Identidad étnica, colonialidad de poder y modernidad

The study was undertaken to explore and describe the experiences of college students regarding the mentoring role of registered nurses in the Public Services of the Eastern Cape, South Africa. The major objectives were to explore and describe these experiences of college students in the Public Services and make recommendations to the college management, nursing services and Eastern Cape Health Department.

71

Focus group interviews made it possible to identify how student nurses have experienced both positive and negative mentoring in the clinical learning environment. It emerged from the study that few student nurses had positive learning experiences in teaching and support in the clinical learning environment. They acknowledged that, at times, there were good mentors who were willing to teach, support, orientate students on what they need to learn, and praise students for good performance.

However, the vast majority of students who participated in the research had negative mentoring experiences. Many prohibiting factors and erosive/destructive factors exist within the Public Nursing Services, as discussed in depth in the previous chapter. Participants alluded to not being orientated; not knowing where to start; feeling that they

had been thrown into the „deep sea‟; and having to familiarise themselves with

equipment and practice.

No teaching programme was set out for the learners; participants stated that registered nurses maintained that they were too busy to teach, but needed to work, so there was no time to teach as they were short staffed; they left students to fend for themselves, but did used as the labour force. The participants reported that there were no educational rounds either. Learning objectives were not provided; therefore some students did not meet their objectives. A few students, however, stated that some learning objectives with minimal mentoring had been achieved in some instances, hence, if registered nurses had played their part, student nurses would have been better mentored to meet all objectives and be competent.

There was a strong feeling that there should be better collaboration between the nursing college and nursing services to facilitate good mentoring of student nurses in the Public Nursing Services. According to the SANC guidelines controlled by Regulation R683, as amended (SANC, 2006), the teaching function is the obligation of the registered nurse, who has to assist the student to correlate theory and practical.

Regarding the claim by learners of lack of support, participants unanimously indicated that clinical teaching, clinical programmes and support was not adequately performed. Registered nurses and lecturers were not available to accompany and support nursing

72

students during clinical exposure. Lecturers would are only seen during evaluation of skills, otherwise there was no support from the college regarding the teaching and mentoring of the students. These findings confirm findings by Mongwe (2001:135) and Tshabalala (2011:51) who also stated that lack of support and mentoring has a negative impact on the student nurses.

Students had to figure out things for themselves or ask the doctor; they practised nursing on their own without supervision, and had a feeling of been „all alone‟ in the practice field. Student nurses stated that they received mentoring from other categories of nursing staff, doctors and peers, whereas the registered nurse, who was supposed to be the driving force, took no responsibility and did not follow etiquette; the standard was poor, and professionalism was absent.

The negative attitudes of staff in the clinical area have had a serious impact on the students‟ performance and morale. Registered nurses were poor mentors. Students expressed their desire to absent themselves from the practice environment, having lost interest in the clinical area. They were fed up as; they were not acknowledged for doing the work correctly. They felt unappreciated as they were never thanked for their input, even when they went the extra mile.

Participants explained that there were many erosive/destructive factors within the learning environment. They reported that registered nurses humiliated students by shouting at them in front of other learners, patients and visitors. Registered nurses had trust issues with students, told them they were not trusted and that the students bored them.

There was lack of approach in dealing with student nurses. They felt some of the sisters did not like them and ridiculed them. They were denied the opportunity to learn, and were told to go to their lecturer, with the registered nurses telling them, I‟m not your lecturer. “You are supposed to know this information at your level and you are wasteful with material”.

Registered nurses exhibited and displayed an anti-student attitude. Students were made to work like slaves and, in some instances, had only one day off, besides not

73

having a tea or lunch break while on night duty. Student nurses were not allowed to enter the staff room or keep their bags there. They felt that they were not being recognised as human beings: there was a lot of bad attitude towards them. They realised that there were communication barriers, and they were suffering because they were students.

Participants also stated that student nurses felt that they were being marginalised. They expressed that they were blamed for mishaps even if it was not their fault or they were anywhere near. They found it very difficult to become attached to professional nurses in the practice and also highlighted that favouritism was rife.

They were also of the opinion that registered nurses felt threatened by student nurses, and vice versa. Students felt under threat at times; they were allowed to do crucial procedures like delivering patients on their own, and were afraid to ask. They were forced to admit patients, even aggressive patients at times, without supervision. They were required not to wear gloves during certain procedures, and felt that they were at risk and could become infected.

According to the participants, students perceived behaviour in the clinical area as unacceptable within a professional environment. The registered nurses seemed to lack confidence, revealed a negative attitude towards students and were not approachable. Students were driven to feel like wanting to strangle the sister; felt as if the sisters wanted them to beg to be taught and that asking anything from the sister was like „opening up a tin of worms‟.