When is a student not a student? Issues of identity and conflict on a distance learning work‐based nurse education programme

Abstract

Students on work-based professional programmes experience a range of challenges in their learning and are often required to move between roles to balance their personal, work and study lives. This small-scale qualitative action research considers factors that help and hinder distance learning nursing students in establishing their student role identity. It reveals that students value recognition by work colleagues of their formal learner status and benefit from the peer support of other students within face-to-face and on-line tutorials. The paper draws out the risk-laden nature of embarking on professional education programmes as an experienced but unqualified practitioner. It argues that the support structures within both sponsoring employer organizations and higher education institutions, necessary to underpin successful learning, need to be flexible and student-centred. Encouraging the development of study skills and good academic 'habits' , as a form of psychological stroking, is central to building learner confidence.

Constructing a nursing identity within the clinical environment: The student nurse experience

“…The development of critical thinking abilities is well documented in the literature as being an essential element of the RN identity (Watts & Waraker, 2008). The results of this research showed that participants are also aware of this factor and perceive the opportunity to develop critical thinking and problem solving skills to be a primary focus of their clinical learning experience.…”

Workplace mentor support for Foundation degree students: a hermeneutic phenomenological study

“…Research into work-based learning has focused on factors influencing work-related learning (Sambrook 2005), the nature of the workplace climate (Eraut et al 1998, Dewar & Walker 1999, Kirby et al 2003, Smith et al 2005, knowledge and its application to practice (Forrester-Jones & Hatzidimitriadou 2006), the experience of work-based learners and mature healthcare students (Shanahan 2000, Rickard 2002, Morris 2007, Watts & Waraker 2008; and the ethical dimensions of work-based learning in healthcare (Moore 2007). In general, work-based and work-related learning is heavily reliant on the immediate work context with interprofessional factors such as the degree of challenge and support offered to students as being critical.…”

Experiences of Student Support in the Distance Mode Bachelor of Nursing Science Degree at the University of Namibia

“…One of the students that terminated her studies said household responsibilities and child minding, i.e. the juggling of roles, became to challenging and she was unable to cope with the demands of her studies, which is an issue evident in the literature (Watts & Waraker, 2008;Thompson, 1997). Students in the programme may not have been sufficiently guided not to take on too many responsibilities when they are in full-time employment.…”

“…Technology such as web-based resources and participation in on-line conferences is a central element of E-learning that is gradually transforming the study experience of distance learners (Watts and Waraker, 2008). Frindt (2005) reported on a technology which forms part of the so-called Third Generation of distance learning -video conferencing -which was introduced as a trial for three groups of students who enrolled in Business Mathematics through the CES department, UNAM.…”

“…Very often students had practical requirements which needed to be completed under supervision of senior colleagues and they expressed a need for understanding and for accommodating these needs (Watts & Waraker, 2008). Students often have to work various shifts especially night duty and workplace supervisors were accommodating in this respect.…”