Dissertations / Theses: 'Student nurse experience'

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Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.

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French, Heinz-Peter. "Educating the nurse practitioner : an assessment of the pre-registration preparation of nurses as an educational experience." Thesis, Durham University, 1989. http://etheses.dur.ac.uk/6506/.

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The aim of this study is to assess the pre-registration preparation of nurses as a means for producing women and men capable of doing new things, not simply repeating what other generations had done. The issues which are examined are:-(1) The purposes of nurse education (11) The extant forms of knowledge (111) The nature of teacher/student relationships in the process of learning. The study was carried out in three stages:- (1) Analysis of the literature from 1947 to 1963 by abstracting and utilising grounded theory approaches to identify the essential issues.(11) Opinion survey of student nurses utilising content and structural analysis of the audio-taped recordings of interviews to develop a theory of nurse education in the 1980's,(ill) Experimental testing of one operational hypothesis describing the effect of teacher behaviours on the student nurse’s clinical decision making. It is concluded that the pre-registration preparation of nurses is not an educational experience on the grounds that the extant forms of knowledge and the prevalent teacher/student relationships are inconsistent with the production of a critical, reflective and self-reliant practitioner. Because of this, the recommendations of UKCC Project 2000 must be carefully planned and closely monitored if the problems of the theory/practice gap are to be minimised rather than exacerbated.

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Roziers, Reinette. "Newly qualified nurses lived experience of role transition from student nurse to community service nurse a phenomenological study Reinette Roziers." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/2962.

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Includes abstract.
Includes bibliographical references.
The phenomenological study explored the experience of role transition of newly qualified nurses undertaking compulsory community service in health service facilities in the Western Cape in 2011.

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Cornes, Desmond. "An exploration of the perceptions of nurse lecturers, student nurses and clinical mentors of the utility of student nurses undertaking international clinical experience." Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726765.

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Farasat, Helen. "The invisibility of being a new nurse : the experience of transition from student to registered children's nurse." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/198615/.

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This research examines the transition from student nurse to Registered Nurse (child). Earlier studies suggest the transition always involves a period of discomfort and uncertainty. However, there is a dearth of longitudinal studies of children‟s nurses, revealing a gap in the evidence that this study aims to fill. This longitudinal study commenced in one HEI in England where the six participants were completing their undergraduate programme in child nursing. A phenomenological interpretive design was used to answer the research question: „What is the experience of making the transition from student to RN (child) like?‟ Data was collected using focused qualitative interviews at three stages: mid final year, and at 3–4 months and 12–14 months post-employment as an RN. The data was analysed using descriptive and interpretive methods. The thesis draws out the changes in the participants experience over time and suggests the transition extends beyond the first year of practice. It involves development within four overarching themes: Personal and Professional Identity, Primacy of Practice, Working with People, and Managing Newness. These key themes are present across the participants‟ experience but their importance changes over time. The transition is characterised by the visibility of being a nurse and the invisibility of being a „new‟ nurse. This study supports the findings of some earlier studies and introduces some new evidence in relation to children‟s nursing, such as responding to crises, coping with grief and the difficulties and challenges of working with parents. The main limitations are that this is a small-scale study within a specific branch of nursing, with participants drawn from one HEI and conducted by a single investigator. However, because the participants took up employment in different locations in England, the findings may have some resonance with other neophyte children‟s nurses beyond the original setting of the research. Recommendations are made for undergraduate programme providers and employers to strengthen and develop the preparation of RN (child) pre- and post-qualification, particularly in the areas of preceptorship, prioritising care and managing time, working with parents, and coping with emergencies or the death of a child

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Melling, S. M. "Transition : an exploration of student nurse experience in their first practice placement." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12157/.

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Nurse education has altered considerably in the past 30 years. The combined demands of a growing population with diverse health needs and an expansion of career opportunities for those traditionally recruited to nursing have made it increasingly difficult to recruit and retain a viable workforce. At the same time pressure to establish nursing as a profession has influenced how the nursing curriculum has been delivered. Schools of nursing are now established in universities and away from clinical control. However, the retention of student nurses has remained an issue for many universities and studies have identified that students are particularly at risk of leaving around the time of their first practice placement. Whilst underlying factors associated with either the student or the practice environment have been identified which may be predictors for attrition at this time, no studies have given detailed consideration to the way students cope with the process of transition from the academic setting to the practice setting. This thesis aims to research and understand how first year student nurses manage the transition into their first practice placement and studies this process through the lens of human, social and identity capital theory. Questionnaires were used to collect the initial data from an entire cohort of first year student nurses. These data were then explored in depth via face to face semi-structured interviews with 20 of these students. The findings show that the transition process is highly complex and stressful for the student. It has been made more difficult by the separation of academic and practice settings. As a result students are expected to adapt rapidly to a strong occupational culture as they enter the practice setting. In order to do this they rely heavily upon building human, social and identity capital. The students who struggle and falter at this time appear to be those who lack the skills or support they require build capital successfully. These findings have significant implications for nurse educators who must consider how a student’s abilities to build and exploit capital can be encouraged within the nursing curriculum.

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Brammer, Jillian D. "Understanding the role of the registered nurse in student learning." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36782/1/36782_Digitised%20Thesis.pdf.

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The focus of this research study is the phenomenon of the registered nurses' role with students in clinical placement experience. With the transfer of nursing education from the hospital sector to higher education, the role of the student has changed from employee to supernumerary status. The role of the registered nurse with students has also changed, but very little is known about the way registered nurses view and understand their role with students in clinical placement experience. The research investigates the variation in understanding that registered nurses have of their role with students and identifies the dimensions of this experience of the role. While this study is located in Queensland, Australia, the role of the registered nurse with students is recognised as an area which has been the subject of little formal study in other states and countries. Students have frequently expressed satisfaction and dissatisfaction about their clinical placement experience, an essential component of the preparation for undergraduate nursing programs. The research approach represents an innovative way to the study of the understanding registered nurses have of their role with students in clinical placement experience. The approach was selected with the intention of exploring the issue from the perspective of registered nurses, rather than students or evaluation of programs which appears to be the traditional approach to studying clinical placement experience. Registered nurses are acknowledged as major participants in clinical placement experience for students but their perspective of the role has rarely been considered. The selection of phenomenography adopted for this study is based on the appropriateness of the research approach to explore the object of inquiry. The aim of phenomenography is to describe, analyse and understand the meaning people ascribe to their world and how they construe different phenomena. The central concern is not the phenomena being investigated, nor the people who experience the phenomena, but the relation between the two: the relation between the RNs and their role with students. The findings from this study result from 28 individual interviews with registered nurses in order to identify the variation of understanding of the experience of the role with students. The registered nurses who participated in the research were from fifteen public and private hospitals throughout regional and metropolitan, Central and South Eastern Queensland. The major outcomes that emerged from this study show that registered nurses have different ways of understanding their role with students in clinical placement experience and that the number of different variations is limited. Eight distinct categories of description were identified, denoting the understanding that registered nurses have of their role. These have been labelled: Facilitator role, Teacher/Coach role, Overseer/Supervisor role, Peer Support and Role Model role, Instructor role, Manager/Foreman role, Authority role and Resister/Dissenter role in recognition of the meaning identified for each category of description. The outcome space mapped a four level developmental relationship between the categories, which denote the variation of ways registered nurses understand their role with students. These ranged from minimal involvement to total commitment and involvement with students. These findings support the need for open acknowledgment of the informal but complex role registered nurses have with students in clinical placement experience, and the need for adequate preparation for this role. The findings also provide insight into the concerns of employers and recent graduate registered nurses of the adequacy of clinical placement experience as preparation for the role of registered nurse. Further research and recommendations are proposed using these findings as the basis to improve the quality of the experiences of registered nurses and students in clinical placement experience.

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Miller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.

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This study explores and analyses the experiences and perceptions of community nurses (District Nurses, Health Visitors and School Nurses) involved in mentoring Project 2000/Diploma in Higher Education student nurses within one site of a College of Nursing. It addresses the significance of mentorship in nursing education and in particular, the mentoring role of community nurses from their own perspective. Conceptual frameworks derived from the literature review on mentorship in nursing education are adopted in operationalising the research aims and the formulation of questions for data collection. The exploratory and descriptive nature of the study lends itself to utilising two methods of gathering data: postal survey questionnaires and semi-structured interviews. One hundred (100) respondents participated in the former, while twenty (20) informants took part in seventeen (17) interviews carried out by the researcher over a period of four months. The findings of the study indicate that mentoring Project 2000 student nurses is a complex, time consuming and skilled activity, and that there are positive as well as constraining factors which affect the effectiveness of the mentoring process and the quality of the mentors. It also suggests that mentors require educational and managerial support, continuing professional development, and recognition for their role. Recommendations are made for improving the mentoring process and the quality of mentors. It is hoped that the information will improve the quality and utility of nurse education, and enhance the quality of interpersonal relationships between mentors, students, and clients or patients in the community.

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Hellström, Jessica, and Jessica Jörtsö. "Sjuksköterskans upplevelser av att handleda sjuksköterskestudenter under verksamhetsförlagd utbildning : - en litteraturstudie." Thesis, Högskolan i Gävle, Avdelningen för hälso- och vårdvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-16563.

