them in making a clinical decision at the point of care. This leads to uncertainty when caring for patients. Participants expressed that the uncertainty in caring for patients at the point of care, also caused emotional reactions of incompetence and embarrassment.

Participants mentioned that having a lack of information at the point of care did not only cause embarrassment for the participant, but also caused participants to feel that patients might not trust the nurse and therefore the nurse loses confidence which negatively impacts on patients care. Participants also mentioned that there was a gap between theory and practice when in the clinical setting. Participants felt

that they spend more time at the learning institution acquiring theory than in the practical field. Participants felt that more time should be allocated to practicals that will equip them better for the clinical environment. Even though practical skills are practiced in simulation, participants mentioned that the students still did not feel equipped enough within the clinical setting.

Participants mentioned that not being able to care for patients due to lack of knowledge, can have ethical implications. They mentioned that nursing staff within the clinical setting delegate tasks not within their scope and year level. Participants raised their concern that these tasks might cause harm to patients.

Some of the participants indicated that they felt well prepared to enter clinical practice which resulted in an ability to care for patients. Participants mentioned that lecturers were doing an excellent job as most health conditions were presented in class and this allowed them to make the requisite clinical decisions regarding patient care. One participant mentioned that the theoretical knowledge received from the NEI has provided an advantage in contrast of the knowledge displayed by nursing students from other institutions, which was evident when in clinical settings.

In theme two, participants offered suggestions regarding their information needs at the point of care. Although some participants mentioned that they were well prepared, other participants mentioned that given the opportunity, the use of mobile devices (cell phones) would also have assisted them in accessing information at the point of care and then they would not have to rely too much on the nursing staff and doctors for input. Participants mentioned that mobile devices can assist when textbooks and libraries are inaccessible. Others confessed to using the mobile phone to access information when unsure of how to manage patients. Participants felt that the application could be used as an academic tool to students, not only in the clinical field but also when preparing for tests.

Participants advocated for better preparation prior to entering clinical practice and intensified mentorship. They felt that there were still certain clinical placement areas that required expertise and knowledge that they lacked. Participants raised their concern as they were not always sure when to intervene when patients were

lack of mentoring. The lack of mentoring caused participants to rely on nursing staff in order for them to adequately fulfil their duties.

Another suggestion that was raised by participants, were the requisition of more clinical information during theory lectures in order to provide adequate patient care. Some participants indicated that as undergraduate nursing students, they found diagnosing patients at the point of care challenging. They were not always certain in making a diagnosis as staff members were not always available. In some instances the participants narrated that the lack in background knowledge also made it difficult. Even though guidelines were made available in primary health care, one participant in particular mentioned that diagnosing and treating patients were challenging.

Lastly, the need for guidelines and standard operating procedures to assist them to link theory and practice at the point of care were also indicated by participants. Participants felt that they needed step-by-step guidance for clinical procedures and the confirmation of diagnoses at the point of care. Participants acknowledged the responsibility of caring for their patients and thereof the need for the availability of standard operating procedures and guidelines.

In view of the above summary, it can be concluded that the research objective was met in the sense that fourth year nursing students’ perceptions with regard to their information needs required at the point of care were explored and described.