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dc.contributor.authorCooke, Marieen_US
dc.contributor.authorMcAllister, Margareten_US
dc.contributor.authorWalker, Rachelen_US
dc.contributor.editorMartin Johnsonen_US
dc.date.accessioned2017-04-04T14:56:33Z
dc.date.available2017-04-04T14:56:33Z
dc.date.issued2008en_US
dc.date.modified2008-11-18T07:09:37Z
dc.identifier.issn02606917en_US
dc.identifier.doi10.1016/j.nedt.2007.12.001en_AU
dc.identifier.urihttp://hdl.handle.net/10072/20450
dc.description.abstractThis paper describes the previously unexplored Buddy RN experience. Critical interpretive theory underpinned this exploratory study set in a large metropolitan teaching hospital in South East Queensland. Participants were five RNs who had been Buddies to undergraduate nursing student(s) in the previous 12 months. They were interviewed using semi-structured techniques and their transcribed interviews summarized to identify relevant verbatim data for participant checking. Common themes were generated via critical interpretive analysis and points of tension extrapolated. Four main points of tension were uncovered: Acknowledgment, Experience, Balance and Interruption. These revealed a number of paradoxes: the Buddy RN role is not professionally recognised by bodies that manage nursing; nursing is still influenced by essentialist discourses which perpetuate outdated practices and attitudes to the detriment of the Buddy RN; RNs are compelled to follow direction without question or dissent even though they are mandated by nursing's regulating body to be independent and accountable critical thinkers. A clear articulation of the Buddy RN role in the form of policy is required from nursing's regulating bodies. From this, health service management and universities can initiate the process of creating a framework for preparing, supporting, assessing and educating the Buddy RN.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent72995 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherElsevieren_US
dc.publisher.placeUnited Kingdomen_US
dc.publisher.urihttp://www.elsevier.com/wps/find/journaldescription.cws_home/623061/description#descriptionen_AU
dc.relation.ispartofstudentpublicationYen_AU
dc.relation.ispartofpagefrom760en_US
dc.relation.ispartofpageto767en_US
dc.relation.ispartofissue6en_AU
dc.relation.ispartofjournalNurse Education Todayen_US
dc.relation.ispartofvolume28en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode321199en_US
dc.titleThe meaningful experiences of being an Registered Nurse (RN) Buddyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Nursing and Midwiferyen_US
gro.rights.copyrightCopyright 2008 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher.Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2008
gro.hasfulltextFull Text


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