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Syfte: Syftet med föreliggande litteraturstudie var att beskriva sjuksköterskans upplevelser av att handleda sjuksköterskestudenter under verksamhetsförlagd utbildning samt att granska de valda artiklarnas undersökningsgrupper. Metod: Denna litteraturstudie har en deskriptiv design. Resultatet är baserat på tolv vetenskapliga artiklar hämtade från databaserna PubMed och Cinahl. Resultat: Resultatet i föreliggande studie beskriver att sjuksköterskorna upplever ett stort ansvar för sina studenter och att handledningen är utvecklande, både i sjuksköterskerollen och i handledarrollen. Sjuksköterskorna i föreliggande studie har delade upplevelser angående samarbetet med studenternas skolor. Slutsats: För att handledningen av studenter ska vara så bra som möjligt krävs det ett gott samarbete och goda relationer, inte bara sjuksköterska och student emellan utan även med skolan.
Aim: The aim of this literary study was to describe nurse’s experiences of precepting nurse students during clinical practice and to examine the participants of the chosen articles. Method: This literary study has a descriptive design. The result is based on twelve scientific articles from the databases PubMed and Cinahl. Result: The result of this study describes that the nurses experience a great deal of responsibility for their students and that the supervising of students is stimulating, as much as in the role of a nurse as in the role of a supervisor. The nurses of this study have differing experiences with regards to the cooperation with the schools of the nurse students. Conclusion: In order to secure that the supervising of nurse students runs as smoothly as possible it is of absolute necessity that both the schools and the supervising nurses work to establish a functioning cooperation. The same goes for the supervising nurse-nurse student relation as well.Keywords: Precept,

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O'Connor, Geraldine. "Professional identity : the influence of the clinical experience on the student nurse in Ireland." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543294.

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Mcphail, Lyndsey. "'On being locked out' : the lived experience of mature, female student nurses and their use of Information, Communication, Technology (ICT) in one undergraduate Pre-Registration Nursing Programme." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/on-being-locked-out-the-lived-experience-of-mature-female-student-nurses-and-their-use-of-information-communication-technology-ict-in-one-undergraduate-preregistration-nursing-programme(c76281ee-4521-4064-87b1-ee27f356f8fb).html.

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The explosion of Information, Communication and Technology (ICT) use over the last 10 years within healthcare, and particularly within nursing practice, is changing the ways in which patient care is delivered. However a concern highlighted by various policy review and research evidence is that barriers to ICT usage are experienced by some groups of student nurses, particularly those who are mature and female, in a way that constrains potential impact on their professional development. This research adds to and develops the research evidence in the field by examining in what ways, and the extent to which, a group of mature, female, nursing students utilise ICT within the boundaries of one pre-registration nursing programme based on partnership working between a School of Health situated within a large university and its related NHS Trusts. By way of a qualitative, case study approach this study examines the biographical, university and clinical placement use of ICT for this group of student nurses. Consideration is given to the interconnectedness of these experiences as these students begin to develop their professional identities and learning as nurses. The experiences of this group of students are determined through interviews and observation of clinical practice. Three research questions define the parameters of the research. These are: 1) How are mature, female nursing students accessing and using ICT within nursing education? 2) What are the barriers that may prevent mature, female students from accessing and using ICT within nursing education? 3) What actions do mature, female nursing students consider may be taken to improve their knowledge and subsequent use of ICT in both their academic studies and clinical placement work? Findings from the research suggest that experiences of ICT relate to biographical history and the extent to which student nurses are supported and encouraged to engage with ICT in their university programme and on clinical placement. In particular the data suggests that for many student nurses the feeling and experiences of being generationally, emotionally and hierarchically 'locked out' of using ICT raises real challenges for the extent to which government and regulatory policy is being effectively enacted for particular groups of student nurses. This study, therefore, contributes to knowledge in and around pedagogical practice for pre-registration nurse education programmes. In particular it raises the importance of locating policy development in this area around the explicit privileging and enabling of ICT usage in all practice situations. In other words the development of a collective efficacy in nurse pre-registration programmes that is suggestive of notions of being ICT 'logged in' rather than being 'locked out' for mature, female student nurses.

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Rikhotso, Steppies Richard. "Clinical accompaniment in a rural hospital : student and professional nurses experience / Steppies Richard Rikhotso." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4738.

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This study investigated the clinical accompaniment of nursing students in a rural hospital. Nursing students are allocated to clinical facilities for clinical exposure and learning opportunities; to integrate theoretical knowledge with practical skills and professional socialization under guidance and support from professional practitioners. Although the rural hospital, as context for this study, provides unique and challenging learning opportunities for clinical teaching and learning, the environment as such and the relationship between the stakeholders (nursing students and professional nurses) seem to be questionable and not conducive for learning. A qualitative, explorative, descriptive and contextual design served as framework for this study. Data was collected by means of semi–structured focus–group interviews with samples selected from two (2) populations of stakeholders with first hand experience of the clinical accompaniment of nursing students allocated to the rural hospital for clinical exposure and learning. The first sample consisted of thirteen (n=13) nursing students and the second sample consisted of professional nurses (n=6) directly involved in the clinical accompaniment of the nursing students. The focus of the interviews was the participants' experience of the clinical accompaniment in a specific rural hospital. Data was analyzed by means of the process of content analysis as described by Graneheim and Lundman (2004). Three (3) themes and eight (8) subthemes emerged from the data collected from the nursing students. The data collected from the professional nurses resulted in five (5) themes and eleven (11) subthemes. The collected data was integrated with relevant national and international literature to culminate in eight (8) conclusive statements. The conclusive statements served as basis for the proposal of guidelines to improve the clinical accompaniment of nursing students in a rural hospital and to enhance learning in the clinical practice area.
Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

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Sefa, Ilirjana, and Elin Karlström. "Sjuksköterskors upplevelser av att handleda studenter : En litteraturstudie." Thesis, Malmö universitet, Malmö högskola, Institutionen för vårdvetenskap (VV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40163.

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Bakgrund: Sjuksköterskor har en viktig roll vid handledning av sjuksköterskestudenter, då studenter självständigt ska kunna ge en god omvårdnad i deras framtida yrkesroll. För att handledningen ska kunna bli optimal, behövs kunskap om hur sjuksköterskor upplever rollen som handledare för studenter. En väl fungerande handledning kan förbättra kommunikationen i teamet och öka patientsäkerheten. Syfte: Syftet med studien var att beskriva sjuksköterskors upplevelser av att handleda studenter. Metod: Litteraturstudien baserades på 12 vetenskapliga artiklar av kvalitativ metodik. Två olika databaser användes vid sökningen av artiklarna, där båda var fokuserade inom omvårdnad. För att analysera artiklarna applicerades metoden innehållsanalys. Resultat: Tre huvudkategorier och nio underkategorier presenterades. Huvudkategorierna som identifierades var; Stärkande för profession och undervisande roll, Hindrande omständigheter för handledning och Utmanande faktorer vid handledning. Resultatet visade att rollen som handledare gynnade sjuksköterskors kompetens. Det framkom även att handledarrollen upplevdes vara underskattad och att det förekom bristande stöd från kollegor, ledning samt lärosäte. Utmanande upplevelser handlade om att kunna anpassa tiden, hantera studenternas olika kunskapsnivåer och attityder. Konklusion: Handledares förberedelse för rollen, tid för att handleda och stöd från kollegor samt lärosäte är av betydelse för handledningen. Sjuksköterskors upplevelser av handledning är dels beroende av relationen med studenten och dels av samarbetet med övriga i teamet. Sjuksköterskan kan genom en reflektiv kommunikation bidra till en god samverkan i team och tillsammans med samtliga medlemmar tillgodose patientens unika behov.
Background: Nurses play an important role in precepting nursing students, since students should be able to provide good care independently in their future professional role. To optimize the preceptorship, knowledge about how nurses experience the role as a mentor for students is needed. A well-functioning supervision can improve the communication in the team and increase patient safety. Aim: The aim of this study was to describe nurses’ experiences of mentoring students. Method: This literary study was based on 12 scientific articles of qualitative methodology. Two different databases were used when searching for articles, where both were focused in nursing. Content analysis was applied to analyze the articles. Result: Three main categories and nine subcategories were presented. The main categories that were identified were; Strengthening for profession and teaching role, Inhibitive circumstances for preceptorship and Challenging factors in tutoring. The result revealed that the tutor role improved nurses’ competencies. It also emerged that the role as a tutor was experienced as underestimated and that there was a lack of support from colleagues, management and university. Challenging experiences was about adjusting the time, managing the students’ level of knowledge and attitudes. Conclusion: Mentors preparation for the role, time to mentor and support from colleagues and the university are important factors for the preceptorship. Nurses' experiences of tutoring partially depends on the relation with the student and partially on the collaboration with the rest of the team. The nurse can through reflective communication contribute to a good collaboration in the team and together with all members meet the patients unique needs.

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Porteous, Debbie. "From uncertainty to belief and beyond : a phenomenological study exploring the first year experience of becoming a student nurse." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/23586/.

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As part of a high quality nursing student experience within Higher Education there is a need to access the voice of the student. By listening to the students, greater clarity and understanding from the students' perspective is proposed. The focus of this research is within the first year of an undergraduate nursing programme. This thesis gives insight into the experiences and perceptions of undergraduate nursing students' transition into Higher Education and professional transformation, within the first year of a three year proframme. In addition, the research sought to illuminate the participants' personal learning journeys and experiences. There is a dearth of literature addressing various aspects of the first year student experience and minimal literature which represents the student voice. The first year experience is a complex and multifaceted area of study. This complexity is related to the Higher Education organisational processes that are required to enable the student to succeed and the amount of personal investment by each student who enters programmes of learning within a university setting. It has been identified that the first year is the most critical to ensuring that students engage with programmes of learning and achieve both academically and professionally (Trotter and Roberts 2006). To develop insight into the learner's journey a theoretical framework is constructed from within an interpretive paradigm. Hermeneutic phenomenology was selected as a suitable methodology for this research, informed by the work of Max van Manen (1990). The use of hermeneutic phenomenology enable the exploration of participants' experiences. The participants in this research were representative of a typical nursing cohort's profile and, therefore, provided the ideal means of investigating the student nurse experience within the first year. Ten student nurses volunteered to participate in this research and data was collected over a period of one year by use of repeated semi-structured interviews and collection of critical incidents using digital voice recorders. Data was analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Findings from this research identify that the students have developed skills to survive but there was considerable variation in the student experience which impacted on their motivaton and behaviour. A key finding was the ability of students to develop their own skills of coping to deal with the demands of academic life and those of the practice settings. The skills of self-reliance and self efficacy are evident in the findings and are explored in relation to professional transformation.

