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dc.contributor.authorGidman, Janice*
dc.contributor.authorMcIntosh, Annette*
dc.contributor.authorMelling, Katherine*
dc.contributor.authorSmith, Debra*
dc.date.accessioned2013-06-11T10:58:33Z
dc.date.available2013-06-11T10:58:33Z
dc.date.issued2011-03-31
dc.identifier.citationNurse Education in Practice, 2011, 11(6), pp. 351-355
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.
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.
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 Chester
dc.identifier.journalNurse Education in Practice
dc.date.accepted2011-03-04
html.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.


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