Staff – student relationships and their impact on nursing students’ belongingness and learning

Abstract

Staff-student relationships are key to students' experience of belongingness. Understanding the types of interactions and behaviours that facilitate or impede students' belongingness and learning are essential to the creation of positive clinical experiences.

Nursing Students on the Unit: Staff Nurses' Role in the Clinical Practice Setting

“…confidence, and willingness to question observed nursing clinical practices are influenced by the extent to which they experience belongingness on a nursing unit (Levett-Jones, Lathlean, Higgins, & McMillan, 2009). Staff nurses' beliefs about older adults, students, and the characteristics of an ideal clinical practice environment influence student learning.…”

Role functions of staff nurse preceptors for undergraduate pre-licensure nursing students

“…Some nurses consider leaving the profession because of poor nurse-to-nurse relationships. [69] These relationships are important to what Levett-Jones, Lathlean, Higgins and McMillan [70] refer to as "belongingness". Levett-Jones et al report students who felt included and welcomed experienced increased levels of well-being and motivation to learn.…”

“…Levett-Jones et al report students who felt included and welcomed experienced increased levels of well-being and motivation to learn. [70] Brown, Stevens, and Kermode [71] also report that the clinical preceptor is essential to the student's sense of belonging and inclusion. In fact, preceptors have been noted to be the most significant influence in students' perceptions of feeling like an "insider" on a clinical unit [72] and are reported to support students' acquisition of professional values and development of professional identity.…”

Developing A Sense Of Belonging: Findings From A Three Institution Study With Implications For BME Students And Staff Engagement.

“…The BNIM interview method allows interviewees to construct their own lived experience as free as possible from any researcherinfluenced bias, and offers rich description of the participant experience. This project is informed by previous research, such as Tinto (1997) and Astin (1973), as well as a consideration of broader themes identified by other studies, such as individual culture and self-perception (Chow and Healy, 2008;de Beer, Smith and Jansen, 2009), university branding and the physical environment (Dixon and Durrhiem, 2004), induction events and transition (Vinson et al, 2010), teaching and group belonging (Hamilton, McFarland and Mirchandani, 2000;Levett-Jones and Lathlean, 2008).…”