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Tshabalala, Rachell Nomakhosi. "Experiences of a group of student nurses regarding mentoring in the clinical practice / Tshabalala R.N." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7564.

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Professional growth and development in nursing is essential for public welfare and safety. The public expects competent and safe nursing care. Student nurses spend a large number of hours in the clinical practice as part of their professional and clinical development. A clinical environment that is supportive to the improvement of student teaching and learning is imperative to the development of competency of student nurses. One strategy that has been identified to facilitate professional growth and development in student nurses is mentoring in the clinical practice. This is where student nurses are socialized into the nursing profession by experienced professional nurses. Mentoring is regarded as the deliberate pairing of student nurses with an experienced and knowledgeable person. The primary purpose of this research was to explore and describe the experiences of student nurses regarding mentoring in the clinical practice at the Eastern Campus of the Free State School of Nursing (ECFSSON). The secondary purpose was to recommend to the nursing college and clinical service areas to jointly formulate guidelines for mentoring student nurses in the clinical practice. A qualitative, exploratory, descriptive and contextual research design was chosen in order to describe the experiences of mentoring of student nurses in the clinical practice. Purposive sampling was utilized to identify participants who complied with the set selection criteria. The sample comprised student nurses who were in their final year of the four year programme. Data collection took place by means of four focus group interviews with a total of twenty four student nurses (7:6:6:5), which was followed by a confirmatory focus group interview with ten participants. Trustworthiness was ensured in accordance with the principles of credibility, transferability, dependability and confirmability. Data was captured on an audiotape and transcribed verbatim. Field notes were taken during each focus group. Content analysis of the data was analyzed by the researcher and an independent co–coder. After consensus and data saturation, four major themes and twenty–one sub–themes were identified. The first theme described the student nurses' experiences of being mentored in the clinical practice and has five sub–themes. The second theme described the student nurses' experiences regarding mentoring by personnel and has eight sub–themes. The third theme described the student nurses' experiences regarding mentoring in different disciplines. The fourth theme described the student nurses' experiences regarding mentoring in different institutions. Each of these themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which serves as a basis for recommendation to formulate guidelines for mentoring student nurses in the clinical practice. Several conclusions were reached. Student nurses have positive as well as negative experiences about their mentoring in clinical practice. The personnel in clinical practice have different roles in the mentoring of students and the responsibility of mentoring is not clear. The mentoring of lecturers from the educational institution was also experienced as not enough. The research report concluded with the researcher's evaluation of the research and recommendations for nursing service, nursing education and nursing research to improve mentoring of student nurses in clinical practice.
Thesis (M.Cur. (Nursing Education))--North-West University, Potchefstroom Campus, 2012.

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Bryant, Lynne J. "The relationship between participation in unethical behaviors during the nursing student experience and participation in unethical behaviors as a registered nurse." FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/1879.

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The effect of unethical behaviors in health care settings is an important issue in the safe care of clients and has been a concern of the nursing profession for some time. The purpose of this study was to examine the relationship between use of unethical behaviors in the nursing student experience and the use of unethical behaviors in the workplace as a registered nurse. In addition, the relationship between the severity of unethical behaviors utilized in the classroom, clinical setting and those in the workplace was examined. To insure greater honesty in self-report, only a limited umber of demographic variables were requested from participants. During the summer of 1997, a 56 item questionnaire was distributed to registered nurses enrolled in either undergraduate or graduate courses in a public or private institution. The participants were asked to self-report their own use of unethical behaviors as well as their peers use of unethical behaviors. In order to assign a severity score for each item, nursing school faculty were asked to rate severity of unethical behaviors which could be used during the nursing student experience and nursing administrators were asked to rate unethical behaviors which could be used in the workplace. A significant positive relationship was found between individuals' use of unethical behaviors during nursing school and those used in the workplace r = .630. A significant positive relationship was found between the severity of unethical behaviors used in the nursing student experience and the severity of unethical behaviors used in the workplace r = .637. No relationship was found between years of practice, type of initial nursing education and whether or not the participant was raised inside or outside the United States and the use of unethical behaviors.

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Makhakhe, Malethola Anna. "Nurses' experience of the transition from student to professional practitioner in a public hospital in Lesotho / Anna Malethola Makhakhe." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4735.

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The aim of this study was to develop guidelines for the support of newly qualified nurses to ease their transition from student to professional practitioners in Lesotho; based on an exploration and description of the newly qualified nurses’ first hand experience of their transition from student to professional practitioners in a public hospital in Lesotho. The rationale behind the study was the researcher’s perception of an attitude change observed in the newly qualified professional practitioners. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included all newly qualified professional nurses who worked in a public hospital in Lesotho for a period of one year or less. Data collection took place by means of semi–structured individual interviews with ten (10) participants and a focus group interview with eight (8) of the original participants. Content analysis of the data in the qualitative tradition was independently done by two coders who identified four (4) themes and ten (10) sub–themes. The first theme was described as reality shock, including the sub–themes emotional reactions and limited resources. The second theme, competence, includes the sub–themes of knowledge, skills and attitude. A third theme describes the participants experience of the support from management, colleagues, the Ministry of Health and Social welfare, nursing educational institutions and the community. The fourth theme describes the participants’ vision for the future. Each of the themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which served as basis for the formulation of guidelines to ease the transition from student to professional practitioner in Lesotho. The research report concluded with the researcher’s evaluation of the study and recommendations for nursing education, nursing management and further research.
Thesis (M.Cur.)--North-West University, Potchefstroom Campus, 2011.

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Stahley, Amy. "Lived Experience of Post-licensure Nurses in a Perioperative Clinical Rotation." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/55.

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A projected deficit in the perioperative workforce of 32,000 perioperative nurses retiring by 2024, creates an inability to meet the nursing needs of the United States population. The need for experienced perioperative nurses has been increasing while the availability of nurses with perioperative education has been decreasing. The purpose of this phenomenological study was to explore the lived experience of post-licensure nurses who participated in a perioperative clinical rotation within their baccalaureate nursing program and did that experiential experience affect the recruitment and employment for perioperative nursing to halt the impending shortage. The integrations of Kolb’s experiential learning theory and Bandura’s theory of self-efficacy model was the framework that supported the study. Thirteen interviews were conducted using van Manen’s (1990) method for researching the lived experience. The two themes emerging from the data were value and attitude. Subthemes under value are gaining knowledge and skill set and a different type of nursing. Subthemes under attitude are (a) communication with the medical team and advocacy for families and patients. The experiential perioperative clinical rotation affected the study participants’ interest for working in the operating room (OR). Most had a highlighted interest in the specialty, and those participants’ not choosing the OR as their choice of employment expressed that the experience positively affected the type of nurse they are today. Experiential learning can build the fundamental knowledge necessary to understand the novice perioperative nurse’s role as a career choice.

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Grahn, Stina. "Välkommen till verkligheten! : En litteraturstudie om nyutexaminerade sjuksköterskors upplevelser av transition från student till yrkesverksam sjuksköterska." Thesis, Ersta Sköndal University College, Department of Health Care Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-529.

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Gunnarsson, Maria, and Elin Strinnlund. "Från sjuksköterskestudent till legitimerad sjuksköterska : En litteraturöversikt om upplevelser av transition från utbildning till profession i Sverige." Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5022.

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Bakgrund: Sjuksköterskeyrket kräver såväl teoretisk som praktisk kunskap, värderingsförmåga och ett kritiskt förhållningssätt. Arbetet som sjuksköterska i en ständigt föränderlig vårdkontext, kan upplevas som påfrestande och transitionen från student till färdig sjuksköterska kan bli en verklighetschock. För att ge sjuksköterskan en trygg grund att stå på med förutsättningar för att kunna ge en god och säker vård, har förslag gällande utbildning och yrkesintroduktion tagits fram i syfte att minska gapet mellan utbildningen och yrkesutövningen. Syfte: Att beskriva sjuksköterskestudenters och sjuksköterskors upplevelser av transition från utbildning till profession. Metod: En litteraturöversikt baserad på tolv vetenskapliga artiklar, varav nio kvalitativa och tre kvantitativa. Resultat: I resultatet framkom tre huvudteman; Utvecklande av personliga förutsättningar och egenskaper med två underteman: Identitet och självkänsla i yrkesrollen samt Problemhantering och prioriteringsförmåga, Träning och förberedelser inför sjuksköterskeyrket med två underteman: Att vara tränad för att ge en god och säker vård samt Att vara tränad och förberedd för en ledarroll och slutligen Den psykosociala arbetsmiljön med tre underteman: Förutsättningar i organisationen, Stöd och handledning samt Ett accepterande arbetsklimat. Diskussion: Resultatet diskuterades med utgångspunkt i arbetsmiljön och tillsammans med Benners (1984/1993) modell om sjuksköterskestudentens och sjuksköterskans utveckling från novis till expert. Resultatet jämfördes med annan relevant litteratur som berör transitionen och hur den skulle kunna underlättas genom stöd, handledning och reflektion.
Background: The nursing profession requires both theoretical and practical knowledge, judgment and critical thinking. The work as a nurse in a constantly changing health care context, can be troublesome and the transition from student to registered nurse may become a reality shock. To give the nurse a solid base and conditions to be able to provide good and safe care, suggestions have been made regarding training and professional induction in attempt to reduce the gap between the education and professional practice. Aim: To describe nursing students and registered nurses' experiences in transition from education to profession. Method: A literature review with a result based on twelve scientific articles, of which nine were qualitative and three quantitative. Results: The results revealed three main themes: Developing personal prerequisites and characteristics, with two subthemes: Identity and self-esteem in the professional role and Problem solving ability and ability to prioritize, Training and preparation before the nursing profession with two subthemes: Being trained to provide good and safe care and To be trained and prepared of the leadership role and The psychosocial working environment with three sub-themes: Preconditions of the organization, Support and mentoring and An accepting working environment. Discussion: The results were discussed on the basis of the working environment and together with Benner's (1984/1993) model of nursing students´ and registered nurses´ development from novice to expert. The results were compared with other relevant literature related to the transition and how it can be facilitated by support, mentoring and reflection.

