Experiences of Registered Nurses Regarding the Teaching of Nursing Students in a Public Hospital in Windhoek, Namibia

Abstract

Teaching nursing students is a core responsibility of registered nurses working in state hospitals, particularly in contexts where clinical exposure is essential for professional development. This study aimed to explore and describe the experiences of registered nurses teaching nursing students in state hospitals in Windhoek, Namibia, and to identify factors influencing the effectiveness of clinical teaching. A qualitative, exploratory, descriptive, and contextual research design was employed. Twelve registered nurses from two state hospitals in Windhoek were selected through purposive sampling. Data were collected via in-depth interviews, guided by the central question: “What is your experience with teaching nursing students in the hospital?” Interviews continued until data saturation was reached. Audio recordings and field notes were transcribed verbatim, and data were analyzed using Tesch’s open coding method. Ethical principles were upheld throughout the study. Three key themes emerged: (1) Participants perceived supervision as important, highlighting the need for structured guidance and consistent presence during clinical teaching; (2) Participants perceived different attitudes and behaviours among students, ranging from enthusiasm and initiative to passivity and disengagement, which influenced teaching dynamics; and (3) Participants perceived a lack of knowledge on expected teaching, indicating uncertainty about their roles and expectations in clinical education. The findings revealed that clinical teaching is hindered by systemic challenges such as staff shortages, lack of formal training for nurse educators, and unclear institutional guidelines. These barriers are compounded by limited resources and high patient loads, which constrain the ability of nurses to provide effective mentorship. The study recommends formal orientation for nurses on teaching roles, improved collaboration between academic institutions and hospitals, and policy support for clinical education frameworks. This research offers practical insights for the International University of Management, the Ministry of Health and Social Services, and other stakeholders seeking to strengthen nursing education in Namibia. In resource-constrained African healthcare systems, empowering registered nurses with the tools and clarity to teach effectively is not only a pedagogical priority but a strategic investment in workforce development and patient care quality. Limitations related to sample size and geographic scope were acknowledged.