Supporting student nurses who have their first clinical placement in the community nursing team

Abstract

First year student nurses are increasingly undertaking their first placement with community nurses. The importance of how this initial learning experience is introduced by the higher education institution, as well as how the student is welcomed and integrated into the community nursing team, cannot be underestimated. Following positive anonymous feedback from students, which indicated that they had benefitted from the introduction, welcome and integration they experienced, the university and mentors reviewed how this had been done to identify good practice to share with colleagues. Students indicated that their welcome and integration had helped them to feel part of the team and enhanced learning, because they were so well supported, and mentors had facilitated learning experiences by acknowledging that this was their first placement experience. It is notable that mentors were committed to the students' learning and used workplace social capital to optimise the student experience. At a time when retention of students is essential to increase the future workforce, mentors dedicated to student learning are acting as ambassadors for the community workforce, and may well encourage students to have a career in community nursing.

Understanding the expectations of nursing students following the first clinical internship: A qualitative study

“…Another important element identified in this study is the assessment and integration of the student in the health team. Carr et al (2018) described this as necessary for making the student feel that they are a valuable member and for increasing their self‐esteem, values, confidence, and security. The students have verbalized that they want to play the role of student, and not a worker, within the team.…”

“…(Participant 10) 4 | DISCUSSION Clinical internships are an essential aspect in the preparation and professional competence of nursing students, providing confidence, organizational skills, and favoring positive experiences. The results of this study are in line with Tang and Chan (2019), in which the students positively valued accessibility to their place of practice and the experience of the assigned clinical instructor as key elements to feeling safe, competent, and organized.Another important element identified in this study is the assessment and integration of the student in the health team Carr et al (2018). described this as necessary for making the student feel that they are a valuable member and for increasing their self-esteem, values, confidence, and security.…”

A cross-sectional study on preferred employment settings of final-year nursing students in Israel

“…This is in line with White's study [31], which reported that when students choose a job they rely on their predetermined expectations and images about nursing, unless their personal experience during nursing studies suggested otherwise. High-quality placements during nursing studies, which welcomed and supported students were shown to influence nursing career choices [32][33][34][35]. On the other hand, settings that did not encourage belongingness, absence of support or supervision, and a poor relationship with the supervisor were associated with reduced learning, increased anxiety and stress, and greater disinclination for nursing programs [36][37][38][39].…”

“Seeing beyond the expected.” Nursing students’ experience in community practice and collaborative learning: A qualitative study

“…The multidimensional community patient care needs necessitate true collaborative and collegial communication in an interprofessional team (Vaartio‐Rajalin & Fagerström, 2019). Clinical mentors and community patients influence students' learning experience (Betony & Yarwood, 2013; Beukes & Nolte, 2013; Carr et al, 2018), and prepare them for interprofessional education (IPE) (Gilbert et al, 2010).…”