Subsistema De Aplicación De Recursos Humanos

The role of the professional nurse in the professional socialisation of students was described as that of a role model and a clinical supervisor to students.

6.4.1 The professional nurse as role model

A role model is described as a person who leads by example, has good interpersonal relationships, is knowledgeable, encourages, acknowledges others and has excellent psychomotor and communication skills (Kilgallon & Thompson 2012:15; Perry 2009:41– 42). The professional nurses and students identified several characteristics that a role model should portray. Some of these characteristics were that a professional nurse should have sufficient knowledge, be approachable, portray a positive attitude, be aware of his or her own behaviour, be able to function as a good team member and work as an independent practitioner with sound ethical principles (sections 3.3.1.1 and 3.4.2.3).

Although the professional nurses acknowledged that they should have sufficient knowledge, they did not necessarily display the level of knowledge needed to support students (section 3.4.1.1). Students reported that professional nurses were unable to answer questions on basic patient diagnoses. Students were advised instead to read pamphlets posted behind doors if they needed information. Magobe et al (2010:[4]) found that insufficient knowledge of professional nurses was related to limited continued professional development.

The relationship between students and professional nurses was dysfunctional and lacked trust. Students were scared to ask questions and accused the professional nurses of hostility and favouritism (section 3.4.2.1). Students did not experience professional nurses as being respectful to them. Students were called “hazards” and were stereotyped as students that are normally perceived as undisciplined (section 3.4.3.1). Professional nurses themselves stated that they should be aware of how they behaved and talked to students (section 3.3.1.1). Mntambo (2009:127) also reported on

professional nurses calling students stupid and scolding them in front of patients. Professional nurses reported that some students exhibited negative attitudes and were not interested in learning, which contributed to these poor relationships (section 3.3.3.2). Nevertheless, although the relationship between professional nurses and students was reported to be problematic, some students and professional nurses gave an account of good relationships between them (sections 3.3.3.2 and 3.4.2.1).

The inability to work as a united team was another concern of the professional nurses (section 3.3.1.3). Examples were provided of when students needed to be disciplined, but colleagues did not support these actions, which resulted in feelings of division. Students confirmed this inability of professional nurses to work together in a team, as they witnessed them screaming at each other (section 3.4.1.1). Teamwork is important, because students need to learn this skill, which influences patient care positively (Condon & Sharts-Hopko 2010:170). Students also perceived professional nurses as being unable to function independently, as they exhibited subservient behaviour to

physicians (section 3.4.2.3). According to Mphahlele (2011:53), professional nurses’

attitudes changed from being authoritarian to submissive the moment a doctor entered the room. She concluded that nurses still regard themselves as assistants to the physician, not claiming their autonomous role as nurse practitioner.

Students were gravely concerned about the unethical behaviour of some professional nurses. They explicitly stated they did not wish to participate in practices such as the physical abuse of patients (section 3.4.3.1). Some stated that they wished never to function as a professional nurse in a general ward, because they saw professional nurses cheating and taking shortcuts in relation to patient care (section 3.4.3.3). This evidence is supported by previous studies that reported on unworthy role models in nursing (Mabuda et al 2008: 22; Mntambo 2009:122).

Despite the shockingly negative reports on the experiences of students, they also stated that there were some professional nurses who were willing to help them; however, these were few (section 3.4.1.1). Students need exemplary role models who make a positive impact on their professional socialisation (Koontz et al 2010:244; Perry 2009:43). In the current study it was found that student nurses were often exposed to professional nurses who were unworthy role models and did not support the effective

6.4.2 The professional nurse as clinical supervisor

Clinical supervision, a responsibility of the professional nurse, involves guiding and supporting students to become competent professional nurse practitioners (Severinsson & Sand 2010:670). The professional nurses described this function as being able to assist with theory-practice integration, acknowledging accomplishments, providing continuous support, disciplining and orientating students to their new environment, and including students’ ideas in the multidisciplinary team (sections 3.3.1.2 and 3.4.1.1).

Professional nurses were well aware that students experienced a gap between theory and practice, as they suggested strategies to narrow this gap (section 3.3.1.2). Students confirmed this observation, because they stated that the theory taught was very different from the practice (section 3.4.1.1). Professional nurses suggested giving students homework to prepare and then discussing it the following day as a method of integrating theory with practice (section 3.3.1.2). The literature suggests some solutions to overcome this gap. Specifically related to clinical supervision, Baxter (2007:106) proposes a model for clinical supervision that addresses various aspects. This model suggests a close relationship between academia and practice, with the primary aim of providing quality patient care.

Positive feedback to students was identified as an important motivational factor (section 3.3.1.2). Professional nurses suggested that students should be allowed to express their own ideas regarding patient care and that their contribution should be acknowledged. In addition, continuous support should be rendered, especially to those students who experienced difficulties, as students are not prepared on an emotional level to deal with the challenges they experience in practice (section 3.3.1.3). Students, however, did not experience the support from professional nurses, especially with regard to the students’ academic responsibilities. Students reported professional nurses being insensitive, particularly with regard to the scheduling of hours for clinical learning experiences when tests needed to be written (section 3.4.1.2). Students were also scared to asked questions, since they experienced the professional nurse as unapproachable and thus did not feel supported (section 3.4.1.1).

According to the professional nurses, students exhibited undisciplined behaviour, such as displaying poor time management. As clinical supervisors the professional nurses

felt that students should be disciplined and coached to learn the appropriate behaviour (section 3.3.2.1). They also found it very difficult to work with students, especially students with negative attitudes (section 3.3.3.2). This finding is consistent with Hathorn et al’s finding (2009:230), which revealed that professional nurses are more inclined to help students with a positive attitude.

Orientation is essential, as students’ sense of wellbeing and self-esteem is enhanced when the professional nurse exhibits a warm and receptive attitude to students (Chesser-Smyth 2005:325). Professional nurses explained that it was not always possible to orientate students to their new environment, because patient care was their first priority (section 3.3.1.3). However, students stated that they rarely received orientation, even on their first day of being a student in the clinical field (section 3.4.1.2).

Although professional nurses emphasised the importance of being a clinical supervisor, several obstacles hindered them in this role. In general students did not experience the professional nurse as a supportive clinical supervisor, although the professional nurses who participated in the study could identify the requirements of a professional nurse as clinical supervisor.