‘The placement was probably the tipping point’ – The narratives of recently discontinued students

Hamshire, Claire; Willgoss, Tom; Wibberley, Christopher

doi:10.1016/j.nepr.2011.11.004

Cited by 65 publications

(71 citation statements)

References 16 publications

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“…Melia (46) explica este sentimiento vinculándolo a la duda del estudiante sobre su identidad: "¿Soy un estudiante o un trabajador?". Otros autores han sugerido que en ocasiones los estudiantes de enfermería son tratados como miembros del equipo de enfermería en las áreas clínicas, a pesar de que este no es su rol (47,48) . A veces los estudiantes sentían que su objetivo principal durante las prácticas era apoyar al personal de enfermería, en lugar de desarrollar sus habilidades, destrezas e incrementar su aprendizaje (48) .…”

Section: Discussionunclassified

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Vizcaya-Moreno¹,

Pérez-Cañaveras²,

Jiménez‐Ruiz³

et al. 2018

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Objetivo: Analizar las percepciones de los estudiantes de enfermería sobre la relación de supervisión y ambiente de aprendizaje clínico durante sus prácticas clínicas. Metodología: Se utilizó un diseño cualitativo con un enfoque fenomenológico. Los datos se recogieron a través de entrevistas semiestructuradas de grupos focales. Se realizó un muestro intencionado y se conformó una muestra de 48 estudiantes de Enfermería de la Universidad de Alicante (España). Las entrevistas fueron transcritas textualmente y analizadas utilizando el método "Stage by stage". A partir del análisis surgió una estructura en forma de árbol con cuatro categorías: individualización, innovación en enseñanza clínica, participación de los estudiantes y relación entre enfermera tutora-estudiante de enfermería. Resultados: El estudio muestra que no hay individualización en el proceso de aprendizaje clínico. La participación de los estudiantes en las actividades de la unidad depende de su experiencia, de las características de la unidad, del equipo de enfermería y del tutor. Los estudiantes sienten que el papel del tutor de prácticas no está claramente definido. La ansiedad, la vulnerabilidad y los sentimientos de ser "trabajadores temporales" son comunes entre los estudiantes de enfermería. Conclusiones: Estos resultados deben conducir a reflexiones más profundas sobre los elementos estudiados del proceso de supervisión y del entorno de aprendizaje clínico. Más concretamente en los aspectos de individualización, participación de los estudiantes, sentimientos y la elucidación del papel del enfermero tutor.Palabras clave: Entorno de aprendizaje clínico; Supervisión de los estudiantes; Educación en enfermería; Investigación cualitativa; Enfermería

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Section: Discussionunclassified

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Vizcaya-Moreno¹,

Pérez-Cañaveras²,

Jiménez‐Ruiz³

et al. 2018

eglobal

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“…Leaving usually takes place in the first year of the programme [7] and being older is associated with staying [8]. Poor clinical placement experiences inform decisions to leave [3,16] and mentoring is formative in the perception of placement experience [17].…”

Section: As Higher Education Institutions [Heis] In the Unitedmentioning

confidence: 99%

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

Williamson¹

2013

TONURSJ

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Abstract: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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“…Additionally, clinical educators have to juggle a number of priorities, needs, and roles, including those related to students (Delaney & Bragge, 2009). However, given the continuing problems of attrition 87 related to placements (Hamshire et al, 2012;Williamson et al, 2013), these challenges need to be tackled.…”

Section: Discussionmentioning

confidence: 99%

“…There is a considerable body of literature exploring placement learning within nursing (including some studies related to belonging); however, there is far less current literature within physiotherapy. This research suggests that clinical placements can be a challenging component of healthcare education (Eick, Williamson & Health, 2012;Gibbons, 2010;Hamshire, Willgoss & Wibberley, 2012;Levett-Jones et al, 2007;Levett-Jones, Lathlean, Higgins & McMillan, 2009;Whiteside, Stubbs & Soundy, 2014;Williamson, Health & Proctor-Childs, 2013) with unpleasant placement experiences and lack of support contributing to attrition (Hamshire et al, 2012;Wiliamson et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Fitting in with the team: Facilitative mentors in physiotherapy student placements’

Wibberley

Hamshire

2017

TLI

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Clinical placements are central to physiotherapy students' education, providing an environment in which students can apply learning they have been introduced to in academic settings. However placement learning has been identified as fraught with problems and resultant stress, and there is limited evidence available on what exactly makes a good placement for physiotherapy students. This paper reports on selected findings from a study exploring narratives of physiotherapy students over three years, relating to their overall experiences of being a student. A narrative prompt provided an opportunity for the students to speak about 'episodes' of their learning experiences. A number of these 'episodes' related to the students' experiences of clinical placements; thus it was decided to extract these from the narratives and undertake a separate qualitative analysis of these placement experiences. The majority of the students reported positive experiences of placements overall; however, it was clear that some placement teams and mentors did not support students appropriately. A welcoming team and a mentor who facilitated learning from an individual student perspective were considered to be key to a good placement experience, whilst an unwelcoming team and a mentor who objectified the student resulted in bad placement experiences.

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‘The placement was probably the tipping point’ – The narratives of recently discontinued students

Cited by 65 publications

References 16 publications

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

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

Fitting in with the team: Facilitative mentors in physiotherapy student placements’

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