Challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills by the undergraduate nursing students: A qualitative exploratory study

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Abstract Background: Acquisition of clinical reasoning skills has been shown to improve the quality of care provided to patients when nursing students are competent. However, teaching and learning clinical reasoning skills is difficult because of its complexity. The aim of this study was to explore the challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills by undergraduate nursing students. Methods: This study employed a qualitative exploratory research design underpinned by a social constructivism paradigm. The participants were the nurse educators from the two universities in Malawi. Twelve nurse educators were purposively sampled and recruited into the current study. Data were collected using semi structured interview guide. Twelve individual in-depth interviews were conducted. Data collection and initial data analysis occurred simultaneously following thematic analysis. The moral precepts of beneficence, justice, and regard for human dignity were upheld. Results: The two major themes that emerged from the transcribed data as challenges experienced by nurse educators in promoting acquisition of clinical reasoning skills were: nursing student lack of interest in learning, lack of resources in the clinical area, knowledge gap among nurse educators, lack of qualified nurse educators and role modelling. Conclusion: Nurse educators' challenges in promoting clinical reasoning skills can be addressed by fostering receptiveness to these challenges, thereby enhancing students' competences and improving patient care. Based on the findings of this study it is recommended that nurse educators should update their teaching skills if they are to guide the nursing students effectively. The clinical arena should have enough resources.

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