Abstract
Ethically competent professional nurses are essential in providing safe and compassionate care. The challenges encountered in practice demand a high level of ethical competence among nurses. Therefore, it is crucial to instil ethical and professional values in student nurses to cultivate
a generation of future professionals who can navigate ethical dilemmas effectively. By focusing on ethical competence during their training, we can ensure that they are well-equipped to address
complex situations with integrity and compassion, ultimately enhancing the quality of care provided to patients.
A qualitative research design employing an exploratory, descriptive method that is contextual in
nature was used in this study to explore and describe student nurses’ experiences of preparedness in delivering ethically competent care. The target population consisted of student nurses enrolled at the University of Johannesburg. The inclusion criteria required participants to
be registered in the R174 programme (General Nursing and Midwifery) in line with the South African Nursing Council, having completed at least one year of academic qualification and being at least 18 years old. A total of 20 student nurses who consented to participate were selected
through purposive sampling. Data were collected via focus group sessions, with four sessions
conducted at the Doornfontein campus of UJ, adhering strictly to COVID-19 regulations. Thematic analysis was used as a method for data analysis.
To ensure the trustworthiness of the study, the criteria of credibility, transferability, dependability, and confirmability were applied. Ethical considerations were upheld, focusing on the principles of
autonomy, beneficence, non-maleficence, and justice. The exploration and description of the experiences of ethical preparedness in student nurses led to recommendations aimed at enhancing their ethical competence. It is anticipated that the findings will be implemented in both
nursing education and practice.
The results of the study revealed the following themes:
• Theme 1: Participants felt that ethically competent care was not always prioritised during
ethical dilemmas and expressed a need to return to the basics.
• Theme 2: Participants described case studies as very challenging but ultimately navigated ethical dilemmas by keeping patient rights in mind.
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• Theme 3: Participants identified a gap between theoretical knowledge and practical application, emphasising the need for ongoing education.
Participants felt uncomfortable during ethical situations, and as student nurses, they perceived
that they did not have permission to speak up. The participants experienced that ethical care was not always prioritised during ethical dilemmas; they identified the need to return to basics. The
participants experienced a gap between theoretical knowledge and practical application, and
ongoing education was needed to bridge the gap between theory and practice. The participants recommended that in-service training be provided to prepare and enable them to handle issues; all nurses’ awareness should be raised. They also felt that nurses should further their reading of SANC’s cases in order to be more vigilant in their own decision-making and in delivering care to patients. Specific recommendations were developed to enhance ethical competence among student nurses. These recommendations aimed to equip student nurses with the knowledge and skills
needed to confidently address ethical dilemmas in practice.