Abstract
BackgroundNursing students' professional dignity development during work-integrated learning is dependent on support from professional nurses. If they are left unsupported, such development is jeopardised.AimThe aim of the study was to explore and describe the support that nursing students need from professional nurses, including their lecturers, during work-integrated learning to develop professional dignity.Research designA qualitative, exploratory-descriptive research design applied. Through volunteer sampling, participants were invited for face-to-face in-depth individual interviews to discuss the question: 'What support did you need from others during work-integrated learning to feel dignified as nursing students?' Saturation of data determined the number of participants. Recording of the interviews and the writing of field notes were carried out with the permission of the participants. Manual coding in a thematic analysis was done to analyse the intricate data content with intuition and insight.Participants and research contextThe study was undertaken in South Africa at a designated nursing education institution and the hospital where the students performed the bulk of work-integrated learning. Fourteen third-year students were interviewed. They had sufficient experience with work-integrated learning and could provide rich data concerning support needed to develop professional dignity.Ethical considerationsThe Faculty of Health Sciences Research Ethics Committee at the University of Pretoria approved the proposal (Reference number 73/2023) and the applicable authorities gave written permission for the research to be conducted. Since the participants were students, the researchers made sure that they did not feel obliged to participate.FindingsFour categories were identified, namely, (a) improving work-integrated learning experience, (b) value students' professional development, (c) cooperate to benefit students' professional growth and (d) manage resources optimally.ConclusionStudents needed to be respected and their input to quality nursing care acknowledged. Positive role models and learning conducive clinical environments contributed to their development.