Hdl Handle:
http://hdl.handle.net/10034/293815
Title:
Student perceptions of support in practice
Authors:
Gidman, Janice; McIntosh, Annette; Melling, Katherine; Smith, Debra
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.
Affiliation:
University of Chester
Citation:
Nurse Education in Practice, 2011, 11(6), pp. 351-355
Publisher:
Elsevier
Journal:
Nurse Education in Practice
Publication Date:
Nov-2011
URI:
http://hdl.handle.net/10034/293815
DOI:
10.1016/j.nepr.2011.03.005
PubMed ID:
21458375
Additional Links:
http://www.journals.elsevier.com/nurse-education-in-practice/
Type:
Article
Language:
en
Description:
This article is not available from ChesterRep.
ISSN:
1873-5223
Appears in Collections:
Health and Social Care

Full metadata record

DC FieldValue Language
dc.contributor.authorGidman, Janiceen_GB
dc.contributor.authorMcIntosh, Annetteen_GB
dc.contributor.authorMelling, Katherineen_GB
dc.contributor.authorSmith, Debraen_GB
dc.date.accessioned2013-06-11T10:58:33Z-
dc.date.available2013-06-11T10:58:33Z-
dc.date.issued2011-11-
dc.identifier.citationNurse Education in Practice, 2011, 11(6), pp. 351-355en_GB
dc.identifier.issn1873-5223-
dc.identifier.pmid21458375-
dc.identifier.doi10.1016/j.nepr.2011.03.005-
dc.identifier.urihttp://hdl.handle.net/10034/293815-
dc.descriptionThis article is not available from ChesterRep.en_GB
dc.description.abstractThis 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.en_GB
dc.language.isoenen
dc.publisherElsevieren_GB
dc.relation.urlhttp://www.journals.elsevier.com/nurse-education-in-practice/en_GB
dc.rightsArchived with thanks to Nurse education in practiceen_GB
dc.subjectmentors-
dc.subjectstudent support-
dc.subjectfocus group-
dc.subjectplacement-
dc.subject.meshAttitude of Health Personnel-
dc.subject.meshFocus Groups-
dc.subject.meshHumans-
dc.subject.meshInterprofessional Relations-
dc.subject.meshMentors-
dc.subject.meshNursing Education Research-
dc.subject.meshSocial Support-
dc.subject.meshStudents, Nursing-
dc.titleStudent perceptions of support in practiceen
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren_GB
dc.identifier.journalNurse Education in Practiceen_GB

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