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Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)
Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.

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Humphreys, Melanie. "Exploring student nurses' and nurse educators' experiences of simulation-based pedagogy using case-study research." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/621924.

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Nurse academics are constantly facing new challenges from governmental and professional groups calling for the preparation of students to be able to work with increasing complex patient cases at a time of reduction in clinical placements (NMC, 2010a and b). Simulation is a method that has been embraced, by some, for preparing for these challenges, with the potential to escalate student skills and knowledge in a meaningful way (Benner, 1984). The aim of this study was to explore and make explicit the characteristics that make simulation effective within nurse education. An explorative, qualitative case study was chosen to collect spoken data from twenty-four participants through focus groups. Participants included both students undertaking nurse training, and academics involved in the delivery of simulation. Content analysis facilitated exploration of each participant's contribution resulting in the emergence and construction of three themes (Creswell, 2007; Polit and Beck, 2014). 1. The approaches that academics use to integrate simulation into the curriculum; 2. The influences and decisions academics make to deliver simulationbased education, and their impact upon the student learning experience; 3. Evidence for the transference of skills to the realities of clinical practice. A conceptual framework has been developed and presented through the data analysis process (Saldana, 2012), which has culminated in the presentation of a unique model for 'Developing Simulation Practice in Nurse Education' (DSPiNE). The model relates to two key processes derived both during and following simulation activities (1) the preparedness for clinical practice, described as the process whereby the student gains insight into their current practice abilities; and (2) the transference to clinical practice, described as the process whereby the student gains insight into their readiness for future practice requirements. This study concludes that purposeful positive behavioural change could be achieved with the implementation of the DSPiNE model within nurse education.

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Lee, Nancy-Jane. "International experiences and student nurses." Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248908.

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McCallum, Jacqueline Ann. "Simulation in nurse education : the students' experience." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21631.

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Nurse education has changed significantly in the last 15 years with the move into Higher Education. With it however teaching clinical skills within the HEI was abandoned and left to the clinical areas. It has been identified that this was to the detriment of the clinical skills competence of the newly qualified practitioner. Recently however there has been development in using simulation education as a teaching, learning and assessment strategy within the HEI. In light of this development this research aims to explore what simulation education means to the student nurse. A mainly qualitative approach was employed through interviews with fourteen students on the Diploma of Higher Education/Bachelor of Science nursing programme (adult) within one HEI using a phenomenological hermeneutic method and Nvivo for data analysis. Methodological triangulation was employed by the student's completion of a semantic differential (SD) questionnaire on their self perception of competence while on clinical placement. The overall findings revealed valuable insights from the students' perspective on implementing simulated education as a teaching, learning and assessment strategy. The student interviews revealed six themes, concept; attitudes; learning better; mistakes; realism and putting into practice. The students in this study enjoyed simulation education and it encouraged them to practise and become competent in the clinical skills that the newly qualified nurses had been shown to be deficient in previously. This led to an increase in confidence and the student's seeking out further skills to practise. The SD questionnaire found that the students were anxious prior to their clinical placement experience, but felt prepared. The recommendations of this study are to implement simulation education within the nursing curriculum in order for the student nurse to gain competence in clinical skills whilst keeping in accordance with the current research literature on this teaching, learning and assessment strategy.

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Mitchell, Theresa. "Becoming a nurse : a hermeneutic study of the experiences of student nurses on a Project 2000 course." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311451.

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Beattie, Heather, and res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers." Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.

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This research explores how experienced nurses perceive their role as clinical teachers in an environment that is challenged not only with on-going changes in healthcare delivery, but also by the expectation that it will continue to provide positive clinical learning opportunities for undergraduate student nurses. Schools of nursing in Australia have undergone rapid and far-reaching change as a consequence of the legislated transfer of nursing eduction to the tertiary sector. Expectations that nurse academics will possess higher degrees and be actively involved in research mean that faculty members have less time to be directly involved in their students learning during clinical practice placements. The literature indicates that the responsibility for moment to moment teaching and learning thus appears to have been implicitly given to clinical staff who may not possess any formal qualifications for teaching, yet are largely responsible for students learning through clinical placements. Indeed some clinicians report a worrying lack of knowledge of clinical supervision models giving cause for further concern about the nature of the clinical learning environment. Schools of nursing expect that clinical practica will provide opportunities for students to learn how to be a nurse through guided questioning, analysis and critical thinking. It is evident that in some settings, this represents an ideal situation and not the reality. Critical reflection on these issues has informed the purpose of this research and helped to shape the following questions that focus the conduct of the study: Research Question One. How do experienced nurses create positive clinical learning environments for student nurses? Research Question Two. How do experienced nurses resolve the often-contradictory demands of nursing students and those of the practice setting? Research Question Three. How do changes in the healthcare environment impact on the experienced nurse's role as a clinical teacher? The theoretical framework for this study was underpinned by the interpretive philosophies of hermeneutic phenomenology and symbolic interactionism, because they acknowledge the personal experiences and meanings of the participants. A case study approach was utilised because it acknowledges the given context of the participants. Data were collected from six experienced nurses through a series of semi-structured interviews, informal interviews and periods of participant observation supported by field notes and the researchers diary. Participants identified that their perception of their role as clinical teachers was constructed of three intersecting roles: that of facilitator of learning, assessor and socialiser. This study concludes that several factors influence these nurses perception of their role as clinical teachers. In particular, the positivist work culture of the clinical setting and nurses own past experiences and world view of nursing combine to shape these nurses perception of their role as clinical teachers. The research concludes that the expectations that students will be supported in their endeavours to be critically thinking, problem solving and reflective practitioners may, in fact, be unrealistic in the current, economically constrained, clinical environment. It is evident that experienced nurses, despite being willing to be involved with clinical teaching, have to function in rapidly changing environments that do not always offer opportunities for nurses to reflect on their practice. However, the creation of positive clinical learning environments in these circumstances requires an increased understanding and appreciation by both schools of nursing and their students of the impact of change on these nurses and their clinical environment. This appreciation may result in more effective collaboration between nursing education and nursing service to assist student nurses to learn not merely through repetitive practice and busywork, but also through opportunities to observe, question and understand their nursing practice.

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Mukumbang, Ferdinand C. "Patients' experiences of being nursed by student nurses at a teaching hospital in the Western Cape." University of the Western Cape, 2013. http://hdl.handle.net/11394/4081.

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Magister Curationis - MCur
Patients' experiences of being nursed by student nurses at a teaching hospital in the Western Cape. Results: Three main themes were discovered after the data analysis; methods of identification of student-nurses by patients; positive perceptions of student-nurses by patients and the negative perceptions of student-nurses by the patients. Conclusion: Patients’ experiences with student nurses in their roles during their practicum vary considerably. Some patients reported that the students were very good to them, friendly; making conversations with them that would lighten up their moods. They asserted also that they felt comfortable with the technique and execution of the nursing care process by the student nurses, confirming that they see nothing wrong with them. Conversely, other patients did not hold the student nurses in high esteem and said that they were not very good with discharging their nursing duties and were sometimes found wanting in the execution of certain nursing procedures. Consequently, their experiences were not so good ranging from boredom to extreme pain during the nursing care from students. Emanating from the bad experiences that these patients have had with student nurses, they have become sceptical when it comes to receiving nursing care from student nurses and would refuse should they have the opportunity to decide.

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Leech, Lee Ann. "Male Nurse Educators' Lived Experiences with Nursing Student Incivility." Thesis, Indiana University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269716.

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Incivility in the nursing literature is a term used to identify situations where distractions or discord invade the learning atmosphere. Nursing student incivility is an ongoing problem in nursing education and may cause disruption or conflict in the learning environment. Students deserve a learning environment free of distractions or harassment. Additionally, the instructor should be able to teach in a productive, positive learning environment.

Many researchers have examined the impact of incivility but the lived experience of male nurse educators has not been examined. This study examined incidents of incivility to study the lived experiences of male nurse educators, as well as the effect nursing student incivility has on pedagogy and job satisfaction.

A qualitative phenomenological approach was used to evaluate the data. Nine male nurse educators in the northeastern United States met the inclusion criteria for the study. Interviews were conducted and transcribed verbatim by the researcher. Codes were assigned and were analyzed into themes. Themes were used to describe and understand the lived experiences of male nurse educators who have experienced nursing student incivility.

The results of the study revealed that male nurse educators experienced many of the same uncivil events with the similar physical and emotional symptoms as found in previous studies. Intuitively, or through trial and error, the study participants implemented many of the comparable techniques to prevent or control student incivility as found in the literature. Where the study findings differed, though, was the aftermath of student incivility. Male nurse educators did not take the same ownership responsibility nor have as many physical and emotional symptoms as female nurse educators. Nursing student incivility did not impact job satisfaction or inspire any participant to leave nursing education. This study discovered that many of the male nurse educators acted as unofficial mentors to male nursing students to promote male student retention in the nursing profession.

