How do student nurses learn to care? An analysis of pre-registration adult nursing practice assessment documents

Abstract

There is international concern about the quality of nursing in resource constrained, high technology health care settings. This paper reports findings from a research study which explored the experiences and views of those involved in the education and learning of 'caring' with adult pre-registration students. A novel dataset of 39 practice assessment documents (PADs) were randomly sampled and analysed across both bachelors and masters programmes from September 2014-July 2015. Using an appreciative enquiry approach, the Caring Behaviours Inventory aided analysis of qualitative text from both mentors and students within the PADs to identify how student nurses learn to care and to establish whether there were any differences between Masters and Bachelors students. In contrast with existing research, we found a holistic, melded approach to caring. This combined softer skills with highly technologized care, and flexible, tailored approaches to optimise individualised care delivery. Both of these were highly valued by both students and mentors. Pre-registration MSc students tended to have higher perceptual skills and be more analytical than their BSc counterparts. We found no evidence to suggest that caring behaviour or attitudes diminish over the course of either programme.

Development of critical thinking skills of undergraduate students throughout the 4 years of nursing degree at a public university in Spain: a descriptive study

“…This is a challenge for teachers, who now seek greater interaction with students, encouraging motivation and actively involving them in their learning process. 22 Teachers have to consider the weight of sociodemographic variables in the development of critical thinking skills. Nursing students are mainly women, which means that is difficult to relate this variable and its influence on the development of critical thinking.…”

“…This is a challenge for teachers, who now seek greater interaction with students, encouraging motivation and actively involving them in their learning process. 22 …”

Impact of educational games on academic outcomes of students in the Degree in Nursing

“…Some studies have detected the need to improve the academic learning environment [14], which is often oriented towards the technical and rational side of the profession more than to the teaching of professional care. This situation is sometimes hindered by an increase in the number of students and by the lack of resources [15]. In order to improve this aspect, it is necessary to involve students in their learning process in an active manner, away from the passive attitude of master classes, and supported by oral and written reflection [16].…”

A review of chronic pain education for UK undergraduate nurses

“…Within clinical placements students are assessed by their practice assessors and supervisors with a practice assessment document (PAD). The way the PADs are split into sections that cover aspects such as professional values and essential skills, could encourage student nurses to think about the care that they provide for chronic patients in a minimalistic way rather than a holistic approach (Young et al, 2018).…”