The professional nurse–student nurse academic partnership

Iranian nursing students' perspectives on transition to professional identity: a qualitative study

“…In this period, students made professional interactions with nurses and had the opportunity to learn and perform clinical skills. Previous studies had also shown that clinical settings and working with nurses affected the development of PI among nursing students (Hardy et al 2015;Hoseini-Shahidi et al 2014;Ranjbar et al 2016). Theoretical education and clinical training are important to students' transition to PI, although the formation of PI is the result of nursing students' direct experiences of clinical settings (Arreciado Marañ on & IslaPera 2015; Ranjbar et al 2016).…”

“…Previous studies had also shown that clinical settings and working with nurses affected the development of PI among nursing students (Hardy et al. ; Hoseini‐Shahidi et al. ; Ranjbar et al.…”

“…Despite the significance of PI, the development process of this in nursing students has not been fully understood (Benner et al 2009;Crigger & Godfrey 2014;Hensel et al 2014). Previous studies investigated the effects of nursing education, clinical settings and work environment on the nursing students' transition to the nurse role, professionalization and developing clinical skills (Andrew et al 2009a;Clark & Springer 2012;Dall'Alba 2009;Hardy et al 2015). Other studies investigated the construct of PI (Serra 2008), educational models applied to teach PI (Crigger & Godfrey 2014), development of PI (Hoseini-Shahidi et al 2014) and the effects of support and clinical committees on nursing students' PI (Andrew et al 2009b;Clements et al 2015).…”

Estágio de administração em enfermagem: repercussões para a equipe em unidades clínico-cirúrgicas

“…On the one hand, the lack of attention, patience and empathy shown by the nursing team is a barrier during the practicum programs, making students insecure and significantly affecting the learning process, a condition already identified in a prior study (2) . International studies suggest that positive relationships between nursing professionals and students foster knowledge sharing and ensure a successful learning process and quality training (3)(4)(5) .…”

“…At first, the nursing team may be resistant to the insertion of students, assuming they will destabilize and impact their status quo, as they require attention and involvement. On the other hand, the students, when facing the challenges of a new context, may also feel mobilized by the needs of patients and the expectations of the nursing team regarding their performance (5) . However, in a dialectical perspective, this situation can be overcome, as there are moments for pre-task, task and project in the group process.…”