South African student nurses’ experiences of preparedness in delivering ethically competent care

Student nurses must be thoroughly prepared to assume professional responsibilities. By the time they complete their studies, they should possess a solid foundation of knowledge, critical thinking skills, and the personal qualities essential for ethical and professional behaviour. These traits are crucial for delivering competent nursing care in real-world clinical settings. As ethical challenges in clinical practice increase, developing ethical competence in student nurses becomes crucial. This preparation will equip student nurses with the demands of their future roles and help uphold high standards of care in diverse clinical environments. This study aimed to explore South African student nurses’ experiences of being prepared to deliver ethically competent care. This study employed a descriptive, qualitative design. Purposive sampling was used to recruit second, third and fourth-year student nurses. Data was collected through focus groups, case studies, and field notes. The data was analysed using thematic analysis. Ethical principles were adhered to throughout the study. The findings revealed several challenges in the delivery of ethically competent care among student nurses. Participants reported that ethically competent care was often neglected in the clinical environment, highlighting a need to return to fundamental nursing principles. They also described the difficulty of navigating ethical dilemmas, particularly when balancing patient rights with practical constraints. Furthermore, discrepancies were noted between the theoretical knowledge gained during training and its practical application in clinical settings, suggesting a gap between learning and practice. This study explored student nurses’ preparedness to deliver ethically competent care. The findings highlight significant challenges in clinical settings and emphasise the need for strategies to address ethical issues. Recommendations include creating a supportive learning environment, assisting students in speaking up during dilemmas, promoting ethical awareness before clinical exposure, boosting morale, using diverse teaching methods, role-modelling ethical care, fostering collaboration between practice and academia, and encouraging student participation.