Nurse educators' experiences implementing work-integrated learning in the R171 nursing program at a college.

Area of Science:

• Nursing Education
• Healthcare Workforce Development
• Curriculum Implementation

Background:

• The global imperative for nursing education transformation necessitates curriculum reform.
• South Africa's R171 nursing programme, revised since 1984, aims to equip generalist nurse practitioners with essential competencies.
• This study addresses the critical need to understand nurse educators' perspectives on implementing the R171 programme.

Purpose of the Study:

• To explore the lived experiences of nurse educators during the implementation of the R171 nursing programme.
• Specifically, to investigate challenges and successes related to work-integrated learning (WIL) within the R171 framework.

Main Methods:

• A qualitative descriptive phenomenological design was employed.
• Data were gathered through unstructured interviews with nurse educators at the Gauteng College of Nursing (GCON).
• Non-probability purposive sampling was used, with sample size determined by data saturation.

Main Results:

• Five key themes emerged: WIL allocation, challenges, consequences, strengths, and recommendations.
• Significant challenges included difficulties with student nurse placements, limited clinical practice access, and insufficient time for assessments.
• Staff shortages and resource limitations were also identified as major obstacles.

Conclusions:

• The implementation of the R171 nursing programme faces substantial hurdles, particularly concerning work-integrated learning.
• Addressing issues of student placement, resource allocation, and clinical training capacity is crucial for successful nursing education.
• The findings underscore the need for strategic revisions to the R171 programme to ensure effective nurse practitioner preparation.