the current definitions of caring in nursing education denote a mutual relationship between teachers and students in which they interact to provide an environment which supports the students' personal and professional development. The learning of caring in an interactional context is typical of the female experience. It is unknown if this is representative of the male experience. The lived experience of 20 male students as they learned to care as nurses was the focus of this phenomenological research study. The participants concurred that, although caring as a nurse could be learned if one was 'open to learning', teachers could only facilitate this learning; they could not directly teach it. The interactional strategies of storytelling, modelling, being cared for, the 'aha' encounter, and observing and giving care, were used by the participants in learning to care as nurses. The implications of these findings for nursing education and research are presented.
A preceptored practicum for senior students is seen by many to be an important transition to the graduate nurse role, although there is very little literature describing the development of the student during these clinical experiences. Furthermore, the exact role of preceptors in facilitating students' learning and socialisation into the nursing profession is not well defined. This descriptive exploratory study sought to elucidate the meaning of the experience of preceptorship to senior baccalaureate nursing students during their senior practicum. To that end, audiotaped interviews were conducted with 15 senior Canadian baccalaureate nursing students at the end of the first, second and third months of their practicum. Students were asked to describe a recent significant incident from their practice experience, the context of the situation, and why the incident was significant. The research team analysed the interview transcriptions, extracted significant statements, and identified themes and patterns relating to the students' perceptions of their experiences. The relationship with the preceptor was perceived by students as pivotal to their development as a nurse. Emerging themes that described this experience were: 'developing a productive relationship', 'creating a safe environment for learning', 'teaching strategies employed by preceptors', and 'soloing'. An understanding of the experiences of senior student nurses during their practicum will assist both faculty staff and preceptors to develop strategies to facilitate student growth and comfort during the experience.
This descriptive study examined the clinical decisionmaking processes used by 19 female senior diploma nursing students in a simulated client situation. The subjects were divided into two groups, with either an internal or external locus of control, as measured by the Rotter InternalExternal Locus of Control Scale. From a content analysis of the data, six decision-making elements and eight decisionmaking processes were identified. The frequency and pattern of use of the decision-making processes differed between internally and externally oriented subjects. Internal subjects used a significantly higher proportion of complex decision-making processes than the external subjects (z - 3.48; p<.01). All subjects were found to use decision-making elements and processes in a manner that reflected novice characteristics and supported the theoretical framework of information-processing theory. These findings have implications for nurse educators in relation to teaching strategies that facilitate clinical decision-making ability and internalization strategies for students with an external locus of control.
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