These study findings provide a better understanding of the lived experiences of the male nurse educator who has experienced nursing student incivility. This information may be used by faculty and administrators to improve their understanding and management of nursing student incivility. The study results suggest a need for further research in the impact of a male nurse educator mentor on the retention and graduation of the male student nurse.

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Mampunge, Fezeka. "Experiences of final year nursing students at a public college of nursing in the Eastern Cape province regarding their preparedness to become registered nurses." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006815.

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Within the nursing profession, the transition from the student to a graduate nurse is a common rite of passage that marks the end of initial educational preparation in the discipline and the beginning of a professional journey as a nurse and a member of the multidisciplinary team (Nash, Lemcke & Sacre. 2009:48). This is a period of adjustment, stress, growth and development and the transitional nurse is likely to feel uncomfortable, fearful and may experience feelings of inadequacy. This study was undertaken to explore and describe the experiences of final year nursing students at a public college of nursing in the Eastern Cape regarding their preparedness to become registered nurses, with the aim to identify gaps and make recommendations on strategies to close the gaps. The objectives were to explore and describe the experiences of final year nursing students at the public college of nursing in the Eastern Cape Province with regard to their preparedness to become registered nurses and to recommend strategies to improve the preparation of nursing students for transition to become registered nurses. To answer the research question “What are the experiences of final year nursing students at a public college of nursing in the Eastern Cape Province with regard their preparedness to become registered nurses”, a qualitative, explorative and descriptive design was used as a framework for the study. Data were collected by means of unstructured focus group interviews with a purposively selected sample of 27 final year nursing students at the particular college of nursing. Data were analysed using Tesch’s method of analysis for qualitative research. Two themes emerged, revealing that participants at the college experienced preparedness and lack of preparedness to assume the role of a professional nurse. This related to certain aspects that had an impact on the preparation of the final year nursing students for practice and included: curriculum-related aspects; clinical teaching and learning support; learning opportunities; interpersonal relationships between lecturers, students and clinical staff; equipment; and library resources. It was concluded that the learning needs of the nursing students were not adequately catered for, leading to lack of preparedness. Through the involvement of nursing students in the evaluation of their learning, shortfalls in both education and practice areas could therefore be detected. Recommendations regarding strategies to be used to promote preparedness of final year nursing students included: continuous feedback on student performance in the form of exit evaluations on the part of students to identify learning needs; writing of progress reports on the part of clinical practice; and the employment of clinical preceptors with clear role specifications between the lecturers, ward sisters and preceptors to avoid role confusion.

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Abulaban, Hiam. "Undergraduate student nurses experiences of vertical violence." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45320.

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Vertical violence is the term used to describe abusive and bullying behaviours among a group of people with unequal power. Vertical violence is used in this study because the recipients of abusive behaviours are students. The goal of this phenomenological study was to elicit a description of the lived experience of nursing students with vertical violence during their clinical placements in three major hospitals in Palestine. Findings suggest that nursing students are experiencing and witnessing bullying behaviours in different forms, most notably by staff nurses and head nurses. Students reported that their experiences with vertical violence lessen as they advance in their clinical education and gain more skills. The majority of the students told someone about their experiences. Experiencing vertical violence was found to impact the students' learning, socialization and clinical practice. The students reported using different coping strategies to deal with vertical violence. Implications for practice include ensuring that if the issue of vertical violence is not dealt with, it will have a detrimental effect on the student nurses and on their practice. Recommendations include providing policies to address this issue and provide reporting guidelines for student nurses. Also teaching nursing students and nurses about vertical violence is to be a top priority for the schools of nursing and hospital managements.

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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.

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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.

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Crick, Paula Jane. "Exploring student nurses' first assessment experience : an illuminative evaluation." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/14972/.

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This illuminative evaluation utilises a mixed-method design to explore the first assessment experience of first year student nurses and consider how aspects of this experience impact on their self-beliefs regarding academic ability. The study investigates the experience of a cohort of student nurses as they go through their first summative assessment of theory on their Nursing diploma course at a post-1992 University in the West Midlands of the United Kingdom. It aims to elicit, from their perspective, aspects of the assessment process that enhance their confidence and self-belief about ability, and those that serve to undermine it. The study considers whether the assessment experience differs for students with different levels of pre-entry academic qualifications, age, or history of family experience of higher education, and will examine students' conceptualisations of intelligence to ascertain if these beliefs relate to their learning behaviours or achievement. Most students believed that their intelligence could be improved with effort, utilised tutorial and peer support and believed that learning and understanding were more important than assessment. Following this assessment experience, however, there was a shift in these beliefs, with more students seeing the assessment as most important. The assessment grade received by students, peer support and tutorial support had the greatest positive, and negative, impact on student self-beliefs, with formative feedback having less impact. This cohort of students experienced a good level of achievement and a significant improvement in confidence to undergo their next assessment. Achievement was not related to pre-course academic qualifications, or to family experience of higher education, but mature students achieved better grades when compared with younger peers. This finding supports the inclusion of mature students with weaker academic backgrounds, raising questions about how to continue to include them in the nursing profession as it progresses to all graduate registration. This study highlights the need to create a learning milieu that has learning and understanding at its core, fosters effective peer support and includes students far more in the assessment process, supporting development of the positive self-beliefs, confidence and self· reliance essential to their academic and professional development.

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Ober, Jay Kyle. "Student Nurses’ Experience of Learning with Human Patient Simulation." eScholarship@UMMS, 2009. https://escholarship.umassmed.edu/gsn_diss/15.

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Human patient simulation (HPS) has been used for over 40 years in medical education. A human patient simulator is a life-like, anatomically correct, computer driven mannequin with physiologic responses that mimic real patients. Since the introduction of computerized HPS in 2000, its use by medical and nursing students has grown exponentially. Approximately 500 nursing schools are using human patient simulators in nursing education. Researchers have suggested that using HPS can assist in reducing the gaps between theory and practice by improving critical thinking, decision making and patient outcomes. An increase in recognition of medical errors has dictated the need to improve education by allowing students and clinicians to learn in an environment that permits errors and do not put real patients in danger. However, there is a dearth of research on the benefits, advantages and disadvantages of HPS as well as the learning experiences of students who used HPS in their nursing education. Therefore, the purpose of this qualitative study was to describe and analyze the learning experience of baccalaureate nursing students who used HPS during their education. Focus group interviews with HPS students were recorded and transcribed for content analysis in NVIVO, a qualitative analysis software program. The results of the analysis were categorized into four major themes: Structure, Environment, Instructor and Learning. The findings revealed that HPS students felt that structure was critical to optimize learning opportunities. Students wanted to be properly oriented to the environment of the HPS sessions, and they felt that the lack of realism of the simulators did not negatively affect their learning. Students wanted knowledgeable and competent instructors who had good interpersonal communication and interaction skills. Last, students expressed that there were benefits from acting as both the nurse and the observer during HPS. The opportunity to make mistakes without harming a patient and to experience different types of nurse-to-nurse reports were viewed as positive. The findings of the study suggested that further research about student perceptions of HPS learning experiences could provide valuable information for educators and policymakers to improve the implementation of HPS in nursing and medical education.

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Hallin, Karin. "Att vara sjuksköterska : En studie av sjuksköterskeprofessionen avseende omvårdnad, handledning och utveckling." Doctoral thesis, Mittuniversitetet, Institutionen för hälsovetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-8716.

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Avhandlingens övergripande syfte var att klarlägga sjuksköterskors erfarenheter av sjuksköterskeprofessionen avseende omvårdnad, handledning och utveckling. Avhand‐lingen innefattar två kvalitativa (I, II) och två kvantitativa (III, IV) studier. Femton sjuksköterskor intervjuades sex år efter examen (I, II). Sjuksköterskorna var bland de första i Sverige med treårig sjuksköterskeutbildning. Handledare till sjuksköterske‐studenter i verksamhetsförlagd utbildning besvarade ett frågeformulär om handledning före/efter införd handledningsmodell (III, IV). I handledningsstudierna deltog 113 sjuksköterskor år 2000 (III) och 109 (III) respektive 142 (IV) sjuksköterskor år 2006. Svarsfrekvensen motsvarade ca 71% (III, IV). Innehållsanalys (I, II) och statistiska beräk‐ningar (III, IV) utfördes. Analysen visade att sjuksköterskor med treårig sjuksköterskeutbildning och sex års erfarenhet hade hittat sin nisch (II). Ingen ångrade sitt yrkesval. Många var under‐stimulerade samtidigt som de balanserade mellan påfrestning och stimulans (I) hinder och möjligheter (II). Flertalet var tveksamma till om de skulle orka arbeta fram till pensionsåldern (I, II). Inrättandet av en handledningsmodell som gav stöd till både sjuksköterskestudenter och handledare visade sig vara ett bra sätt i att organisera samverkan mellan handledare och lärare (III). Flertalet handledare var nöjda med det stöd de fått och upplevde säkerhet i handledarrollen (III). Emellertid, sjuksköterskor med och utan specialistutbildning värderade sjuksköterskestudenter olika (IV). Behovet av ett fokuserat lärande visades som ett mönster genom resultaten (I, II, III, IV). Avhandlingen visar genom resultaten att sjuksköterskor verkar i en komplex pro‐fession där det krävs skickliga sjuksköterskor för att klara det arbete sjuksköterskan är satt att sköta. För framgång i omvårdnad, handledning och utveckling är den lärande miljön central. En miljö där teori, praktik, forskning och reflektion vävs samman och där stöd, samverkan och professionell utveckling är ledstjärnor. Avhandlingen visar att en ökad samverkan mellan vårdverksamhet och universitet/högskola är nödvändig för att sjuksköterskeutbildningen och omvårdnadsarbetet skall kunna anpassas till hälso‐ och sjukvårdens ökade krav. Avhandlingens resultat kan användas som grund för fortsatta diskussioner med hänsyn till omvårdnadsvetenskap och beslut kring sjuksköterskans arbete såväl i utbildningssammanhang som i vårdverksamhet.
The overall aim of this thesis was to elucidate Registered Nurses’ (RNs) experiences of the nursing profession regarding nursing, preceptoring and professional development. The thesis includes two qualitative studies (I, II) and two quantitative studies (III, IV). Fifteen RNs were interviewed six years after graduation (I, II). These nurses were among the first in Sweden to graduate from the 3‐year Bachelor programme in nursing. Preceptors for nursing students in clinical education answered a questionnaire regarding experiences of the preceptor role before/after the introduction of a preceptor model (III, IV). In the studies related to preceptoring 113 RNs participated in 2000 (III), and 109 (III) respectively 142 (IV) RNs participated in 2006, with similar response rates of roughly 71% (III, IV). A content analysis (I, II), and statistic analysis (III, IV) were performed. The analysis showed that RNs graduates from the Bachelor programme in nursing, with six years nursing experience, had found their niche (II). None regretted the choice of profession. Several were under stimulated at the same time as they oscillated between strain and stimulation (I) and between obstacles and opportunities (II). The majority thought that growing old in nursing could prove to be difficult (I, II). The introduction of the preceptor model, with its support to both nursing students and preceptors, showed how to organize co‐operation between preceptors and teachers (III) successfully. The majority of the preceptors were satisfied with the support they had received and experienced a feeling of confidence in their role as preceptor (III). However, specialist nurses and non‐specialist‐nurses valued nursing students differently (IV). The necessity of adopting focused learning emerged as a pattern (I, II, III, IV). The results of the thesis show that RNs work in a complex profession that demands skilled nurses to accomplish the tasks they are required to perform. To successful nursing, preceptoring and development the teaching environment is pre‐dominant. It is an environment where theory, practice, research, feedback and reflection are interwoven and where support, co‐operation and professional development are the guiding‐stars. The thesis shows an increased co‐operation between the healthcare organization and university is necessary in order to adapt the nursing education and profession to the ever increasing demands in health care. The results of the thesis are a contribution to continued discussions regarding nursing science and RN’s work from both educational and health care context.

