Table 1 Summary of transcribed data
Themes | Subthemes | Participants quotes |
|---|---|---|
Classroom and clinical environment | Attitudes of nurse educators | Some lecturers shout at us. (FGD1) |
Lack of preparedness by nurse educators | ‘They come to class unprepared, so how can they impart clinical reasoning skills. (FGD3) | |
Lack of modelling | ‘When you are in the ward, the qualified nurses fail to transfer the skill to us. Even the nurse educators when they come for supervision, they only greet us and off they go’ (FGD 5) The participants stated that ‘when you are in the ward, the qualified nurses fail to impart the skill to us’ | |
Assessment and feedback | ‘Participants stated, for example, “Let me be honest here; I don’t believe I have ever been assessed on clinical reasoning because the assessment forms do not capture that.” No timely feedback is given to us’. (FGD5, FGD6) | |
Improved nursing professional | ‘If students acquire clinical reasoning skills, the quality of care will improve’ (FGD2, FGD6) The participants stated that ‘even the stakeholders’ complaints will be a thing of the past’ (FGD6. FGD3) | |
Improved nursing care delivery system | Participants stated that if we could have clinical reasoning skills, they will apply their knowledge/skills to deal with current trends and concerns (FGD1, FGD3). ‘we feel that avoidable deaths of patients will be minimized’ (FGD4; FGD2) |