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  • Journeying through clinical placements - an examination of six student cases

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    Author(s)
    Newton, Jennifer M
    Billett, Stephen
    Ockerby, Cherene M
    Griffith University Author(s)
    Billett, Stephen R.
    Year published
    2009
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    Abstract
    How student nurses are permitted to participate in healthcare settings during placements is central to their skill development, formation of occupational identity and retention in nursing. Novices' participation and learning was mapped through their clinical experiences from student to graduate, as part of a multi-method longitudinal study examining nurses' workplace learning. Methods: Twenty-nine second and third year nursing students participated in a series of interviews over a two year period. Six students, representing a cross-section of a student cohort form the basis of this case study. Interviews were transcribed ...
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    How student nurses are permitted to participate in healthcare settings during placements is central to their skill development, formation of occupational identity and retention in nursing. Novices' participation and learning was mapped through their clinical experiences from student to graduate, as part of a multi-method longitudinal study examining nurses' workplace learning. Methods: Twenty-nine second and third year nursing students participated in a series of interviews over a two year period. Six students, representing a cross-section of a student cohort form the basis of this case study. Interviews were transcribed verbatim and thematically coded. Results: Four themes encapsulating the participants' journeys through clinical situations were identified; (a) creating learning opportunities, (b) gaining independence, (c) becoming part of the team and (d) generational differences. The themes reflect the development of novice nurses and the nuances of the workplace as a learning environment. Discussion: The cases highlight the importance of supportive placements that comprise openness with opportunities, tolerance of inter-generational differences and invitations to become part of the nursing team. The challenge for nurse educators is how to best prepare students for the complexities of the social, cultural and political arena of clinical practice.
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    Journal Title
    Nurse Education Today
    Volume
    29
    Issue
    6
    Publisher URI
    http://linkinghub.elsevier.com/retrieve/pii/S0260691709000240
    DOI
    https://doi.org/10.1016/j.nedt.2009.01.009
    Copyright Statement
    © 2009 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.
    Subject
    Nursing
    Curriculum and pedagogy
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/25984
    Collection
    • Journal articles

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