Experiences of nursing students regarding clinical teaching and learning in public and private hospitals in Windhoek, Namibia

Abstract

Clinical teaching and learning are fundamental components of nursing training, influencing students’ competencies and confidence as future healthcare professionals. In Namibia, nursing students encounter diverse clinical teaching and learning environments within public and private hospitals, which may significantly affect their educational experiences. This study aimed to explore and describe the experiences of nursing students regarding clinical teaching and learning in both public and private healthcare facilities in Windhoek, Namibia. Also, to identify factors that may have an impact on clinical teaching and learning in public and private hospitals in Windhoek, Namibia. The research philosophy for this study is based on the two overarching concepts that are related to this study which are the experiences of nursing students, and clinical teaching and learning. The study was grounded in David Kolb's experiential learning theory framework, with the cycle of learning applied consistently throughout the research. A qualitative, explorative, descriptive and contextual approach was employed, utilizing focus group discussions with 4th-year Bachelor of Nursing Science students from selected higher institutions who have been exposed to both public and private hospitals in Windhoek, Namibia. Data were analysed thematically using Tesch’s colour coding to identify common themes and subthemes regarding students clinical learning experiences The findings revealed several key themes, including the availability and accessibility of clinical instructors, the quality of hands-on training, and the impact of resource limitations on learning outcomes. Students reported varying experiences between public and private hospitals, with private institutions generally providing better access to resources and supportive learning environments. Challenges such as overcrowded settings and limited clinical supervision were highlighted as barriers to effective learning. Additionally, students emphasized the importance of mentorship and role modelling by registered nurses in fostering their professional development. The study underscores the critical role that clinical teaching and learning environments play in shaping nursing students’ educational experiences. It highlights the need for enhanced support and resources in public healthcare facilities to ensure equitable learning opportunities. Recommendations include the implementation of standardized clinical teaching practices across institutions and increased collaboration between nursing schools and healthcare facilities to optimize student learning outcomes.