Abstract
M.Cur.
The educational challenges of pregnant student nurses at a college in
Mpumalanga have become a concern to college management and within the
Province in general. Student nurses fall pregnant before they complete their training
and some commence their training while pregnant. Pregnant nurses-in-training face
educational challenges in both theoretical and clinical learning areas. Pregnant
student nurses are often unable to complete their studies in due time as they fail to
meet certain requirements as outlined by the South African Nursing Council
(SANC).
The purpose of this study was to explore and describe educational challenges as
experienced by pregnant student nurses at a college in Mpumalanga, in order to
formulate recommendations that can be used by the college and pregnant student
nurses to address their educational challenges.
The researcher conducted the study using a qualitative, exploratory, descriptive and
contextual design. Non-probability purposive sampling was used. Data was
collected from participants through unstructured individual phenomenological
interviews. The researcher asked a colleague with interviewing skills to conduct the
Interviews, and also kept field notes. The sample size was determined by data
saturation. The data was analyzed using Giorgi’s qualitative thematic analysis
method. Trustworthiness and ethical principles were adhered to throughout the
study to ensure the protection of human rights.
The findings of the study confirm that pregnant student nurses experience
educational challenges. Four main themes emerged from the data analysis:
academic challenges, failure to write examinations, support system and maternity
leave. Recommendations to address the educational challenges have been
developed.
The strategies, limitations, recommendations and conclusions of the study with
regard to nursing practice, nursing education and nursing research are also
presented.