Belongingness: A prerequisite for nursing students’ clinical learning

Levett‐Jones, Tracy; Lathlean, Judith

doi:10.1016/j.nepr.2007.04.003

Cited by 329 publications

(205 citation statements)

References 27 publications

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“…These findings are consistent with those reported in previous studies that the characteristics of the CI [22][23][24][25] and the quality of the clinical learning environment [26][27][28] are among the two most influential factors on student learning. Therefore, it is important that CIs know and recognize the impact they have not only on the students' current clinical learning experience but also on their future nursing practice.…”

Section: Discussionsupporting

confidence: 93%

“…These concerns were consistent with those highlighted in the literature. [1,9,37,55] Although the instructor-to student ratios of 1: 6(8) reported in the current study were generally not excessive by external standards, [1,26,55,56] all the participants provided comments which indicated that the number of students in clinical groups was a major concern. Students reported that high instructorto-student ratio makes the CIs busy and decreases the time available for individual student-instructor interaction, which results in a decrease in time for student learning.…”

Section: Discussionmentioning

confidence: 72%

“…The findings of this study affirmed evidence in the literature that the clinical learning environment is an integral component of nursing education. [24,26,28,[32][33][34] It is in the clinical practice settings where students are given the opportunity to apply and integrate the knowledge, psychomotor and affective skills acquired in the theoretical part of the curriculum [33,42] and develop professional socialization. [27,32] Findings of this study further revealed that students' perceptions of satisfaction of their clinical experiences varied considerably depending on the placement they had been assigned to.…”

Section: Discussionmentioning

confidence: 99%

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Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

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Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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“…Through this participation in educational activities, one begins to identify with one's role as an educator (Wenger 1998). This sense of belonging is fundamental to development, progress and success in a profession (Levett-Jones and Lathlean 2008), and may also explain why completion of the dissertation led to professional identity as an educational researcher.…”

Section: Development and Influence On Educational Identitiesmentioning

confidence: 98%

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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“…It was essential that students experienced a sense of being part of a team [13] , being respected and receiving support, feedback and assessment during placement learning [14] . Furthermore, clinical learning environments enhanced students' learning outcomes, where the ward atmosphere was considered the most significant element in placement learning [10] .…”

Section: Introductionmentioning

confidence: 99%

Mentorship provision for student nurses: Conceptions of Finnish and British mentors in healthcare placements

Jokelainen

Jamookeeah

Tossavainen

et al. 2012

JNEP

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Background: The unification process for clinical education in Europe seeks to standardise the attainment of competencies by students and effective mentorship is central to this.Aim: This paper is a report on a study describing Finnish and British mentors' conceptions of mentorship provision for pre-registration nursing students during placement learning in healthcare settings. Methods:This qualitative study adopted a phenomenographical approach, which focused on the different ways mentorship provision for student nurses were experienced. Conceptions data from Finnish (n=22) and British (n=17) mentors were collected from nine focus group interviews between 2007 and 2008. Findings:The mentors' conceptions consisted of dimensions of organisational, environmental, educational and personal provisions, which connected to three categories of description: workable, insufficient and improvement-requiring mentorship. The workable student mentorship included efficient organisations, well-equipped learning environments, co-operative partnerships and the mentors' personal and professional competence. The insufficient student mentorship was characterised by deficient managerial investments, overloaded placements with stressed staff, unsatisfying co-operation with stakeholders and lack of resources and personal skills of mentors. The improvement-requiring mentorship emphasized higher status and clearer guidelines for mentorship, appropriate placement allocation with joint involvement of stakeholders, better level of student preparedness, and more educational and personal resources for mentors. Conclusion:There is a need to create a systematic, collaborative and highly valued strategy for mentorship provision for pre-registration nursing students in the healthcare settings. This would increase the quality of placement learning, enhance recruitment of the nursing workforce and also harmonise clinical education in Europe.

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Belongingness: A prerequisite for nursing students’ clinical learning

Cited by 329 publications

References 27 publications

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

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

Mentorship provision for student nurses: Conceptions of Finnish and British mentors in healthcare placements

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