Undergraduate nursing students’ preparedness to “go rural”

Sedgwick, Monique; Yonge, Olive

doi:10.1016/j.nedt.2007.09.014

Cited by 36 publications

(36 citation statements)

References 19 publications

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“…Sedgwick and Yonge [2] suggest the importance of studies to explore how preceptorship can contribute to the preparation of nurses specifically for the rural setting. The authors conclude that understanding the cultural climate that occurs in rural preceptorship is important but note that further examination of rural preceptorship is also required.…”

Section: Discussionmentioning

confidence: 99%

“…Many studies indicate the benefits of preceptorship to educate students in the clinical setting but do not articulate or include the substantive area of rural context [1, 31, 34, 36, 45–47]. Currently, the small number of existing studies which have been conducted and related to rural preceptorship suggests particular benefits for clinical preparation of students, including nursing students, in the rural context [2, 10, 19, 23, 28, 48–50]. These studies serve to answer some of the questions related to rural preceptorship and stimulate researchers to ask additional and unique questions.…”

Section: Rural Preceptorshipmentioning

confidence: 99%

“…Their curriculum does not address or include any aspects of what may be unique to rural nursing [2, 57]. Therefore, they might then be expected to practice with competence upon graduation in the rural context, but their exposure and education are from an urban undergraduate nursing program where rural experience and educational support are absent.…”

Section: Rural Preceptorshipmentioning

confidence: 99%

“…However, the question arises that for specific environments such as the rural context, does utilization of a preceptorship model serve to provide relevant transitional learning for nursing students and what role does context play in the students' experience [2]? Therefore, the purpose of this paper is to review the literature related to “rural nursing preceptorship” and its role in preparing nursing students specifically for rural nursing practice.…”

Section: Introductionmentioning

confidence: 99%

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Putting the (R) Ural in Preceptorship

Jackman

Myrick

Yonge

2012

Nursing Research and Practice

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Rural nursing is recognized as a unique health care domain. Within that context, the preceptorship experience is purported to be an important approach to preparing safe and competent rural practitioners. Preceptorship is the one-to-one pairing of a nursing student with a professional nurse who assumes the mandate of teacher and role model in a designated clinical/contextual setting, in this case the rural setting. A research gap exists in the literature in which rural preceptorship is specifically explored. The purpose of this paper is to review preceptorship in relation to preparing nursing students specifically for the rural setting. Understanding how preceptorship as an educational model can prepare nursing students to transition to rural practice is an important endeavor. An authentic rural preceptorship may serve to influence the recruitment and retention needs for registered nurses in rural areas. A greater understanding of rural preceptorship serves to illustrate the appropriate support, socialization and contextual competence required to prepare nursing students for rural nursing practice. This paper's review may serve to highlight the research that currently exists related to rural preceptorship and where additional research can contribute to further understanding and development for authentic rural nursing preparation.

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Section: Discussionmentioning

confidence: 99%

Section: Rural Preceptorshipmentioning

confidence: 99%

Section: Rural Preceptorshipmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Putting the (R) Ural in Preceptorship

Jackman

Myrick

Yonge

2012

Nursing Research and Practice

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“…Educational programs that are attractive and accessible to individuals who have grown-up or lived in rural communities tend to produce graduates who choose to work and remain in rural communities [2][3][4] . An increasing number of undergraduate nursing programs are adding rural electives or preceptored clinical experiences in rural areas [5][6][7][8][9] .…”

Section: Background and Significancementioning

confidence: 99%

Nursing education for rural and northern practice in Canada

Zimmer

Banner

Aldiabat

et al. 2014

JNEP

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An important way to address the chronic shortage of registered nurses in rural healthcare is to provide undergraduate education opportunities in rural settings. Few programs however, prepare all of their graduates for rural practice. The purpose of this article is to discuss undergraduate programs in a School of Nursing in mid-northern Canada with a focus on caring for rural populations. Issues posed by a vast, sparsely populated rural and northern geography for nursing education are explored. Key concerns in curriculum, clinical practice opportunities, student support, administration, and faculty engagement are discussed in light of how they may be embraced and addressed in ways that promote high quality nursing education, particularly undergraduate education. Central to the School and program's success is a practice-driven approach to nursing education that is built upon a multi-faceted partnership with the regional health authority. Instead of viewing rural nursing as a program component, this paper offers an approach to making rural practice central to the character of nursing education programs.

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