The experiences of undergraduate Assistants in Nursing (AIN)

Algoso, Maricris; Peters, Kathleen

doi:10.1016/j.nedt.2011.08.002

Cited by 41 publications

(35 citation statements)

References 19 publications

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“…On the the element of intraprofessional sabotage, it has been argued that the lack of clarity on the scope of practice of nursing team members has the potential to cause intra‐professional workplace conflict (Eagar, Cowin, Gregory, & Firtko, ). Such conflicts often involve students and can affect the self‐esteem and clinical learning of the student (Algoso & Peters, ; O'Mara, McDonald, Gillespie, Brown, & Miles, ; Papathanasiou et al, ; Woefle & McCaffrey, ). Other issues which reduce the quality of clinical placements and learning and hold the potential for compromising patient safety such as holding high expectations of student nurses as if they were full time staff nurses, have been reported elsewhere (Dahlke & Hannesson, ; Killam & Heerschap, ).…”

Section: Discussionmentioning

confidence: 99%

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

et al. 2018

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AimTo describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting. Theory‐practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory‐practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory‐practice gap in a resource‐constrained setting have not been comprehensively described.DesignA qualitative description methodology was used.MethodsMaximum variation sampling based on role in the events of theory‐practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.ResultsFive themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory‐practice gap in the research setting.

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Section: Discussionmentioning

confidence: 99%

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

et al. 2018

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“…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%

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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“…Within hospital settings, AINs are employed across departments to perform basic direct care tasks within a specified role and under the supervision of RNs (Algoso & Peters ). Although specific tasks differ according to their employer‐defined role and setting, duties performed include visual and physical observation, talking to or reassuring consumers and their families, bed making, and assisting with hygiene, toileting, ambulation, and feeding (Cleary et al .…”

Section: Introductionmentioning

confidence: 99%

“…The present examination of AINs working with mental health consumers in a role focused on continuous observation was driven by the paucity of studies on AINs working with inpatient mental health consumers and, to our knowledge, no work in the ED setting. Research has largely focused on medical–surgical units, nursing home settings or utilized samples consisting of AINs employed in a range of clinical areas (Algoso & Peters ; Chow & Miguel ). In these studies, AINs report the development of core skills such as critical thinking and decision‐making confidence, and ability to engage in clinical tasks such as constant observation (Algoso & Peters ; Rooney ).…”

Section: Introductionmentioning

confidence: 99%

Assistants in nursing working with mental health consumers in the emergency department

Gerace

Muir‐Cochrane

O’Kane

et al. 2018

Int J Mental Health Nurs

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Nursing students, regardless of setting, require skills in working with people with mental health issues. One way to provide students with learning opportunities within the context of limited undergraduate mental health content and lack of mental health placements is through employment as assistants in nursing (AIN). The purpose of the study was to investigate the use of AINs employed in an emergency department in South Australia to supervise (continuous observation) mental health consumers on inpatient treatment orders. Twenty-four participants took part in the study, with AINs (n = 8, all studying in an undergraduate nursing programme), nurse managers (n = 5), and nurses (n = 11) participating in semi-structured interviews. Data were analysed using thematic analysis. Themes focused on (i) the AIN role, their practice, boundaries or restrictions of their role, and the image consumers have of AINs; (ii) learning through experience, where the AIN role was a practical opportunity to learn and apply knowledge obtained through university studies; and (iii) support, which focused on how AINs worked with nursing staff as part of the healthcare team. Overall, participants believed that AINs played an important role in the ED in supervising consumers on involuntary mental health treatment orders, where their unique role was seen to facilitate more positive consumer experiences. The AIN role is one way for nursing students to develop skills in working with people with mental health issues.

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The experiences of undergraduate Assistants in Nursing (AIN)

Cited by 41 publications

References 19 publications

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

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

Assistants in nursing working with mental health consumers in the emergency department

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