Pre-registration nursing students’ perceptions and experience of intentional rounding: A cross-sectional study

Mixed Methods Study Integration: Nursing student experiences and opinions of intentional rounding

“…Enrolled nurses had the least favourable opinions of intentional rounding, and graduate entry Registered nurses appeared most positive (Ryan et al, 2020a). For further information on the quantitative results, please refer to Ryan et al (2020a).…”

“…There were also some open-ended questions. The data from all collection methods were analysed and reported collectively by the same team members (Ryan et al, 2020a). At the completion of all data collection and analysis, data from the quantitative and qualitative phases were systematically integrated (Figure 1) and visually presented in a joint display using a Pillar Integration Process (PIP) approach (Table 1).…”

“…Internal consistency was checked using Chronbach's alpha, with appropriate reliability (≥0.7 to ≥0.8) (Neville et al, 2016), and the survey was pretested with a small cohort prior to distribution. Data analysis used SPSS v24, a reputable and appropriate computer program (Ryan et al, 2020a).…”

Preregistration nursing students' provision of safe care—Are we leaving too much to chance?

“…The disconnect between expectation and reality of preregistration nursing students' knowledge of patient safety has been highlighted in a number of recent studies (Levett‐Jones et al., 2020; Usher et al., 2017) that have shown preregistration nursing students lacked confidence recognising and responding to patient safety issues, and recognised gaps in their own understandings of patient safety (Usher et al., 2017). Students reported they had insufficient knowledge of patient safety strategies to ensure quality care and expressed concern that their lack of knowledge may cause patient harm (Ewertsson et al., 2017; Levett‐Jones et al., 2020; Ryan et al., 2020). The concerns associated with lack of knowledge, the readiness to effectively practice and the theory–practice gap continue beyond the preregistration period, with similar patient safety concerns reported by newly graduated nurses (Cox et al., 2014; Murray et al., 2017).…”

“…To be effective, nurses undertaking intentional rounding need to draw on and bring together a range of fundamental nursing skills. However, we have recently found that intentional rounding is not always specifically taught in nursing curricula, and students are frequently unfamiliar with the pre‐emptive constituent knowledge required to implement intentional rounding in the practice setting (Ryan et al., 2020). The fundamental theoretical and practical skills required for safety interventions such as intentional rounding are not consistently reinforced in the clinical setting either, leaving students feeling ill‐equipped for participating in such interventions (Ryan et al., 2020).…”