The conception, understanding and context of trainee nurses’ competence acquisition and informal learning

Abstract

This study explores the meaning of competence as part of the understanding of trainee nurses’ competence acquisition. This is achieved by eliciting the opinion and experience of the trainees with regards to their competence acquisition and informal learning during their 3 years of training period. Three main objectives of the study are to investigate issues relating to trainee nurses’ competence acquisition and if appropriate to represent this through a suitable model, to obtain an understanding of trainee nurses’ informal learning experiences by drawing on their experience of competence acquisition and to identify what tending to obstruct the development of competence and how work environment and training can be improved. Three focus group discussions were conducted at the exploratory stage with eighteen final year trainee nurses. The second stage involved in-depth interviews with five experience staff nurses and four non-participant observations at clinical area. Data from three qualitative techniques were collected and analysed using qualitative content analysis. These data were triangulated to compare findings for validation purpose. Five main themes emerged from trainee nurses’ competence acquisition such as multiple understanding of competence, multi-facets of informal learning techniques and strategies, individual trainee nurses’ problems associated with clinical placements, pre-conceptions of the staff nurses on trainee nurses’ performance and challenges experienced by the trainees during their clinical placements. Issues relating to trainee nurses’ competence acquisition with specific inferences to the informal learning experience were presented into 3 models. The first model describes the existing experience of individual’s trainee nurses during their clinical placement with regards to their competence acquisition and informal learning. The second model shows the worst experience of individual trainees’ problems and challenges and the third presents an ideal model for trainee nurses competence acquisition. It is concluded that, individual’s understanding of competence, individual’s informal learning techniques and strategies, the supportive environment and the implementation of continuous education during clinical placement contributed towards trainee nurses’ competence acquisition in order to become competent nurses in the future. These results highlighted various significant issues for future recommendations for individual trainees, nursing educators and administration of the nursing colleges.