Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement

Background: There appears to be a gap in the literature with regard to nursing students’ participation in designing learning resources to prepare them for the reality of clinical placements. In addition, the existing research on preparation focuses on skills competency and overlooks the emotional p...

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Autores principales: Maria Mackay, Carley Jans, Jan Dewing, Alicia Congram, Louise Hoogenboom, Tanya King, Daniel Kostiainen, Ionna McCarthy
Formato: article
Lenguaje:EN
Publicado: Foundation of Nursing Studies 2021
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Acceso en línea:https://doaj.org/article/1a3d7b1904ae43aeb2508b4626d58cbf
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spelling oai:doaj.org-article:1a3d7b1904ae43aeb2508b4626d58cbf2021-11-17T09:13:16ZEnabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement 10.19043/ipdj.112.0042046-9292https://doaj.org/article/1a3d7b1904ae43aeb2508b4626d58cbf2021-11-01T00:00:00Zhttps://www.fons.org/library/journal/volume11-issue2/article4https://doaj.org/toc/2046-9292Background: There appears to be a gap in the literature with regard to nursing students’ participation in designing learning resources to prepare them for the reality of clinical placements. In addition, the existing research on preparation focuses on skills competency and overlooks the emotional preparation required to navigate the practice context, while preparation of early-year students is not prioritised. Aim: This study had two aims: to provide nursing students with processes and tools to give them a voice in the development of learning resources to prepare for clinical placement; and to address some of the power imbalances between nursing students and clinical supervisors. Methods: This action research study was undertaken collaboratively with students and academic staff as co-researchers and was underpinned by the theoretical perspectives of transformational learning and person-centredness. It used a range of creative methods, such as workshops, critical creativity and critical dialogue. Conclusion: Emotional connection and vulnerability were found to enhance healthful (supervisory) relationships. The co-researchers developed a Student-Led Conversation Form and a process to support students to undertake and lead a conversation with their clinical supervisors and create shared values. Significantly, emotional preparation for clinical placements was found to be important for nursing students facing the reality of practice. Implications for practice: • Innovative approaches to curriculum development are enabled when academic staff authentically engage with nursing students • First-year nursing students experience a sense of empowerment when they engage in student-led learning • Person-centred learning requires academic staff and nursing students to be challenged to develop emotional literacy skills Maria MackayCarley JansJan DewingAlicia CongramLouise HoogenboomTanya KingDaniel KostiainenIonna McCarthyFoundation of Nursing Studiesarticlestudent-ledsupervisionperson-centred curriculaemotional preparationclinical placementvaluesMedicineRENInternational Practice Development Journal, Vol 11, Iss 2, Pp 1-15 (2021)
institution DOAJ
collection DOAJ
language EN
topic student-led
supervision
person-centred curricula
emotional preparation
clinical placement
values
Medicine
R
spellingShingle student-led
supervision
person-centred curricula
emotional preparation
clinical placement
values
Medicine
R
Maria Mackay
Carley Jans
Jan Dewing
Alicia Congram
Louise Hoogenboom
Tanya King
Daniel Kostiainen
Ionna McCarthy
Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement
description Background: There appears to be a gap in the literature with regard to nursing students’ participation in designing learning resources to prepare them for the reality of clinical placements. In addition, the existing research on preparation focuses on skills competency and overlooks the emotional preparation required to navigate the practice context, while preparation of early-year students is not prioritised. Aim: This study had two aims: to provide nursing students with processes and tools to give them a voice in the development of learning resources to prepare for clinical placement; and to address some of the power imbalances between nursing students and clinical supervisors. Methods: This action research study was undertaken collaboratively with students and academic staff as co-researchers and was underpinned by the theoretical perspectives of transformational learning and person-centredness. It used a range of creative methods, such as workshops, critical creativity and critical dialogue. Conclusion: Emotional connection and vulnerability were found to enhance healthful (supervisory) relationships. The co-researchers developed a Student-Led Conversation Form and a process to support students to undertake and lead a conversation with their clinical supervisors and create shared values. Significantly, emotional preparation for clinical placements was found to be important for nursing students facing the reality of practice. Implications for practice: • Innovative approaches to curriculum development are enabled when academic staff authentically engage with nursing students • First-year nursing students experience a sense of empowerment when they engage in student-led learning • Person-centred learning requires academic staff and nursing students to be challenged to develop emotional literacy skills
format article
author Maria Mackay
Carley Jans
Jan Dewing
Alicia Congram
Louise Hoogenboom
Tanya King
Daniel Kostiainen
Ionna McCarthy
author_facet Maria Mackay
Carley Jans
Jan Dewing
Alicia Congram
Louise Hoogenboom
Tanya King
Daniel Kostiainen
Ionna McCarthy
author_sort Maria Mackay
title Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement
title_short Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement
title_full Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement
title_fullStr Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement
title_full_unstemmed Enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement
title_sort enabling nursing students to have a voice in designing a learning resource to support their participation in a clinical placement
publisher Foundation of Nursing Studies
publishDate 2021
url https://doaj.org/article/1a3d7b1904ae43aeb2508b4626d58cbf
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