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Phillips, Jill. "Student nurses' lived experiences of their last practice placement." Thesis, Bournemouth University, 2017. http://eprints.bournemouth.ac.uk/29533/.

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Since the mandatory twelve week minimum placement was introduced in 2010 by the regulatory body for nursing in the UK, there is little documented as to its effectiveness from the students’ perspective. The aim of this study was to explore the lived experiences of ten student nurses as they completed a longer than usual practice placement as the last component of their undergraduate pre-registration nursing education. Previously students had been allocated to practice for periods of five or six weeks and this was the first time they had experienced a longer placement. Using a descriptive phenomenological approach, a purposive sample of ten student nurses were interviewed within one week of completing their final three months in practice in July 2013. Data were analysed using Giorgi’s (2009) modified Husserlian approach to descriptive phenomenology. Findings revealed the four invariant constituents of: belongingness and fitting in; taking charge of own learning; making sense of the complexities of nursing; and becoming a nurse. Discussion exposed not only challenges to current thinking from the collective views of ten students in the south of England, but revealed a process of transformative learning that the students journeyed to prepare themselves for registration as a professional nurse. Fuelled by their mentors facilitating and encouraging autonomous practice, students began to experience a sense of awakening to the responsibilities and accountability that they faced as a registered nurse. New insights from this research suggest that more could be done to enhance the final practice placement experience for students on the point of transition. It is seen as a dress rehearsal for the real world of work as a registered nurse and mentors should supervise at arm’s length and encourage students to work things out for themselves, take risks and make decisions. Nurse educators should recognise that during the extended last placement students re- contextualise their knowledge as they begin to make sense of the complexities of nursing practice. Conclusions from this study support the notion that a longer final practice placement helps students to prepare for their impending transition to registered practice. It recognises the key role of the mentor in supporting all four invariant constituents and the process that these students undertook to gain the confidence and competence to practise as a qualified nurse. This new knowledge is of interest to a wider audience concerned with the preparation of undergraduate pre-registration nursing students both in the UK and abroad.

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Astley-Cooper, Jean. "The lived experiences of student nurses in clinical placement." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42762.

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Nurse education over the last 30 years has undergone radical change which has transformed the nature, design and content of pre-registration nurse education. In Britain there is little known about the total impact of practice placement on learning and development of nurses' identity from the students' perspective. How nursing practice is understood and interpreted influences students practice experience, in addition to how they learn and construct their identity as registered professionals. This research study explores student nurses' experiences of clinical placement whilst undertaking a pre-registration adult branch nursing course. A qualitative hermeneutical phenomenological approach was used and after ethical approval was received the experiences of 9 student nurses were collected using unstructured, individual interviews which were transcribed and analysed. The key findings showed that clinical placement experience fell into three main categories; successful, unsuccessful and failing communities of practice. Mentors influenced the experience students had in practice in these three categories. In successful placements, students practiced alongside registered nurses with opportunities to observe these nurses at work. In unsuccessful practice communities, students described impressions of not belonging, loneliness and confusion, and compartmentalised their experience into the work and learning which affected their over-all learning experience. Failing communities of practice exposed and subjected the students to unprofessional values and behaviours from registered nurses, which if adopted and applied, impacted detrimentally on the care that patients received. As the experience of clinical placement influences how students are socialised into the practice of nursing, how they learn and construct their identities as registered nurses, solutions designed to strengthen the clinical placement component of nurse education have been suggested in the following areas: belonging and modelling, placement quality and organisation, curriculum development, and mentor preparation and updating.

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Thomas, Sarah. "Addressing Need for Research-Focused Nurses By Increasing Interest and Socialization at the Undergraduate Level." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1645.

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The U.S. shortage of qualified nursing teachers and researchers is affecting national health care outcomes. Methods such as fast-tracking Baccalaureate nurses into graduate programs and embedding leadership development early into nursing curricula have been proposed to address faculty and research shortages. Early interest in nursing research careers increases likelihood of enrollment in graduate education. One way undergraduate nursing students may develop an interest in research careers is through a mentored apprenticeship with research-active faculty. In this thesis, the author uses an autoethnography methodology to examine the benefits that a mentored research apprenticeship model brought to her undergraduate experience. Her experience incorporated a variety of roles in an adolescent intervention program with Dr. Anne Norris (PI) at the University of Central Florida College of Nursing. Several themes about the experience were defined in the results. Early research exposure that socializes a student to the nursing research world may provide a means for addressing the nursing faculty shortage. This socialization can generate interest in a research career and promote undergraduate students with the essential tools and insights needed to pursue this career pathway. However, findings from this study suggest a student-mentor relationship early in the undergraduate education experience is essential.
B.S.N.
Bachelors
Nursing
Nursing

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Spencer, Paula. "Student nurse perceptions on commuting related to ontime arrival at clinical experiences." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3243.

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As a descriptive, pilot study utilizing an online survey, this study explores the perceptions of CSUSB student nurses related to their commute and ontime arrival at clinical sites, typically in the San Bernardino and Riverside Counties, and whether or not the commute is perceived as being stressful.

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Trenfield-Joyner, Marilyn Gail. "The university experience perspectives of Native American Nurses /." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/trenfield-joyner/Trenfield-JoynerM0506.pdf.

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McCarthy, Karen Ann. "The ward-based Nurse Clinical Educator: Impact on student learning outcomes and student and preceptor experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2221.

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Aim This study aimed to determine the impact of the implementation of a ward based Nurse Clinical Educator (NCE) role on students and staff at one health service whilst students were on clinical practicum at a Western Australian regional health care facility. Question The research question was: “What impact does the NCE support intervention have on students and clinical staff during clinical practicum?” Background Clinical experience for undergraduate student nurses (students) undertaking their bachelor’s degree is of utmost importance for gaining both competence and registration. Students encounter difficulties in obtaining opportunities to practice their skills and develop competence when on clinical practicum; and preceptors are often overwhelmed by their responsibility to supervise students, as well as provide holistic patient care. The literature identifies a need for a role which is directly responsible for student learning, which would maximise learning opportunities for students, as well as support preceptors. This role could maintain synergistic relationships and communication between the university and clinical facilities. Although there is literature reporting on the evaluation of either students’ or preceptors’ experience in the clinical setting, there have been only a few studies where both students’ and preceptors’ experiences were evaluated in the same study; or the effectiveness of a support model was implemented into the clinical setting and evaluated. Research focused on the implementation of a partnership intervention support model, would add to the limited body of knowledge on the efficacy of clinical support interventions. Methods This study utilises a convergent parallel mixed methods design, as it was deemed to provide a better triangulation of data obtained. Quantitative and qualitative data were collected in surveys before and after the NCE intervention, whilst students were on clinical practicum. Surveys collected data using both Likert-scale and open text responses. Analysis was performed using descriptive statistics and content analysis to interpret the findings. Participants Participants in this study were undergraduate nursing students and clinical staff who participated in clinical practicum during the implementation of a ward-based NCE support role in a Western Australian regional health care facility. Findings This study found the main impact of the NCE role was upon stress and time. Stress was reduced for both students who had access to increased support networks, and for preceptors who could obtain assistance with students when workloads were heavy. There was an increase in teaching time available for skill development for the students, which in turn led to increased competence of students, less time taken by student to undertake skills, and increased student confidence. There was an increase in available time for the preceptors for their workloads on the wards, and more time for preceptors to assist students, without being hampered by students taking a long time with skills.

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Msiska, Gladys. "Exploring the clinical learning experience : voices of Malawian undergraduate student nurses." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7772.

