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Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study
Thesis (MNur)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867613950699372544 |
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| access_status_str | Open Access |
| author | Grootboom-Nzesseu, Amelia Janice |
| author2 | Eygelaar, Elsa |
| author_browse | Eygelaar, Elsa Grootboom-Nzesseu, Amelia Janice |
| author_facet | Eygelaar, Elsa Grootboom-Nzesseu, Amelia Janice |
| author_sort | Grootboom-Nzesseu, Amelia Janice |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description |
Thesis (MNur)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131667 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:17.380Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131667 Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study Grootboom-Nzesseu, Amelia Janice Eygelaar, Elsa Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Nursing and Midwifery. Patient-centered health care Nursing students -- Attitudes Nursing -- Study and teaching Leadership -- Ability testing -- Nursing UCTD Thesis (MNur)--Stellenbosch University, 2024. ENGLISH SUMMARY: 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. AFRIKAANSE OPSOMMING: Persoon-gesentreerde sorg (PGS) is 'n kritiese komponent van effektiewe gesondheidsorg, wat individuele sorg beklemtoon wat pas by en respekteer die pasient se voorkeure, behoeftes en waardes. Verpleegkunde studente speel 'n belangrike rol in die lewering van PGS in kliniese omgewings, maar hul ervarings en persepsies kan wesenlik verskil weens verskeie faktore. 'n Gunstige onderrig omgewing, ondersteunende leierskap en effektiewe kommunikasie is noodsaaklik om PGS te bevorder. Daar is egter hindernisse soos onvoldoende leierskap, ontoereikende hulpbronne, hierargiese magdynamika, taalhindernisse, institusionele diskriminasie, onvoldoende kliniese toesig, en beperkte plasingstyd in die kliniese omgewing vir praktiese ervaring wat die ontwikkeling en implementering van PGS onder verpleegkunde studente kan belemmer. Hierdie hindernisse kan lei tot misverstande, verminderde betrokkenheid en gekompromitteerde kwaliteit van pasientsorg. Gegewe die belangrikheid om toekomstige verpleegkundiges effektief voor te berei om PGS te lewer, is dit noodsaaklik om die ervarings en persepsies van vierde-jaar voorgraadse verpleegkunde studente oor PGS te verken. 'n Kwalitatiewe navorsingsmetodologie is gebruik, met 'n verkennende-deskriptiewe navorsingsontwerp om diepgaande insigte in die ervarings en persepsies van vierde-jaar voorgraadse verpleegkunde studente te verkry. Die studie bevolking het bestaan uit verpleegkunde studente in hul finale jaar van studie. 'n Doelgerigte steekproefmetode is gebruik. Semi-gestruktureerde fokusgroep besprekings is uitgevoer met behulp van 'n onderhoudsgids met oop-einde vrae, en data is ontleed met behulp van Braun en Clarke se ses-fase tematiese analise benadering. Die bevindings van die studie het verskeie hindernisse onthul wat die verpleegkunde studente se vermoe om PGS te lewer beinvloed. Deelnemers het ondoeltreffende leierskap, 'n gebrek aan rolmodelle, en onvoldoende opleidingsgeleenthede as groot uitdagings in die ontwikkeling van hul PGS-vaardighede identifiseer. Daarbenewens is hierargiese magdynamika, ontoereikende hulpbronne, kommunikasie hindernisse rakende taalverskille, en ervarings van institusionele diskriminasie as verdere belemmerings vir die praktisering van PGS beklemtoon. Deelnemers het ook gerapporteer dat onvoldoende ondersteuning van kliniese leiers en 'n gebrek aan duidelikheid oor verwagtinge addisionele hindernisse vir effektiewe PGS-implementering geskep het. Vierde-jaar voorgraadse verpleegkunde studente het verskeie uitdagings binne hul kliniese onderrig omgewing geidentifiseer wat die effektiewe lewering van PGS belemmer. Dit is noodsaaklik om 'n ondersteunende onderrig raamwerk te vestig wat leierskapontwikkeling prioritiseer, openlike kommunikasie bevorder, en diskriminerende praktyke aanspreek om PGS-vaardighede onder verpleegkundestudente te verbeter. Dit is belangrik om hoe kwaliteit, persoon-gesentreerde gesondheidsorg te verseker as 'n integrale komponent van verpleegkunde-onderrig. Masters 2025-02-04T14:16:12Z 2025-02-04T14:16:12Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131667 en_ZA Stellenbosch University xvi, 131 pages : illustrations, maps, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Patient-centered health care Nursing students -- Attitudes Nursing -- Study and teaching Leadership -- Ability testing -- Nursing UCTD Grootboom-Nzesseu, Amelia Janice Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study |
| title | Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study |
| title_full | Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study |
| title_fullStr | Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study |
| title_full_unstemmed | Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study |
| title_short | Experiences and perceptions of fourth-year undergraduate nursing students of person-centred care : a qualitative study |
| title_sort | experiences and perceptions of fourth year undergraduate nursing students of person centred care a qualitative study |
| topic | Patient-centered health care Nursing students -- Attitudes Nursing -- Study and teaching Leadership -- Ability testing -- Nursing UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131667 |
| work_keys_str_mv | AT grootboomnzesseuameliajanice experiencesandperceptionsoffourthyearundergraduatenursingstudentsofpersoncentredcareaqualitativestudy |