Changing institutional identities of the student nurse

Brennan, Damien; Timmins, Fiona

doi:10.1016/j.nedt.2012.05.021

Cited by 28 publications

(22 citation statements)

References 27 publications

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“…Having a ‘vocation’ or a ‘calling’ to be a nurse is a concept that has lost ground as nursing attempts a professionalising project and moves away from gendered [37] or religious [38] explanations of why people want to care for others. It may be that there is a tension between a previous view of student nurses as complaint and steeped in hospital ritual and tradition, compared to the questioning, critical thinking nurses that are the goal of modern university education [39], and thus relying on notions of vocation for retention may be counterproductive if this concept is not compatible with contemporary healthcare practice. However, forming a professional identity is important for student nurses, who are neophyte practitioners and a sense of calling maybe central to that [39], particularly as there is a strong expectation amongst the public that the values of compassion and care are still foremost for nurses [36].…”

Section: Discussionmentioning

confidence: 99%

“…It may be that there is a tension between a previous view of student nurses as complaint and steeped in hospital ritual and tradition, compared to the questioning, critical thinking nurses that are the goal of modern university education [39], and thus relying on notions of vocation for retention may be counterproductive if this concept is not compatible with contemporary healthcare practice. However, forming a professional identity is important for student nurses, who are neophyte practitioners and a sense of calling maybe central to that [39], particularly as there is a strong expectation amongst the public that the values of compassion and care are still foremost for nurses [36]. The concept of vocation and the application of these values are seen as a counterbalance to impersonal, mechanistic care [40]; successful students attempt to match these ideals.…”

Section: Discussionmentioning

confidence: 99%

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Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Williamson

Proctor-Childs²

2013

TONURSJ

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Introduction:There is international concern about retention of student nurses on undergraduate programmes. United Kingdom Higher Education Institutions are monitored on their attrition statistics and can be penalised financially, so they have an incentive to help students remain on their programmes beyond their moral duty to ensure students receive the best possible educational experience.Aims:to understand students’ and staff concerns about programmes and placements as part of developing our retention strategies.Design: This study reports qualitative data on retention and attrition collected as part of an action research study.Setting:One University School of Nursing and Midwifery in the South West of England.Participants:Staff, current third year and ex-student nurses from the adult field.Methods:Data were collected in focus groups, both face-to face and virtual, and individual telephone interviews. These were transcribed and subjected to qualitative content analysis.Results:Four themes emerged: Academic support, Placements and mentors, Stresses and the reality of nursing life, and Dreams for a better programme.Conclusions:The themes Academic support, Placements and mentors and Stresses and the reality of nursing life, resonate with international literature. Dreams for a better programme included smaller group learning. Vocation, friendship and resilience seem instrumental in retaining students, and Higher Education Institutions should work to facilitate these. ‘Vocation’ has been overlooked in the retention discussions, and working more actively to foster vocation and belongingness could be important.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Williamson

Proctor-Childs²

2013

TONURSJ

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“…1), are strongly interconnected as emerged also in other studies (Mulholland et al, 2006;Papastavrou et al, 2010;Skaalvik et al, 2011). If the organization of clinical teaching fosters the partnership between clinical teachers and students (Saarikoski and Leino-Kilpi, 2002), the students will advance in understanding their professional identity (Andrew, 2012;Brennan and Timmins, 2012) and will be motivated to foster professional values (Keeling and Templeman, 2013).…”

Section: Discussionmentioning

confidence: 86%

Perceptions of Italian student nurses of the concept of professional respect during their clinical practice learning experience

Sabatino

Rocco²,

Stıevano³

et al. 2015

Nurse Education in Practice

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“…[3] The students’ formation of a nursing identity is grounded in social interactions with faculty and is shaped by values and norms learned by both the formal and informal curriculum. [24]…”

Section: Introductionmentioning

confidence: 99%

Exploring the dominant discourse of baccalaureate nursing education in Iran

Yazdannik

Yousefy

Mohammadi

2017

Iranian J Nursing Midwifery Res

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Introduction:Understanding how academic dominant discourse is implicated in the shaping of nursing identity, professional aspirations and socialization of nursing students is useful as it can lead to strategies that promote nursing profession.Materials and Methods:This is a qualitative research conducted through discourse analysis approach. Semi-structured interviews, focus group, and direct observation of undergraduate theoretical and clinical courses were used to collect the data. Participants were 71 nursing students, 20 nursing educators, and 5 nursing board staffs from five universities in Iran.Results:Data analysis resulted in the development of four main themes that represent essential discourses of nursing education. The discourses explored are theoretical and scientific nursing, domination of biomedical paradigm, caring as an empty signifier, and more than expected role of research in nursing education discourse.Conclusions:The results indicated that academics attempt to define itself based on “scientific knowledge” and faculties seek to socialize students by emphasizing the scientific/theoretical basis of nursing and research, with the dominance of biomedical discourse. It fails to conceptually grasp the reality of nursing practice, and the result is an untested and impoverished theoretical discourse. The analysis highlights the need for the formation of a strong and new discourse, which contains articulation of signifiers extracted from the nature of the profession.

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Changing institutional identities of the student nurse

Cited by 28 publications

References 27 publications

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Vocation, Friendship and Resilience: A Study Exploring Nursing Student and Staff Views on Retention and Attrition

Perceptions of Italian student nurses of the concept of professional respect during their clinical practice learning experience

Exploring the dominant discourse of baccalaureate nursing education in Iran

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