Support needed by nursing students to develop professional dignity

Area of Science:

• Nursing Education
• Professional Development
• Work-Integrated Learning

Background:

• Professional dignity development in nursing students is contingent on support from professional nurses during work-integrated learning.
• Lack of support jeopardizes nursing students' professional dignity and development.

Purpose of the Study:

• To explore and describe the support nursing students need from professional nurses and lecturers.
• To understand how this support aids in developing professional dignity during work-integrated learning.

Main Methods:

• Qualitative, exploratory-descriptive research design.
• Face-to-face, in-depth individual interviews with 14 third-year nursing students in South Africa.
• Thematic analysis of interview data to identify key themes.

Main Results:

• Four categories of support needs were identified: improving the work-integrated learning experience, valuing students' professional development, cooperation for professional growth, and optimal resource management.
• Students need to be respected and their input acknowledged.
• Positive role models and conducive clinical learning environments are vital.

Conclusions:

• Respect and acknowledgment of nursing students' input are essential for professional dignity.
• Supportive professional nurses and lecturers significantly contribute to students' development.
• Conducive clinical environments foster professional growth and dignity.