Interaction between students and nurse educators

Many statements were made regarding the interaction between students and nurse educators. In general, interaction was experienced as being negative, which resulted in students adopting a negative attitude towards the educators. The interaction between students and nurse educators includes the way in which students are approached by nurse educators, the way in which nurse educators communicate with students and the negative attitude adopted by nurse educators towards students. The negative

interactions experienced by participants, were also evident from statements regarding nurse educators being indifferent and judgemental towards students.

4.2.2.3.1 Negative approach

Participants believed that they were being underrated in the sense that they were being denied the right to be assertive, that their opinions were not being acknowledged and that their inputs were being disregarded and underestimated.

Sometimes they don’t take our assertiveness as … You are not being assertive, you are being disrespectful and you are defending yourself. You are not standing up for yourself. That is why I am saying, sometimes we put

our profession last and we say military first. (FGS2–6:112)

I only developed this negative attitude towards my seniors because of the incident [that had] happened. I was trying to be assertive, to understand or what is the problem or how did it come about, why is it happening. So, I

ended up being in trouble for that. (FGS1–5:297)

… the college will tell/ask you as a student [to] write or compile things that you would like to have or see changes in the future. A list of about three to four pages will be written, among those written things none will be change, then we ask ourselves, what’s the point of giving the college lists after lists of

things we want but, at [the] end, nothing is being done about it. (CIN–3:36)

4.2.2.3.2 Negative communication

Participants indicated that, in communicating with them, nurse educators were often negative, degrading and discouraging and that the students often received rude and sarcastic responses from nurse educators.

… they are telling you that they have been there fifteen years ago and you

will never in a million years be equals to them. (FGS2–2:110)

During the office bearing, I tried to explain something, and someone said to me “We know people like you who try to act smart, they never finish this

course. (CIN–9:147)

Then the tutor or the lecturer is already telling you that, ‘I am going to set a

re-exam and you are all not going to make it because if you are failing’.

(FGS2–2:129)

Later during the day a student asked the lecturer a question. The lecturer started changing and asked the whole class “Are we here to question or

4.2.2.3.3 Indifference

Indifference probably best captures the attitude to which the participants were referring when stating that they had experienced the nurse educators as uncaring, unsympathetic and impatient.

I won’t say we lack education that is being given fully, but during tests or examinations when some of us students want to go for remedial, that’s where

you will see that other tutors they don’t care. (CIN–3:37)

When it comes to theoretical, I will learn to be patience with the student because all of us, even here you can give us a test now, you can’t get fifty, fifty. Some will get [a] hundred. So you have to understand certain student …

know your student. (FGS2–6:189,190)

4.2.2.3.4 Being judgmental

This subcategory was derived from participants’ comments that nurse educators treated them on the basis of preconceived ideas and that they were being labelled and being discussed with other nurse educators who did not even know them.

… it is like there is someone who mostly focuses on our personalities, each

and every one. Then, after, that person will just go, let’s just say, xxxx and

xxxx, they are our lecturers, they just go and then tell them, you know what these people are like this and this and this. By the time they come to class to teach us, they will just tell you this is how you guys are without even, how can I say, ja interacting with you. They will just come with that mindset that you guys are like this and this. They don’t even know you; that you are like that.

You just heard it from someone else. (FGS2–4:286,287)

The subcategory was further based on the participants’ perceptions that no matter whether they did something good or something bad, performed well or poorly, negative opinions about them would not change.

… you know, back or deep inside your heart, this thing doesn’t matter. Either way, I can do good or bad. They will still see me the same way as that

person. (FGS2–6:164)

Participants also felt that there was a perception that they were disrespectful or defensive, when, in fact, they were trying to be assertive.

Sometimes they don’t take our assertiveness as … You are not being assertive, you are being disrespectful and you are defending yourself. You

are not standing up for yourself. That is why I am saying sometimes we put

our profession last and we say military first. (FGS2–6:112)

One participant also related an instance of where his integrity had been brought into question by the nurse educator.

So, there was one instance where actually I was seriously sick and I went to the sickbay. Then, when I came back, I went to class and say no to the lecturer, ‘I am back from the sickbay’, he say, “No, just go to the college and tell them where were you …’ Then it was fine. I went to the college. I was with

my other friend … They think it is like we planned it. (FGS2–6:118)

Figure 4.5 provides a summary of the hidden elements and their influence as identified from the category interaction.

Figure 4.5: Mind map of the category interaction between students and nurse educators (Sample B)