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The lived experiences of student nurses in clinical placement. / Jean Astley-Cooper
Swansea University Author: Jean Astley-Cooper
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Abstract
Nurse education over the last 30 years has undergone radical change which has transformed the nature, design and content of pre-registration nurse education. In Britain there is little known about the total impact of practice placement on learning and development of nurses' identity from the st...
| Published: |
2012
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| Institution: | Swansea University |
| Degree level: | Doctoral |
| Degree name: | D.N.Sc |
| URI: | https://cronfa.swan.ac.uk/Record/cronfa42762 |
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| Abstract: |
Nurse education over the last 30 years has undergone radical change which has transformed the nature, design and content of pre-registration nurse education. In Britain there is little known about the total impact of practice placement on learning and development of nurses' identity from the students' perspective. How nursing practice is understood and interpreted influences students practice experience, in addition to how they learn and construct their identity as registered professionals. This research study explores student nurses' experiences of clinical placement whilst undertaking a pre-registration adult branch nursing course. A qualitative hermeneutical phenomenological approach was used and after ethical approval was received the experiences of 9 student nurses were collected using unstructured, individual interviews which were transcribed and analysed. The key findings showed that clinical placement experience fell into three main categories; successful, unsuccessful and failing communities of practice. Mentors influenced the experience students had in practice in these three categories. In successful placements, students practiced alongside registered nurses with opportunities to observe these nurses at work. In unsuccessful practice communities, students described impressions of not belonging, loneliness and confusion, and compartmentalised their experience into the work and learning which affected their over-all learning experience. Failing communities of practice exposed and subjected the students to unprofessional values and behaviours from registered nurses, which if adopted and applied, impacted detrimentally on the care that patients received. As the experience of clinical placement influences how students are socialised into the practice of nursing, how they learn and construct their identities as registered nurses, solutions designed to strengthen the clinical placement component of nurse education have been suggested in the following areas: belonging and modelling, placement quality and organisation, curriculum development, and mentor preparation and updating. |
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| Keywords: |
Nursing.;Health education. |
| College: |
Faculty of Medicine, Health and Life Sciences |