Experiences of students who gained entry to a nursing college through recognition of prior learning: A phenomenological study.

UNLABELLED

Background Recognition of prior learning broadens employees' access to higher education and career progress. In South Africa, the process provides previously disadvantaged nurses a fair and equitable opportunity to further their education. It is necessary to understand the support needs of these nurses.

OBJECTIVE

To describe the lived experiences of students who gained entry through recognition of prior learning to a three- or four-year nursing training programme at a nursing college in South Africa.

DESIGN

A qualitative descriptive phenomenological approach was used to explore and describe the meanings students attached to their educational experiences.

SETTING

A public nursing college in South Africa.

PARTICIPANTS

Ten nursing students who gained entry through recognition of prior learning were purposefully selected.

METHODS

Data were collected over a period of three months, using in-depth individual interviews, and analysed using Giorgi's descriptive phenomenological method.

RESULTS

Nursing students who furthered their studies through recognition of prior learning experienced various academic, clinical practice and personal challenges that instilled in them a fear of failure and self-doubt. They used social support from various sources as a way of coping. Previously disadvantaged nursing students require institutional interventions and support to improve their chances of success.

CONCLUSIONS

Nurses given the opportunity to advance their careers through recognition of prior learning should have access to person-centred support, academic orientation and resources to attain language and technological competency.