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The lived experiences of student nurses in clinical placement. / Jean Astley-Cooper

Swansea University Author: Jean Astley-Cooper

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...

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Published: 2012
Institution: Swansea University
Degree level: Doctoral
Degree name: D.N.Sc
URI: https://cronfa.swan.ac.uk/Record/cronfa42762
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first_indexed 2018-08-02T18:55:29Z
last_indexed 2019-10-21T16:48:25Z
id cronfa42762
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spelling 2018-08-22T09:04:52.4788644 v2 42762 2018-08-02 The lived experiences of student nurses in clinical placement. 3003129a38d3d0345e22aac1bf25ec28 NULL Jean Astley-Cooper Jean Astley-Cooper true true 2018-08-02 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. E-Thesis Nursing.;Health education. 31 12 2012 2012-12-31 COLLEGE NANME Nursing COLLEGE CODE Swansea University Doctoral D.N.Sc 2018-08-22T09:04:52.4788644 2018-08-02T16:24:30.3985985 Faculty of Medicine, Health and Life Sciences School of Health and Social Care - Nursing Jean Astley-Cooper NULL 1 0042762-02082018162519.pdf 10807531.pdf 2018-08-02T16:25:19.9770000 Output 6084353 application/pdf E-Thesis true 2018-08-02T16:25:19.9770000 false
title The lived experiences of student nurses in clinical placement.
spellingShingle The lived experiences of student nurses in clinical placement.
Jean Astley-Cooper
title_short The lived experiences of student nurses in clinical placement.
title_full The lived experiences of student nurses in clinical placement.
title_fullStr The lived experiences of student nurses in clinical placement.
title_full_unstemmed The lived experiences of student nurses in clinical placement.
title_sort The lived experiences of student nurses in clinical placement.
author_id_str_mv 3003129a38d3d0345e22aac1bf25ec28
author_id_fullname_str_mv 3003129a38d3d0345e22aac1bf25ec28_***_Jean Astley-Cooper
author Jean Astley-Cooper
author2 Jean Astley-Cooper
format E-Thesis
publishDate 2012
institution Swansea University
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Health and Social Care - Nursing{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Health and Social Care - Nursing
document_store_str 1
active_str 0
description 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.
published_date 2012-12-31T03:53:36Z
_version_ 1763752664172068864
score 11.012678

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