Learning experiences of student nurses on a healthcare train in the Free State Province of South Africa

Abstract

Professional nurses in South Africa render autonomous primary healthcare. Therefore it is crucial that student nurses should be competent in the cognitive, psychomotor and affective domains upon completion of their studies. Experiential learning should provide opportunities to integrate theory and practice and to meet the professional and critical outcomes as stated in the curriculum. A qualitative research design was used to describe the opinions of the final-year student nurses regarding their experiential learning on the Transnet-Phelophepa Healthcare Train. Data were gathered through multiple nominal groups. Group members were purposely selected. Participants' responses were thematically analysed and categorised into learning opportunities (with learning, integration and skills development as themes); cultural congruence (with cultural exposure as the only theme); and professionalism, which included three themes, namely autonomy, ethics and appreciation. Learning opportunities on the Transnet-Phelophepa Healthcare Train exist for the development of the cognitive, psychomotor and affective domains of students. Most critical cross-field outcomes are addressed and support the mastery of specific professional outcomes. The following key elements for effective experiential learning were identified: learning opportunities are needed where theory can be integrated into practice and skills can be developed, student nurses' active participation in appropriate learning opportunities and the clinical placement must be congruent with students' expected learning outcomes.