Resilience to care: A systematic review and meta-synthesis of the qualitative literature concerning the experiences of student nurses in adult hospital settings in the UK

Thomas, Juliet; Jack, Barbara; Jinks, Annette

doi:10.1016/j.nedt.2011.09.005

Cited by 72 publications

(57 citation statements)

References 21 publications

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“…Pivoting between roles could cause role confusion (Thomas et al, 2012), leading to unrealistic expectations of other colleagues (Wood, 2006) and difficulties in assuming a student identity (Hasson et al, 2013). With respect to the transition to NQN, alumni's experience of preceptorship was variable (Robinson and Griffiths, 2009;Higgins et al, 2010;Currie and Watts, 2012) and some reported taking time to adjust to the role of NQN (Duchscher, 2009;Romyn et al, 2009;Feng and Tsai, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…These attributes are valued by employers and the recognition that such students understand the pressures of practice and their employment setting could easily result in employers believing that such students add extra value to the workforce. However, being both a HCSW and student can present challenges including role confusion (Thomas et al, 2012), replication of learning (Hasson et al, 2013) and lack of recognition of their learning needs (Hasson et al, 2013).…”

Section: Practitioner Expectationsmentioning

confidence: 99%

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‘Ready to hit the ground running’: Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme

Draper

Beretta

Kenward

et al. 2014

Nurse Education Today

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Section: Resultsmentioning

confidence: 99%

Section: Practitioner Expectationsmentioning

confidence: 99%

‘Ready to hit the ground running’: Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme

Draper

Beretta

Kenward

et al. 2014

Nurse Education Today

View full text Add to dashboard Cite

“…Notably, Byszewski and colleagues [46] reported that over time, behavior that students previously considered unprofessional, became increasingly more acceptable as students progressed in their training, indicating some erosion of values. Also, in a systematic review and meta-analysis of qualitative literature concerning the experiences of British student nurses in hospital settings, Thomas, Jack and Jinks [47] uncovered negative clinical experiences which endured through time. Such findings raise concern regarding the long term effects of negative experiences.…”

Section: Professional Constraintsmentioning

confidence: 99%

Student’s Perception of Missed Care: Focus Group Results

Kalfoss¹

2017

OJN

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Background: With the inflation of economic constraints on health care and demand to increase care quality, there is an increasing need to develop a clear understanding of what actions by health professionals are perceived as threatening quality care. Objective: To explore graduate nursing and pastoral care student's perceptions of missed care in Norway. Research design: A qualitative study was employed with the formation of six focus groups. Data was analyzed via a thematic content of the discussions. Participants and research context: Thirty-one students attending a University College in Oslo participated. Findings: Five major themes and thirty subthemes were identified. Major themes included labor constraints, organizational contraints, professional constraints, communication constaints and emotional strain. Discussion: Findings of this study resonate with other research as well as with studies on missed nursing care. Findings also lend support to the definition of missed nursing care actions as required care that is omitted, either in part or whole, or delayed. Conclusion: The findings from this study extend understanding of what barriers health professionals perceive as inhibiting them from offering quality care. The focus groups provided a valuable flora for discussion regarding what participants perceived as missed.

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“…[2,16] A number of international research papers report on both the importance as well as the challenges related to the training of students in clinical placements. [17][18][19] …”

Section: Introductionmentioning

confidence: 99%

Exploring the relationship between technology and care: A qualitative study of clinical practice for nursing students

Jordal

Heggen

Solbrække

2014

JNEP

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Background/Objective: The aim of this study is to explore the interaction between technology and care in the student-patient relationship during clinical practice training. In the traditional discourse on nursing, technology is seen as insignificant or secondary to the actual work of caring. Using new insights from the social sciences field on how to understand technology, this paper focuses on the important, but somehow underrated, relationship between technology and the human element in clinical practice.Methods: This article reports findings from a field study of Norwegian nursing students in hospital practice during second year training. Six women and three men participated in the study. The case-oriented analysis follows a cultural-analytical tradition in which the main objective is to investigate routines and ingrained conceptions in order to see familiar phenomenon and patterns in new ways. The main question was: How do Norwegian nursing students learn to handle technology and care in their education programme?Results: With a socio-cultural perspective on student learning and data from participant observation, the findings of this paper show various ways in which the presence of technology influences the interaction between students and patients. The study demonstrates how technology creates challenges for students in their interactional bedside work. However, technology is also revealed as offering new opportunities for contact and care.Conclusion: Technology and the human element are linked in complex ways in students' bedside work. This aspect of bedside care has not yet been given sufficient attention in the nursing education programme. In our view, this is a matter of concern; we conclude that nursing education needs to include updated and more nuanced perspectives that will better address this complexity.

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Resilience to care: A systematic review and meta-synthesis of the qualitative literature concerning the experiences of student nurses in adult hospital settings in the UK

Cited by 72 publications

References 21 publications

‘Ready to hit the ground running’: Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme

‘Ready to hit the ground running’: Alumni and employer accounts of a unique part-time distance learning pre-registration nurse education programme

Student’s Perception of Missed Care: Focus Group Results

Exploring the relationship between technology and care: A qualitative study of clinical practice for nursing students

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