Loading...
Student perceptions of support in practice
Gidman, Janice McIntosh, Annette Melling, Katherine Smith, Debra
Gidman, Janice
McIntosh, Annette
Melling, Katherine
Smith, Debra
Advisors
Editors
Other Contributors
Affiliation
EPub Date
Publication Date
2011-03-31
Submitted Date
Collections
Other Titles
Abstract
This paper reports on a funded research project exploring perceptions and experiences of pre-registration nursing students of support in practice in one Higher Education Institution in England. The study used a mixed method approach with samples of new students (within the first six months) and finishing students (within the last three months). Students reported that the most important areas they needed support with were clinical skills, placement situations, documentation and personal issues. The mentor qualities that were valued were personal attributes, being facilitative and being knowledgeable; newly qualified mentors and experienced students were seen as being the most supportive. Students saw their own responsibilities as learning and gaining skills, being professional and caring for patients. The finishing students also felt that accountability and teaching were part of their role. Reported challenges encompassed personal issues, including work-life balance and finances, dealing with elements such as patient death and uncertainties in new situations. The best aspects of practice emerged as being involved in patient care, feeling part of a team and experiencing positive support from mentors. The findings explicated the multi-faceted nature of student support in practice that need to be taken into account when putting support frameworks in place.
Citation
Nurse Education in Practice, 2011, 11(6), pp. 351-355
Publisher
Elsevier
Journal
Nurse Education in Practice
Research Unit
DOI
10.1016/j.nepr.2011.03.005
PubMed ID
21458375
PubMed Central ID
Type
Article
Language
en
Description
This article is not available from ChesterRep.
Series/Report no.
ISSN
1873-5223