No abstract

The purpose of this paper is to report on how reflexive photography can enhance communication of the complexities involved in student professional identity formation. A cohort of pre-registration nursing students were situated within a major teaching hospital for the duration of their tertiary degree. Three of these students participated in the combined data collection methods of (i) photo elicitation (photographs), (ii) photo feedback (analytical, reflective captioning) (collectively, 'Visual Participatory Methods' 'VPM'), and (iii) a follow-up individual, semi-structured interview. The strength of using VPM were that place-based memories became more vivid and evoked emotions. Discussions were more in-depth and insightful by using photographic depictions and accompanied reflections. Such pairings can be valuable when investigating the role of places in professional identity formation. The findings of this study support the argument for a more integrated and consistent, sociocultural approach to learning and teaching for nursing students.

This is a reflective report on the challenges experienced at an Australian nursing school, in which there was full continuation of degree delivery throughout the national lockdown period in mid-2020 due to the COVID-19 pandemic. The authors describe the significant modifications to teaching methods and reflect on how this experience influenced learning, yet also helped develop essential nursing qualities among students. Anecdotal evidence is drawn from the authors’ academic roles as clinical education specialists, positions which involve teaching at the university as well as clinical supervision during students’ work integrated learning clinical placement periods. This unique perspective allows for insight into the impact of the pandemic on transference of student knowledge and skills to patient care in health facilities. There were indications that these modifications to teaching during the pandemic have, in some respects, impeded learning, yet have provided the benefit of fostering adaptability and resilience in these future nurses. Further analysis of modified nursing education in the context of a pandemic is needed to determine implications for the future nursing workforce, and strategies needed to address these. The authors recommend optimising this momentum of adaptability as an opportunity for innovation in tertiary nursing education for better preparedness of future nurses.