“Everybody knows your name”: Experiences of Belonging in Rural Preceptorship

Oosterbroek, Tracy; Yonge, Olive; Myrick, Florence

doi:10.14574/ojrnhc.v19i1.548

Cited by 4 publications

(6 citation statements)

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“…Despite limited studies describing data dissemination, many articles included either a group discussion or a critical dialogue component, which is integral to the photovoice process (Wang & Burris, 1997). Even so, six studies included neither a discussion nor a dissemination component (Laholt et al, 2019; Leipert & Anderson, 2012; Michael et al, 2012; Oosterbroek, 2019; Stupans et al, 2019; Yonge et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Learning goals of photovoice varied with topics that aimed to encourage learning about SDoH (Andina‐Díaz, 2020; Stupans et al, 2019) and culture (Garner, 2013; Kronk & Weideman, 2014; Michael et al, 2012), and bolstering interest in rural nursing (Leipert & Anderson, 2012; Oosterbroek, 2019; Yonge et al, 2018) among others. To some degree, all the photovoice interventions were reported to foster learning in the affective domain (e.g., creativity, self‐reflection, self‐expression); however, several studies also reported cognitive learning, with topics such as research skills (Andina‐Díaz, 2020; Kronk & Weideman, 2014; Laholt et al, 2019; Leipert & Anderson, 2012), chronic illness (Braband & Warren‐Mears, 2017; Garner, 2014), cultural competence (Michael et al, 2012), and the health care system (Gwon & Thongpriwan, 2019).…”

Section: Resultsmentioning

confidence: 99%

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The use of photovoice in nursing education: A scoping review

Randall,

De Gagne,

Yamane

et al. 2023

Nursing & Health Sciences

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Given the variety of uses of photovoice in nursing education, the importance of clarifying and describing this method is apparent. This scoping review aimed to explore the evidence on the use of photovoice in nursing education, describe the state of knowledge in this area, and identify knowledge gaps within the existing literature. A comprehensive search was performed in seven databases including MEDLINE, CINAHL, Embase, and Education Full Text. Three gray literature databases (ProQuest Dissertations and Theses Global database, EThOS, and PapersFirst) were also searched. This scoping review was conducted with reference to the JBI scoping review guidelines and reported using the PRISMA‐ScR statement. A total of 22 studies published between 2001 and 2022 were included in this scoping review. The findings indicate that photovoice is used globally in nursing education to teach in various courses and content areas within online, hybrid, and in‐person environments. Despite the heterogeneity within the definition of photovoice and associated pedagogical strategies, the results of this scoping review suggest that photovoice can serve as an educational tool for nursing students.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The use of photovoice in nursing education: A scoping review

Randall,

De Gagne,

Yamane

et al. 2023

Nursing & Health Sciences

View full text Add to dashboard Cite

show abstract

“…The literature also demonstrated a bias towards reporting the positive aspects of rural student placements. However, some negative aspects of the domains were identified, for example, geographical isolation49 68 105 and poor-quality supervision,67 74 106 although these were mentioned less frequently.…”

Section: Resultsmentioning

confidence: 99%

“…From the included literature, the team inductively developed 83 codes for features of quality in rural health student placements. Of these, the five most prominently coded features were positive opportunities for developing relationships between student/s and the community (n=49)22 27 28 32–34 36 37 39 41 42 44 48 50 53 54 57–61 63 66 75 78–81 84 88–91 94–98 100–102 104 107–112; opportunities to learn about rural practice (n=49)27 29 30 32 33 37 41–44 48 50 53 54 57–60 63 66–68 78–80 82 85 86 88 93–96 98 100–102 108–117; exposure to a broad clinical caseload (n=39)27–30 32–37 40 43 45–50 52 57 59 60 66 67 71 79 80 82 85 88 96 100 103 104 113 114 116 118 119; positive clinical learning environment (n=37)27 29 30 32 34 38 40–43 50 52 54 57 59 67 69 71 76 77 79 85 87 88 91 92 100 102 104–106 108 110 115 119–121 and opportunities to develop generic health professional skills (n=37) 9 30 33 34 37 39–41 43 44 46 47 50 52 59–61 66 68 71–73 81 83 85 87 92–94 100 101 103 106 107 109 115 116…”

