Experiences and challenges of enrolled nurses undertaking a Bachelor of Nursing Science programme in Namibia

Background: Globally, enrolled nurses (ENs) are embarking on an educational journey to become registered nurses (RNs) in order to enhance their knowledge and career opportunities. However, their aspiration is not without challenges. In Namibia, the experiences of these nurses have not been extensively researched. Objectives: This study aims to explore and describe the experiences and challenges of ENs undertaking a Bachelor of Nursing Science at the University of Namibia. Method: A qualitative, exploratory, descriptive and contextual research strategy was followed as the basis of conducting the study. A sample of 15 nursing students was purposively selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes. The collected data were analysed thematically using an inductive approach. Results: Three main themes subsequently emerged from the study: ENs' positive experiences advancing in the Bachelor of Nursing Science (BNSc) programme; nurses' negative experiences advancing in the BNSc programme; and recommendations to ensure effective advancement in the BNSc programme Conclusion: The findings of this study revealed that ENs positively experience becoming a RN when it comes to self-development; however, they have negative experiences such as not receiving exemptions for prior learning and having to learn a new curriculum. Contribution: These findings may be used by the Faculty of Health Sciences, School of Nursing and Public Health management in order to develop targeted interventions and ongoing strategies during their curriculum review cycles to ensure positive student experiences and success within the programme.

Experiences of nursing students preparedness to migrate to online learning during COVID-19 lockdown in Namibia

Background: COVID-19 made it mandatory for Namibian education institutions to transition from traditional face-to-face classroom learning to online learning. Minimal time was available to prepare nursing students to adopt this model of learning, which subsequently influenced their learning experiences. Aim: The aim of the study was to explore and describe nursing students' experiences regarding their preparedness to migrate to online learning during the COVID-19 lockdown at a public university in Namibia. Setting: Semi-structured interviews were conducted in English at the public university in Kavango East, Namibia. Methods: A qualitative approach utilising an exploratory and descriptive design was used. Convenience sampling and a semi-structured interview guide was used to assess the experiences of undergraduate nursing students. Data saturation was achieved after 15 interviews. ATLAS.ti 8 software assisted with management of data that was analysed inductively following the six steps of thematic analysis. Results: The following themes emerged from analysis of the data: (1) students' readiness to migrate to online learning; (2) challenges faced by nursing students during the migration to online learning; and (3) strategies to support the transition from face-to-face to online learning. Conclusion: The study's findings show that the student nurses were unprepared for online learning due to lack of skills and the ability to use technology to navigate online learning platforms. Access to online learning was also hampered by poor Internet connectivity and unreliable electronic devices. Contribution: These findings may be used to develop targeted interventions and strategies to mitigate challenges faced during transition from face-to-face to online learning.

COVID-19 as an enabler for enhancing online learning and teaching skills for nurse educators at the University of Namibia: Prospects and challenges

Background: The coronavirus disease 2019 (COVID-19) pandemic has caused instability in the education system and has compelled higher education institutions (HEIs) to find alternative ways of teaching and learning by making use of the latest online teaching approaches. Aim: The purpose of the study was to explore how COVID-19 could serve as an enabler for the enhancement of online learning and teaching skills for nurse educators at the University of Namibia with specific emphasis on prospects and challenges. Setting: Semi-structured interviews were conducted in English at a public nursing education institution located in the northeast of Namibia. Methods: A qualitative explorative, descriptive and contextual research design was used. Data were collected by means of in-depth semi-structured interviews with 18 nurse educators from the School of Nursing. Data were analysed using thematic analysis. Field notes were simultaneously taken to enrich the data. Results: The study revealed three themes: nurse educators' experiences of the use of online learning and teaching skills, COVID-19 as an enabler for enhancing online learning and teaching skills and strategies to sustain online teaching and learning. Conclusion: Internet technology has generated a surge in demand for web-based teaching and learning. The online learning mode was not effectively utilised during the COVID-19 era because of inadequate technological skills on the part of nurse educators. Contribution: These findings can be used by universities to equip students and academic staff with skills to adapt to e-learning as the new modus operandi in learning and teaching in the post-COVID-19 era.