A key transition for student nurses: The first placement experience

Leducq, M; Walsh, Pauline; Hinsliff-Smith, Kathryn; McGarry, Julie

doi:10.1016/j.nedt.2012.05.022

Cited by 22 publications

(11 citation statements)

References 31 publications

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“…In this case an onus of responsibility was placed on the students to research the placement and people in advance. It has been suggested that anxiety could be reduced and students would benefit from greater formal preparation and connectedness [20]. Strickland and associates [21] connected student groups in the UK, Finland and the USA as part of an international learning experience using a Wiki where students learned about and discussed their differing healthcare systems.…”

Section: Discussionmentioning

confidence: 99%

“…Duchscher (2009) suggests a similar adjustment process in response to transition shock [27]. Other studies that focus on transition required during student placement acknowledge similar challenges and advocate greater preparation and support prior to and during placement [20]. Thomas, Jinks and Jack (2015) suggest that resilience, determination to be professional and student personal values in terms of care for those in need, helps student to transition within clinical placement [28].…”

Section: Discussionmentioning

confidence: 99%

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Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Adamson

2018

J of Compassionate Health Care

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Background: Nursing is emotional work and learning how to manage their emotions is a valuable part of nurse education. As the workforce becomes increasingly mobile nurses will care for people from diverse cultures and backgrounds. The development of cultural competence and a global mind-set is therefore a valuable asset and engagement in study abroad through overseas clinical placement can help to facilitate this. This study set out to explore the experience of student nurses involved in an exchange programme between Scotland and Western Australia. A particular focus was on the emotional aspects of the experience, responding to challenges and provision of care in a different healthcare setting. Methods: A descriptive qualitative strategy of enquiry was used and semi structured interviews undertaken with a sample of 10 student nurses using emotional touch points. The interviews were recorded, transcribed verbatim and subjected to thematic analysis using NVIVO 11. Results: Five main themes were identified. Making it happen, connections, feeling vulnerable, culture and assertiveness and affirmation. Conclusions: This study makes a unique contribution to the nursing student experience of overseas placement as it focuses on the emotional elements. The study shows that the experience of care delivery in an overseas placement has many benefits but also challenges. Management of emotion is required and transition to a different healthcare system can be stressful. Cultural differences were more marked than anticipated but when students responded by questioning, respectful assertiveness and provision of compassionate care there were clear rewards. These manifested as a sense that caring is a privilege and affirmation of career choice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Adamson

2018

J of Compassionate Health Care

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“…(See for example, the accounts of Wilson and Startup (1991), Elkan and Robinson (1993), Gray and Smith's (1999) for project reforms (the change in programme where the training moved from hospitals to being taught in Universities) and Andrew et al (2009), Melling (2011, and Leducq et al (2012) for post curricular reforms). Nevertheless, some authors continue to report that student' experiences of the ideals of clinical practice still fall short of the academic content of student's programmes (Astin et al, 2005).…”

Section: Background/literaturementioning

confidence: 99%

Finessing incivility: The professional socialisation experiences of student nurses' first clinical placement, a grounded theory

Thomas

Jinks

Jack

2015

Nurse Education Today

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Background: Clinical practice is where student nurses are socialised into a professional role and acquire the distinct behaviour, attitudes and values of the nursing profession. Getting it right at the outset can maximise the development of a professional identity and the transmission of robust value systems. Objectives: To explore the impact of the first clinical placement on the professional socialisation of adult undergraduate student nurses in the United Kingdom. Design: Data of a longitudinal qualitative nature were collected and analysed using grounded theory. Settings: First year student nurses in hospital ward placements comprising a rural District General Hospital and a large inner city Hospital kept daily unstructured diaries for six weeks. Participants: A total of 26 undergraduate adult student nurses were purposefully sampled between 2008 and 2010 before undertaking their initial clinical placement. Methods: Data collection and analysis used grounded theory and the key question asked of the diarists 'tell me what it is like to be a first year nurse on a first placement' was theoretically adjusted during constant comparison and as the theory emerged. Ethical approval and consent was obtained. Results: The theory of finessing incivility comprises a conceptual framework depicting how student nurses deal with professional incivility during their initial clinical placement and sustain a student identity. Being disillusioned with their role as worker rather than learner yields a sense of 'status dislocation'. Despite needing professional benevolence, they remain altruistic and seek recompense from significant others to negotiate for learning opportunities and relocate their student status. Conclusions: Despite the stressful transition into clinical practice rather than 'fit in', the student nurses want to belong as learners. His or her own resilience to learn nursing and be a professional student maintains their resolve, their altruism and strengthens their existing values to be benevolent towards an indifferent profession. This behaviour ultimately mirrors the social nature of the practice community.

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“…It has been reported that the single most important resource in the development of competent nurses is the clinical learning environment (Henderson et al 2012, Henderson et al 2007, Kelly 2007, Murray and Williamson 2009. Clinical experience has been cited as shaping student attitudes to learning, clinical practice and professional development (Henderson et al 2012), as well as contributing to students' decisions to leave undergraduate programs (Leducq et al 2012). Factors that impact on the quality of the environment include the capacity of the facility to support the student placement and liaison between the health care organisations that provide the clinical experience and the HEIs who deliver the baccalaureate programs (Andrews et al 2006, Barnett et al 2008, Henderson et al 2007, Murray and Williamson 2009.…”

Section: Introductionmentioning

confidence: 99%

Clinical placements in general practice: Relationships between practice nurses and tertiary institutions

Peters

Halcomb

McInnes

2013

Nurse Education in Practice

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As a practice-based discipline a key component of undergraduate nurse education is clinical practice experience. The quality of clinical experiences has a significant impact on the students' ability to function competently post graduation. The relationship between higher education institutions (HEIs) and health service placement providers impacts upon the quality of clinical placements. In Australia, the growth of primary care nursing and the shortage of acute clinical places has prompted HEIs to explore the placement of students in general practice. Given the increasing attention being paid to non-traditional clinical placements, it is timely to explore how universities are establishing relationships and models of clinical placement. This paper uses qualitative research methods to explore the perspectives of 12 Australian general practice nurses who have experience in facilitating undergraduate clinical placements about the relationships between HEIs and nurses. Findings are presented in the following three themes: (1) Appropriate preparation for placement: They don't know what primary health really means, (2) Seeking greater consultation in the organisation of clinical placements: they've got to do it one way for everyone, and (3) Uncertainty and lack of support: I had no contact with the university. Clinical placements in general practice can be an innovative strategy providing non-traditional, yet high quality, teaching and learning experiences for undergraduate nursing students. To optimise the quality of these placements, however, it is essential that HEIs provide appropriate support to the practice nurses mentoring these students.

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A key transition for student nurses: The first placement experience

Cited by 22 publications

References 31 publications

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Finessing incivility: The professional socialisation experiences of student nurses' first clinical placement, a grounded theory

Clinical placements in general practice: Relationships between practice nurses and tertiary institutions

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