Original Research

Experiences of student nurses on role modelling of a therapeutic approach by registered nurses: Recommendations for improvement

Esther A. Mpangane, Agnes Makhene, Hafisa Ally
Curationis | Vol 44, No 1 | a2168 | DOI: https://doi.org/10.4102/curationis.v44i1.2168 | © 2021 Esther A. Mpangane, Agnes Makhene, Hafisa Ally | This work is licensed under CC Attribution 4.0
Submitted: 06 June 2020 | Published: 11 August 2021

About the author(s)

Esther A. Mpangane, Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
Agnes Makhene, Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
Hafisa Ally, Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa


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Abstract

Background: A therapeutic approach involves portraying the attributes of being polite towards fellow human beings and patients, respecting them irrespective of their circumstances and having sympathy and compassion for them. Knowledge of therapeutic approach is the initial step towards gaining patients’ trust and developing student nurses’ communication with patients; however, theoretical knowledge alone may not increase application in practice. Role modelling of a therapeutic approach increases patient care satisfaction and enables student nurses to therapeutically communicate with patients, colleagues and all other staff members. The most appropriate way for student nurses to learn what it means to portray therapeutic approach is seeing registered nurses’ role modelling it.

Objectives: To make recommendations for the enhancement of role modelling of therapeutic approach by registered nurses for student nurses at a regional public hospital.

Method: A qualitative, exploratory, descriptive, phenomenological and contextual design was used. Three focus group interviews were conducted. Data were analysed using Giorgi’s descriptive phenomenological method. Measures to ensure trustworthiness and ethical principles were applied throughout the research.

Results: One central theme with three main themes and related sub-themes indicated that student nurses had negative experiences on role modelling of therapeutic approach owing to registered nurses’ non-therapeutic communication, lack of professionalism and ethical conduct as well as poor quality patient care. However, only the recommendations seeking to address the experiences of non-therapeutic communication which included negative attitudes of registered nurses towards patients, lack of provision of patient information, poor handling of patients’ complaints as well as racial discrimination re-handling of patients’ complaints will be highlighted.

Conclusion: The majority of student nurses had negative experiences on role modelling of therapeutic approach by registered nurses. They needed registered nurses to improve their approach towards patients. It is expected that the implementation of the recommendations will enhance therapeutic approach to patients.


Keywords

experiences; student nurses; role modelling; therapeutic approach; registered nurses

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