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Very little has been done to define the process of clinical learning in Malawi and yet anecdotal observations reveal that it is more challenging than classroom teaching and learning. This set the impetus for this hermeneutic phenomenological study, the aim being to gain an understanding of the nature of the clinical learning experience for undergraduate students in Malawi and to examine their clinical experiences against some experiential learning models (Kolb 1984; Jarvis et al 1998). The study setting was Kamuzu College of Nursing (KCN) and the sample was selected purposively and consisted of 30 undergraduate students who were recruited through volunteering. Conversational interviews were conducted to obtain students’ accounts of their clinical learning experience and an eclectic framework guided the phenomenological analysis. The study raises issues which relate to nursing education and nursing practice in Malawi. From an experiential learning perspective, the study reveals that clinical learning for KCN students is largely non-reflective. The study primarily reveals that the clinical learning experience is enormously challenging and stressful due to structural problems prevalent in the clinical learning environment (CLE). In some clinical settings the CLE appears hostile and oppressive due to negative attitudes which some of the clinical staff display towards KCN students. Consequently, students’ accounts depict emotionally charged situations which confront them and this illustrates that clinical learning for KCN students is an experience suffused with emotions. In literature issues on emotions are commonly discussed under emotional labour (Hochschild 1983) and I used the concept as a basis for my pre-understandings and interpreted the students’ accounts of their clinical learning experience against such a conceptual framework. What resonated from their narratives was the depth of the emotion work they engage in. This enabled me to arrive at a new and unique conceptualisation of clinical learning redefined in terms of emotional labour within the perspective of nurse learning in Africa. The findings are a unique contribution to the literature on emotions and provide essential feedback which forms the basis for improving clinical learning in Malawi.

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Mackenzie, Ann E. "Learning from experience in the community : an ethnographic study of district nurse students." Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/844462/.

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The starting point for this research was a set of issues originating from my experiences in nurse education and particularly in teaching courses in district nursing. These educational issues concerned the learning of student district nurses in the community a learning environment as yet little researched. This study seeks to gain an understanding of the learning experiences of district nurse students and to examine learning in the practice setting from the perspective of the students. Since the research depends upon the changing and differing interpretations of the individuals involved in the natural setting of the community an ethnographic approach has been adopted. The experiences of students are monitored throughout the taught practice element of the district nurse course in both inner city and rural/urban locations. Data, collected through interview and observation, is analysed in the context of theory relating to adult learning and learning from experience. Three major categories of response are identified and discussed in detail. These categories are sequential and represent the learning process experienced by the students in the practice setting, as they learn to fit in to a new environment, test out their own ideas and compare the unreality of college with the reality of practice. Attention is drawn to the difficulties experienced by district nurse students in fitting into new settings and trying out change, to the detrimental effect on learning of rigid practice routines and to the powerlessness of practical work teachers to influence the learning environments These issues are discussed in the context of changes already taking place in nurse education as a result of Project 2000. Suggestions for further research include the development of a package to evaluate the effectiveness of community practice settings as learning environments, and the promotion of teaching strategies based on experience and reflection.

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Buthelezi, Sibusiso. "Clinical learning experiences of university male student nurses during their placement in a clinical setting." University of the Western Cape, 2014. http://hdl.handle.net/11394/4174.

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Magister Curationis - MCur
An increasing number of males is entering the nursing profession. The researcher in his position as a clinical supervisor at the School of Nursing at the University of the Western Cape (UWC), through informal ward rounds with student nurses in the wards, has received concerns raised by male student nurses regarding their dissatisfaction with their clinical learning. Given the paucity of literature about the experiences of males working in a profession dominated by females, the researcher embarked on this study to understand how male student nurses experienced the clinical learning environment. The aim of the study was to explore and describe the lived clinical learning experience of male student nurses during their experiential learning in the clinical setting. A descriptive phenomenological design was used. Purposive sampling was used to select participants from the second, third and fourth year of their study. Three focus group discussions, consisting of six participants per group were used to collect data. One open-ended question guided the interviews. Focus group discussions were audio-recorded and transcribed verbatim. Data analysis was conducted by means of Colaizzi`s (1978) seven steps method of qualitative analysis. Three major themes identified focused on the experiences regarding the constraints in the learning environment, the impact on the self and social support of students working in a female dominated profession. The participants in this study were male students only, but after looking at the findings and literature, the problem of not being given opportunities to practise clinical skills in a clinical learning environment, particularly according to their level of study, is a problem that faces both male and female students. The findings indicate that male nurses do have different experiences compared to female nurses because of their masculinity, hence they are limited in the care that they can provide to female patients.

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Boman, Nellie, and Frida Askestad. "En litteraturöversikt om hur sjuksköterskor och sjuksköterskestudenter upplever vårdande situationer i mötet med personer som lever med HIV." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-5928.

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Bakgrund: HIV upptäcktes i USA 1981. Troligtvis uppkom dock sjukdomen tidigare. HIV är ett virus som lagras i kroppens arvsmassa. I slutet av 2015 uppskattades 36,7 miljoner människor i världen leva med HIV. Söder om Sahara beräknas det vara ca 25,6 miljoner och i Sverige finns cirka 7000 personer som lever med HIV. Smittskyddslagen finns för att förhindra spridning av smittsamma sjukdomar och hälso- och sjukvårdslagen finns för att alla ska erhålla god hälsa och lika vård. För sjuksköterskeyrket finns en etisk kod som är framtagen av ICN (International Council of Nurses). Sjuksköterskor möter patienter med blodburna infektioner i sitt dagliga arbete vilket kan medföra vissa risker för sjuksköterskor. Syfte: Syftet var att undersöka sjuksköterskors och sjuksköterskestudenters upplevelser av att i vårdande situationer möta personer som lever med HIV. Metod: En litteraturöversikt med datainsamling från databaserna CINAHL Complete, PubMed och Nursing & Allied Health Database genomfördes. Resultatartiklarna bestod av både kvalitativa och kvantitativa studier. Resultat: Positiva upplevelser med utbildningsnivåns betydelse för sjuksköterskors attityder och ökad förståelse som underkategorier. Negativa upplevelser som uppkom med fyra underkategorier som utgjorde; rädsla för att bli smittad, stigmatisering, etisk stress och demografiska skillnader. Negativa upplevelser förekom främst relaterat till rädsla och resterande underkategorier kom som följd av dessa. Diskussion: Författarna har utifrån Katie Erikssons vårdvetenskapliga teori tillsammans med konsensusbegreppet vårdande diskuterat några specifika delar i översiktens resultat. Det som diskuterades var rädslor då detta var något övergripande. Annat resultat som diskuterades var stigmatisering samt utbildningsnivå men även ett resultat av genusaspekter som författarna fann intressant.
Background: HIV was discovered in the US in 1981 but the disease probably originated earlier. HIV is a virus that is stored in the body's genetic material. At the end of year 2015 it was estimated that 36.7 million people worldwide were living with HIV. In sub-Saharan Africa it is estimated to be approximately 25.6 million, while in Sweden there are about 7000 people living with HIV. Communicable diseases act (smittskyddslagen) is to prevent the spread of infectious diseases. Medical legislation (hälso och sjukvårdslagen) is for everyone to obtain good and equal healthcare. The nursing profession code of ethics by the International Council of Nurses (ICN) sets a direction for nurses work. Nurses encounter patients with blood-borne infections in their daily work which can entail certain risks for nurses. Aim: To examine nurses and nursing students experience regarding persons with HIV in caring situations. Method: A literature review of data collection from databases CINAHL Complete, PubMed and Nursing & Allied Health Database. Results: Positive experiences with the importance of education level for nursing attitudes and increased understanding as subcategories. Negative experiences that occurred with four subcategories that constituted fear of becoming infected, stigmatization, ethical stress and demographic differences. Negative experiences were mainly related to fear and the remaining subcategories came as a result of these Discussion: The authors have based their discussion on Katie Eriksson consensus concept of caring. The authors have discussed some specific parts of the literature review results. The mainly discussion were fear of becoming infected, since it was slightly overall. Other results discussed was stigmatization and education level, but also a small profit of gender aspects that the authors found interesting.

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Wall, Peter. "Experiences of nursing students in a Bachelor of Nursing program as they transition from enrolled nurse to registered nurse." Thesis, Wall, Peter (2016) Experiences of nursing students in a Bachelor of Nursing program as they transition from enrolled nurse to registered nurse. Masters by Research thesis, Murdoch University, 2016. https://researchrepository.murdoch.edu.au/id/eprint/30987/.

