An exploration of tripartite collaboration in developing a strategic approach to the facilitation of practice learning

Walsh, Pauline; Jones, Kerry

doi:10.1016/j.nepr.2004.03.008

Cited by 11 publications

(8 citation statements)

References 13 publications

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“… Walsh and Jones (2005) say: "to pay attention to context needs about educations and to train professional effective nurses required for hospital, it should be dealt with the education based on the fitness for practice". To answer this aim, training package should be arranged in a way that leads to meet the beneficiaries' wills and needs.…”

Section: Discussionmentioning

confidence: 99%

Novice Nurses' Experiences of Unpreparedness at the Beginning of the Work

Hezaveh¹,

Rafii²,

Seyedfatemi³

2013

GJHS

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Introduction:Unpreparedness of novice nurses during the process of transition to their professional role can has broad consequences for the nurse and health care system and leads to reduction of the quality of patient care. This study has been carried out with the aim of investigating the experiences of the unpreparedness of novice nurses.Method:This study was conducted qualitatively by using conventional content analysis. Participants were 21persons including 17 novice nurses, 2 supervisors, and 2 experienced nurses who were selected through purposeful sampling from four hospitals dependent on Tehran University of Medical Sciences.Findings:Participants' experiences were reflected in three main themes of "functional disability", "communicative problems", and "managerial challenges". Each of these dimensions consisted of several sub-categories. These areas had represented the inability to apply the learned knowledge in practice.Discussion:The sensitivity of health system, especially, educational mentors and nursing managers to create preparation in novice nurses by providing appropriate orientation programs at the beginning of work and the revision and amendment of nursing curriculum can solve this problem to some extent.

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Section: Discussionmentioning

confidence: 99%

Novice Nurses' Experiences of Unpreparedness at the Beginning of the Work

Hezaveh¹,

Rafii²,

Seyedfatemi³

2013

GJHS

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“…It has been postulated that the term supernumerary student confused registered nurses (White et al. 1994, Joyce 1999, Walsh & Jones 2005). This however, could have potentially serious consequences if registered nurses undervalue nursing students’ learning roles (Hyde & Brady 2002).…”

Section: Discussionmentioning

confidence: 99%

Newly qualified Irish nurses’ interpretation of their preparation and experiences of registration

Mooney

2007

Journal of Clinical Nursing

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Aims and objectives. The aim of this paper is to report on the insights of newly qualified Irish nurses into their preparation for registration as general nurses and to develop insights into the postregistration experience. Background. Nurse education in Ireland has undergone much reform over the past decade. These changes include the introduction of supernumerary status for nursing students and the formation of links with institutes of higher education. No Irish literature was found on this subject. Method. Individual semi‐structured, in‐depth interviews were held with 12 newly registered nurses, from two cohorts, within 10 months of qualification. A grounded theory approach was adopted and content analysis employed to analyse the data. Results. Two categories, entitled Learning the Ropes and The Metamorphosis emerged from the analysis of data. Within each of these categories there were two subcategories. All respondents reported that since qualification, they had become increasingly conscious of their isolation and unmet needs as nursing students. Postregistration, they enjoyed their increased status and widespread recognition by others. Conclusions. This study details how improvements can be made at clinical level to assist the preparation of nursing students for registration. The positive aspects of registration are revealed through descriptions of comparisons of pre‐ and postregistration experiences, while the shortcomings of the journey to registration are described. Relevance to clinical practice. Pre‐registration nurses have unmet clinical needs which, if fulfilled, would benefit them post‐registration. Good ward morale is elementary for student learning and enhances the post‐registration experience. Registered nurses are highly conscious of their altered status. These findings are pertinent to clinicians and educationalists as they prepare nursing students for practice.

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“…However, moving nursing towards being an academic profession has been said to have created a distance between nursing education and clinical practice (Walsh & Jones 2005). As a result, nurses may experience disharmony between roles they were inspired to assume during education and those they perform in actual practice.…”

Section: Discussionmentioning

confidence: 99%

Role discrepancy: is it a common problem among nurses?

Takase

Maude²,

Manias³

2006

Journal of Advanced Nursing

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Role discrepancy cannot be resolved by having more clinical experience. While clinical experience enhances nurses' conceptions of their ideal roles, it can also lead to role discrepancy if there are organizational barriers that prevent nurses from engaging in their ideal roles. It is important to find a way whereby nurses can actualize their ideal views of practice in the current healthcare environment.

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An exploration of tripartite collaboration in developing a strategic approach to the facilitation of practice learning

Cited by 11 publications

References 13 publications

Novice Nurses' Experiences of Unpreparedness at the Beginning of the Work

Novice Nurses' Experiences of Unpreparedness at the Beginning of the Work

Newly qualified Irish nurses’ interpretation of their preparation and experiences of registration

Role discrepancy: is it a common problem among nurses?

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