Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care: A qualitative study
Date
2024-12
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Publisher
Stellenbosch University
Abstract
Person-centred care (PCC) is a critical component of effective healthcare delivery, emphasising individualised care that respects and responds to patient's preferences, needs, and values. Nursing students play a vital role in delivering PCC in clinical settings, but their experiences and perceptions can vary widely due to several factors. A conducive educational environment, supportive leadership, and effective communication are essential for fostering PCC. However, barriers such as insufficient leadership, inadequate resources, hierarchical power dynamics, language barriers, institutional discrimination, inadequate clinical supervision, and limited placement time in the clinical setting for practical experience can impede the development and implementation of PCC among nursing students. These barriers may lead to misunderstandings, reduced engagement, and compromised patient care quality. Given the importance of preparing future nurses to deliver PCC effectively, it is necessary to explore the experiences and perceptions of fourth-year undergraduate nursing students regarding PCC. A qualitative research methodology was employed, using an exploratory-descriptive research design to gain in-depth insights into the experiences and perceptions of fourth-year undergraduate nursing students. The study population consisted of nursing students in their final year of study. A purposive sampling method was used. Semi-structured focus group discussions were conducted using an interview guide with open-ended questions, and data were analysed using Braun and Clarke's six-phase thematic analysis approach. The study revealed several barriers that affect nursing students’ ability to deliver PCC. Participants identified ineffective leadership, a lack of role models, and insufficient training opportunities as major challenges in developing their PCC skills. Additionally, hierarchical power dynamics, inadequate resources, communication barriers related to language differences, and experiences of institutional discrimination were highlighted as further hindrances to the practice of PCC. Participants also reported that inadequate support from clinical leaders and a lack of clarity regarding expectations created additional obstacles to delivering PCC effectively. Fourth-year undergraduate nursing students identified multiple challenges within their clinical education environment that hinder the effective delivery of PCC. Establishing a supportive educational framework that prioritises leadership development, fosters open communication, and addresses discriminatory practices is essential for enhancing PCC competencies among nursing students. This is crucial to ensuring high-quality, person-centred healthcare delivery as an integral component of nursing education.