Belongingness: A critique of the concept and implications for nursing education

Levett‐Jones, Tracy; Lathlean, Judith; Maguire, Jane; McMillan, Margaret

doi:10.1016/j.nedt.2006.05.001

Cited by 108 publications

(71 citation statements)

References 33 publications

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“…The experience of involvement in the activities of the community and desire to become an integral part is known as the concept of belongingness (Levett-Jones et al 2007), central to CoP theory and identity formation (Wenger 1998). It involves being recognised, valued and accepted by other members of the community.…”

Section: Development and Influence On Educational Identitiesmentioning

confidence: 99%

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

Sethi

Schofield

McAleer

et al. 2018

Adv in Health Sci Educ

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Demand for postgraduate qualifications in medical education can be judged by the increase in providers worldwide over the last two decades. However, research into the impact of such courses on identity formation of healthcare professionals is limited. This study investigates the influence of such programmes on graduates' educational identities, practices and career progression. Informed by constructivist grounded theory (CGT), semistructured interviews were conducted with 27 graduates (2008-2012) from one postgraduate programme, who were at different stages in their careers worldwide. The audio data were transcribed and analysed using a CGT approach. Participants enrolled in award-bearing medical education courses for various intrinsic and extrinsic reasons. The findings from this study highlight their development as educators, and educational researchers, leaders and learners, as their self-efficacy in educational practices and engagement in scholarly activities increased. Graduates attributed career progression to the qualification, with many being promoted into senior positions. They also described substantial performance attainments in the workplace. The findings contribute to understanding the complexity and nuances of educational identity formation of healthcare professionals. A qualification in medical education encouraged transformational changes and epistemological development as an educator. Awareness of these findings will inform both those considering enrolment and those supporting them of potential benefits of these programmes.

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Section: Development and Influence On Educational Identitiesmentioning

confidence: 99%

The influence of postgraduate qualifications on educational identity formation of healthcare professionals

Sethi

Schofield

McAleer

et al. 2018

Adv in Health Sci Educ

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“…In particular, the relationship students do or do not develop with RNs contributes to their sense of belonging (Levett-Jones et al 2007). RNs have been described as gatekeepers (Dunn & Hansford 1997, Brammer 2006 in that they determine whether students gain access to clinical knowledge and whether a positive learning environment is developed (Shen & Spouse 2007).…”

Section: Insert Figure 2: Factors Influencing Student Success On Clinmentioning

confidence: 99%

A good beginning: The long-term effects of a clinical communication programme

Miguel

Rogan²

2009

Contemporary Nurse

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Students from culturally and linguistically diverse backgrounds play a valuable role in meeting the health care needs of multi-ethnic and multi-lingual societies. However, such students may face challenges during clinical placements due to difficulties with spoken communication. This paper is a report of an evaluation of the long-term effects of a language programme that aimed to improve students' spoken communication on clinical placements. Final year students who had completed the programme in the first year of their undergraduate degree were interviewed about their experiences of clinical placements and their perceptions of any long-term effects of the programme. The results suggest that early intervention language programmes may contribute to greater confidence and success for students. However, there is a need for further language programmes for some students as well as institutional changes to improve students' clinical learning experiences.

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“…Known as the theory-practice gap, the perception that graduate nurses are under prepared for clinical practice is influenced by a multiplicity of factors, including the divide between the educational institutions and the practice setting, the quality of training opportunities and support in undergraduate clinical placements, and socialisation into the nursing profession (Casey, Fink, Krugman, & Propst, 2004;Delaney, 2003;Edwards et al, 2004;Levett-Jones & Lathlean, 2008;Levett-Jones, Lathlean, Maguire, & McMillan, 2007;Nash, Lemcke, Sacre, 2009;Newton & McKenna, 2007;Olson, 2009;Romyn et al, 2009;Wolff, Regan, Pesut, & Black, 2010). Tertiary nurse education programmes aim to produce novice nurses (Benner, 1984), equipped with the foundational knowledge and skills for registration (NMBA, 2006).…”

Section: Introductionmentioning

confidence: 99%