“Loving Nursing” and “Taking Responsibility”: Strategies for Transitioning to Practice in Lebanon

Abstract

Transitioning to practice is challenging for baccalaureate nursing students. In baccalaureate nursing programs, the process typically begins in the junior year. A Successful transition depends on how well students apply their developing knowledge during clinical placements. A cross-sectional, multisite, qualitative study was conducted at four universities in Greater Beirut, Lebanon. In total, 35 junior baccalaureate students participated in audio-recorded focus group discussions. Thematic analysis was used to analyze the data. Three themes were sufficient to summarize the students experiences: “being unprepared,” “learning unexpected lessons,” and “taking responsibility.” Three subthemes, revising expectations, discovering divergence, and self-monitoring, were used to clarify the unexpected lessons students learned during clinical placements and how students responded. “Loving nursing and protecting yourself,” making the most of every day, and doubting future readiness were subthemes within the “taking responsibility” theme. Students troubled by nursing practices that diverged from their expectations monitored themselves to avoid falling into poor practices and kept track of the nursing procedures they performed. Only by taking responsibility for their learning, could students develop the competencies they will need as registered nurses. Faculty, clinical instructors, hospital administrators, nurse managers, and registered nurses need to do more to support students to take control of their learning.

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

“…While it is expected that all parties involved in teaching and learning accept and assume their role, the conceptions in this study showed that the parties are at different levels of understanding their roles. Clinton et al, [ 80 ] supports this finding who reported that students gradually assume responsibility of their learning as their understanding develops. Similar scenarios are displayed in nurses who struggle to balance their patient care responsibility and students teaching [ 81 ].…”

Using frame analysis to re‐analyse the results of inductive thematic analysis: A methodological discussion of investigating meanings and learning contexts in baccalaureate nurse education

“…We make no claim to objectivity because this article is not concerned with defending the research findings we have reported elsewhere. (Clinton, Ezzeddine, et al, 2018; Clinton, Madi, et al, 2018; Madi et al., 2018).…”

“…Sophomore and senior baccalaureate nursing students attended program‐level focus groups. The focal question the participants discussed was 'What challenges are you facing as you transition to practice?’ Interested readers are referred to our previous publications for more details (Clinton, Ezzeddine, Doumit, Rizk, & Madi 2018; Clinton, Madi, Doumit, Ezzeddine, & Rizk, 2018; Madi, Clinton, Doumit, Ezzeddine, & Rizk, 2018).…”