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Background A substantial number of Enrolled Nurses (ENs) undergo the conversion to Registered Nurse (RN) within Bachelor of Nursing (BN) programs in Australia. However, unlike the majority of undergraduate nursing students, ENs enter BN programs as health professionals and are offered a range of advanced standing in recognition of their previous learning and experience. This positions ENs as a unique sub-cohort of students and it is therefore important that tertiary institutions recognise and understand the challenges that these students experience. The global literature available on the conversion experiences of the EN equivalent to RN offers some insight into these challenges, however an in-depth understanding of the transition experience within the Australian context is currently limited. Aims The aim of this research is to contribute to the understanding of the EN experience as they make the conversion to RN within a BN program. A comprehensive understanding of these conversion experiences within the Australian context is required to inform the development and introduction of educational and institutional strategies to enhance the quality of their experience, to not only encourage more ENs to undergo the conversion to RN but also minimise the attrition for those ENs who enrol in BN programs. Method This study used a qualitative interpretive descriptive research design that incorporated Schlossberg’s Transition Theory as a framework to guide the understanding of the experiences of ENs enrolled in a BN University program in Western Australia. The EN’s lived experiences were privileged by the collection of data through individual semi-structured interviews conducted with seven ENs who were recruited during their final year of study. A focus group of four academic staff with experience teaching in the BN program was also conducted to provide additional context for the ENs’ experiences. This approach enabled triangulation of data from the two sources and thematic analysis to be undertaken. Findings Five themes were identified from analysis of the ENs’ and academics’ data: ‘standing out from the crowd’, ‘seeking personal and professional balance’, ‘struggling with academic demands’, ‘moving beyond the constraints of being an EN’ and ‘growing within the program’. These findings revealed how the ENs were primarily motivated to undertake the conversion to RN to broaden their career opportunities and scope of practice. However, many related how they had difficulty fitting in with, and being accepted by, the main BN student cohort. Trying to balance study with their other life responsibilities was discussed along with various academic difficulties; the latter reportedly exacerbated by their 12 months of advanced standing. Also highlighted was their struggle to maintain confidence in their professional EN skills when faced by academic challenges. Other difficulties were identified with academic writing and clinical assessments, although the development of strategies such as personal commitment and the use of support groups assisted students to manage these issues. As the ENs overcame challenges and progressed through the program they experienced academic success, which then engendered a feeling of personal empowerment as their goal came within reach. Conclusion Enrolled Nurses’ experiences of transitioning to RN within the BN program can be explained within the stages of Schlossberg’s Transition Theory. It was evident from the participants’ experiences that adaption was required at each stage of the transition process, including the development of individual coping strategies that allowed them to successfully navigate their journey. Varying degrees of challenge and success were evident as the ENs used strategies to adapt to tertiary education and their aspired to RN role. Notably, these challenges were increased for the EN because they entered the BN in its second year. Providing transparent information of the potential challenges prior to enrolment and introducing individualised advanced standing and bridging programs specifically designed for the EN converting to RN could assist to improve the transition for these students.

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Alharazi, Ruba. "Understanding registered nurses' and student nurses' positive mentorship experiences in Jeddah (Saudi Arabia) using appreciative inquiry." Thesis, City University London, 2015. http://openaccess.city.ac.uk/13866/.

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This thesis presents work conducted for a structured doctorate consisting of four main components. The first element is a case study investigating the current practice of mentorship in a clinical setting in Jeddah, Saudi Arabia. The qualitative case study was conducted in a government nursing college and its associated government hospital. Data were collected through individual interviews (2) with nursing coordinators; semi-structured focus groups (8) with mentees (n=3), mentors and clinical educators (n=3), lecturers (n=1) and head nurses (n=1); and finally, documentary analysis. The findings show that neither mentors nor mentees were happy with the current arrangements. Mentees believed that mentorship did not benefit them, and mentors seemed to resent the request to devote time to mentees. Both parties need to approach the other with more empathy, appreciating their difficulties and respecting their individual choices and wishes. Mentors also pointed to a lack of coordination between university and hospital, and both mentors and mentees felt that the mentorship process lacked clarity. Devising and putting into practice a new policy could lead to important positive changes in mentors’ and mentees’ experiences and relationships. The second element of the structured doctorate, undertaken after the case study, is the best evidence literature review. The aim of the review was to examine published studies on mentorship in nursing from the perspectives of both mentors and mentees in order to obtain a holistic view of mentorship experiences. A critical evaluation of these published studies is presented, reviewing the definitions of mentorship in the literature and highlighting the sparse literature on nursing mentorship in Saudi Arabia. Next is a critical overview of the nursing mentorship experiences in Islamic countries. Mentors’ and mentees’ views on mentorship are discussed. The final section summarizes the findings and attempts to use them to answer the literature review questions whilst highlighting the gaps in the literature. The third element is the main study, which emerged from the literature and builds on the case study. It aimed to investigate the factors contributing to positive mentorship experiences in nursing in Jeddah by exploring mentors’ and mentees’ positive experiences. The qualitative study was conducted from the theoretical perspective of appreciative inquiry (AI). Data were collected in semi-structured focus groups (total of six) with mentees (n=3) and mentors (n=3) at three settings. The key contributing factors to positive mentorship experiences and the main themes from data analysis are communication; involvement; encouragement; reciprocity; students’ sense of fear; mentors’ role, including its characteristics, preparation for it and feedback; and organisational-level processes and resources, such as time availability, workload, allocation and college-university collaboration. It is recommended that a consensus definition of mentorship be issued to avoid conflict in roles and expectations, that systems be developed to give mentors time to spend with mentees and that mentors attend a mentorship training programme to gain understanding of the process and be prepared for their role. The fourth element is the dissemination artefact and plan, which communicate the findings to develop education, policy, practice and research. A briefing for stakeholders contains an overview of the study and key findings. An outline of a mentorship training programme and a draft handbook for local use in Saudi Arabia are proposed. The dissemination plan explains how the researcher plans to disseminate the artefact.

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Qwaqwa, Nomathamsanqa P. "Experiences of R425 newly qualified professional Nurses during their first year of practice in 3 selected hospitals in the Eastern Cape." Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/677.

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Transition of the newly qualified nurses from an educational focus to professional practitioner has long been identified as a conflicted time of critical personal and professional adjustment and staggering reality shock. This study explored the experiences of newly qualified R425 professional nurses during their first year of practice in the Eastern Cape Province at three selected hospitals. The study followed a qualitative, exploratory, descriptive design using a phenomenological approach. The sample included newly qualified professional nurses in their first year of employment. Convenience sampling was used to select the participants. Data collection was conducted by means of semi-structured interviews from ten (n=10) participants. Each interview took about 45 minutes. Ethical codes of research were followed. Data was coded manually and analyzed using content analysis Four themes and seven subthemes emerged from the data collected The findings revealed positive experiences such as sense of belonging and feelings of independence; negative experiences such as feelings of rejection, as well as management challenges The study identified challenges which impacted on the performance of new nurses, namely shortage of human and material resources and inadequate support in the working environment Recommendation: Introducing mandatory education by service institutions on transition as well as extended, sequential and structured orientation and mentoring programs for newly qualified professional nurses as this will assist them in their career development Managers to use different strategies in enhancing quality environments in order to reduce frustration for these newly qualified nurses.

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Rees, Karen Lesley. "The lived experience of final year student nurses of learning through reflective processes." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10506/.

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This scientific phenomenological study aims to explore and better understand the lived experience of learning through reflective processes, the nature, meaning and purpose of reflective learning, what is learned and the triggers and processes that enable meaningful reflective activity. Ten final year nursing students who felt that they had experienced learning through reflective processes were invited to describe their lived experiences of the phenomenon during taped phenomenological interviews. The rich and contextualised data was analysed using the four steps for descriptive phenomenological analysis proposed by Giorgi (1985). The findings essentially differentiate between authentic reflective learning which enables the emergence of 'own knowing', and the academically driven activities often perceived as 'doing reflection'. Authentic and significant personal 'own knowing' is derived from reflective activity prompted by unpredictable, arbitrary occurrences experienced in everyday encounters in the professional and personal worlds of the participants, which stimulate meaningful existential questions that, in turn, demand attention and drive the commitment to ongoing reflection. Engagement with authentic reflective activity is often triggered by an insistent and personal 'felt' sense of a need to understand and know 'something more for the self, and this activity demands far more privacy than the contemporary literature acknowledges. On the cusp of registered practice, the participants described how the maturation of reflective activity had enabled them to engage with the struggle to locate themselves personally and professionally in the context of care, to establish and refine personal and professional values and beliefs and to consider the realities of their nursing practice. Reflection enabled the participants to recognise and affirm that they had become nurses and could fulfil the role to their own and others expectations. Their reflective knowing and understanding was active and embodied in the way they lived their nursing practice. Analysis of the lived experience of learning through reflective processes has raised a number of issues for nurse education, in particular how student nurses may be supported in coming to know themselves and to become reflective, the importance of supportive mentorship and the significance of role modelling in professional development, the psychological safety of the 'practicum' and the need for privacy for authentic reflective learning.

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Rydlo, Cecilia. "Fighting for the otherness : student nurses' lived experiences of growing in caring." Doctoral thesis, Örebro universitet, Hälsoakademin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-11557.

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In Swedish nursing education, student nurses should gain a bachelor degreein the main field of study. However, five designations of the main field ofstudy exist among the higher education institutions and the present thesisfocuses on the main field of study caring science. Former studies show thatthe acquisition of knowledge in caring by student nurses is characterized bytroubles, uncertainty and confusion. The aim was to describe how growingin caring is experienced by student nurses during education.The theoretical perspective was caring science with focus on caringscience didactics, while the epistemological frame constituted of a phenomenological lifeworld approach. Data was gathered with interviews andwritten narratives at different occasions during the education in order tograsp the general structure of growing in caring.The findings illuminated that growing in caring means a struggle forone’s own caring beliefs to exist and survive in a world filled with diverseexpectations of caring. Through recognizing expectations of caring, studentnurses discover the complexity of caring. In this complexity, they understand themselves as being different and the otherness appears. The otherness consists of unique beliefs about caring based on former experiences. Inorder to give evidence for the otherness, concepts from caring theories thatagree with one’s own caring beliefs are found, which transform the concepts from being meaningless to being essential in caring. The conceptsstrengthen the student nurses’ growth in caring and constitute a support intheir discussions about caring. In this struggle for gaining access with theirotherness, they become convinced that they can make changes for the patient and strength arises to fight for their otherness.The study showed that the otherness appears as the hub in the studentnurse’s world, which gains nourishment to discover paths to think, feel andact in a caring manner. This gives an incentive that innovative learningstrategies that both grasp the student nurses’ lifeworld as well as bringknowledge in caring into awareness for them are needed to be developed.

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Kabuluzi, Ezereth Susan. "Experiences of student nurses in Malawi in caring for HIV/AIDS patients." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/2952.

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Dissertations / Theses on the topic 'Student nurse experience'

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