Section: Resultsmentioning

confidence: 99%

Identifying features of quality in rural placements for health students: scoping review

et al. 2022

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ObjectivesTo explore and synthesise the evidence relating to features of quality in rural health student placements.DesignScoping review.Data sourcesMEDLINE, CINAHL, Embase, ProQuest, Informit, Scopus, ERIC and several grey literature data sources (1 January 2005 to 13 October 2020).Study selectionThe review included peer-reviewed and grey literature from Organisation for Economic Co-operation and Development listed countries that focused on quality of health student placements in regional, rural and remote areas.Data extractionData were extracted regarding the methodological and design characteristics of each data source, and the features suggested to contribute to student placement quality under five categories based on a work-integrated learning framework.ResultsOf 2866 resulting papers, 101 were included for data charting and content analysis. The literature was dominated by medicine and nursing student placement research. No literature explicitly defined quality in rural health student placements, although proxy indicators for quality such as satisfaction, positive experiences, overall effectiveness and perceived value were identified. Content analysis resulted in four overarching domains pertaining to features of rural health student placement quality: (1) learning and teaching in a rural context, (2) rural student placement characteristics, (3) key relationships and (4) required infrastructure.ConclusionThe findings suggest that quality in rural health student placements hinges on contextually specific features. Further research is required to explore these findings and ways in which these features can be measured during rural health student placements.

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“…While rurality is ill-defined in the literature, it remains a complex and stratified concept -especially as it pertains to nursing and healthcare. [2] The Canadian Association for Rural and Remote Nursing [3] adopted a definition found in a study by Kulig et al. [4] that defined rural nursing to have four characteristics: a semi-isolated community, the nearest healthcare facility ranging from twenty minutes to five hours away, having limited human and technical resources, and frontline registered nurse holding advanced practice responsibilities.…”

Section: Introductionmentioning

confidence: 99%

Rural transition to practice: A phenomenological analysis of the new graduate nurses’ experience

Ryan,

LaBrash

2023

JNEP

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Objective/Background: The nursing shortage uniquely impacts rural communities as staffing issues often result in emergency department closures and leave communities without adequate healthcare. One contributing factor in this crisis is difficulty recruiting and retaining new graduate nurses (NGN) rurally. Improving transition to practice for NGNs is a potential solution to this problem. This study explores the new graduate nurses’ lived experience when transitioning to rural nursing practice.Methods: A descriptive phenomenological approach was used. Seven participants completed virtual surveys and virtual, semi-structured focus groups exploring the new graduate nurses transition to practice experience, underpinned by Patricia Benner’s From Novice to Expert model. Transcripts were analysed using thematic concept mapping.Results: Three themes were derived across the stages of transition to practice: education, mentorship and both intrinsic and extrinsic expectations on NGNs. Each phase in the first two years of practice had unique characteristics, most significantly, a six-month delay occurs to accommodate acquisition of non-nursing skills, which deviates from Benner’s model.Conclusions: This research emphasizes the importance of supporting NGNs during the first two years of transition to rural practice. The complex role of the rurally practicing registered nurse requires approximately six months more time than what is described in Benner’s model to develop competence. A focus on nursing education that begins at the undergraduate level and continues into practice is required. A shift to focus on supporting the wellbeing of the NGN is a key intervention; as well as improving mentorship and management support through education and policy change.

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“Everybody knows your name”: Experiences of Belonging in Rural Preceptorship

Cited by 4 publications

References 0 publications

The use of photovoice in nursing education: A scoping review

The use of photovoice in nursing education: A scoping review

Identifying features of quality in rural placements for health students: scoping review

Rural transition to practice: A phenomenological analysis of the new graduate nurses’ experience

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