Nursing students perceptions of learning in the clinical setting of the Dedicated Education Unit

Kristen Ranse, Laurie Grealish

Research output: Contribution to journalArticle

75 Citations (Scopus)

Abstract

AIM:
This paper reports a study to explore nursing students' experience of learning in the clinical setting of a Dedicated Education Unit using a communities of practice framework.
BACKGROUND:
The Bachelor of Nursing curriculum at the University of Canberra is clinically focused, recognizing the importance of learning to be a nurse in and from practice. A communities of practice framework underpins the philosophy of the Dedicated Education Unit model of clinical practicum.
METHOD:
In this exploratory qualitative study, a convenience sample of 25 second and third year nursing students participated in focus group discussions, conducted in 2004, to share their views of learning in the Dedicated Education Unit, a newly established model of clinical education.
FINDINGS:
Three major themes were identified: acceptance, learning and reciprocity, and accountability. Acceptance of students by clinicians assisted students to engage in nursing work. Students acknowledged the importance of peer learning in sharing experiences, reinforcing knowledge and enhancing confidence. Students accepted responsibility for their work and they valued this responsibility, but some questioned whether participation in all aspects of work constituted a learning opportunity.
CONCLUSION:
Engagement and participation in the clinical workplace are valuable for nursing students. Strategies to support learning in the workplace can be shared with students and clinicians. Further research to test the theoretical premises of the communities of practice framework in clinical nursing education is require
Original languageEnglish
Pages (from-to)171-179
Number of pages9
JournalIAHS Proceedings and Reports
Volume58
Issue number2
DOIs
Publication statusPublished - 2007

Fingerprint

Nursing Students
Learning
Education
Students
Workplace
Nursing
Preceptorship
Nursing Education
Social Responsibility
Focus Groups
Curriculum
Nurses
Research

Cite this

@article{4870e9131b9c4581b6e9665aedc8bc12,
title = "Nursing students perceptions of learning in the clinical setting of the Dedicated Education Unit",
abstract = "AIM:This paper reports a study to explore nursing students' experience of learning in the clinical setting of a Dedicated Education Unit using a communities of practice framework.BACKGROUND:The Bachelor of Nursing curriculum at the University of Canberra is clinically focused, recognizing the importance of learning to be a nurse in and from practice. A communities of practice framework underpins the philosophy of the Dedicated Education Unit model of clinical practicum.METHOD:In this exploratory qualitative study, a convenience sample of 25 second and third year nursing students participated in focus group discussions, conducted in 2004, to share their views of learning in the Dedicated Education Unit, a newly established model of clinical education.FINDINGS:Three major themes were identified: acceptance, learning and reciprocity, and accountability. Acceptance of students by clinicians assisted students to engage in nursing work. Students acknowledged the importance of peer learning in sharing experiences, reinforcing knowledge and enhancing confidence. Students accepted responsibility for their work and they valued this responsibility, but some questioned whether participation in all aspects of work constituted a learning opportunity.CONCLUSION:Engagement and participation in the clinical workplace are valuable for nursing students. Strategies to support learning in the workplace can be shared with students and clinicians. Further research to test the theoretical premises of the communities of practice framework in clinical nursing education is require",
author = "Kristen Ranse and Laurie Grealish",
year = "2007",
doi = "10.1111/j.1365-2648.2007.04220.x",
language = "English",
volume = "58",
pages = "171--179",
journal = "IAHS Proceedings and Reports",
issn = "0144-7815",
publisher = "IAHS Press",
number = "2",

}

Nursing students perceptions of learning in the clinical setting of the Dedicated Education Unit. / Ranse, Kristen; Grealish, Laurie.

In: IAHS Proceedings and Reports, Vol. 58, No. 2, 2007, p. 171-179.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Nursing students perceptions of learning in the clinical setting of the Dedicated Education Unit

AU - Ranse, Kristen

AU - Grealish, Laurie

PY - 2007

Y1 - 2007

N2 - AIM:This paper reports a study to explore nursing students' experience of learning in the clinical setting of a Dedicated Education Unit using a communities of practice framework.BACKGROUND:The Bachelor of Nursing curriculum at the University of Canberra is clinically focused, recognizing the importance of learning to be a nurse in and from practice. A communities of practice framework underpins the philosophy of the Dedicated Education Unit model of clinical practicum.METHOD:In this exploratory qualitative study, a convenience sample of 25 second and third year nursing students participated in focus group discussions, conducted in 2004, to share their views of learning in the Dedicated Education Unit, a newly established model of clinical education.FINDINGS:Three major themes were identified: acceptance, learning and reciprocity, and accountability. Acceptance of students by clinicians assisted students to engage in nursing work. Students acknowledged the importance of peer learning in sharing experiences, reinforcing knowledge and enhancing confidence. Students accepted responsibility for their work and they valued this responsibility, but some questioned whether participation in all aspects of work constituted a learning opportunity.CONCLUSION:Engagement and participation in the clinical workplace are valuable for nursing students. Strategies to support learning in the workplace can be shared with students and clinicians. Further research to test the theoretical premises of the communities of practice framework in clinical nursing education is require

AB - AIM:This paper reports a study to explore nursing students' experience of learning in the clinical setting of a Dedicated Education Unit using a communities of practice framework.BACKGROUND:The Bachelor of Nursing curriculum at the University of Canberra is clinically focused, recognizing the importance of learning to be a nurse in and from practice. A communities of practice framework underpins the philosophy of the Dedicated Education Unit model of clinical practicum.METHOD:In this exploratory qualitative study, a convenience sample of 25 second and third year nursing students participated in focus group discussions, conducted in 2004, to share their views of learning in the Dedicated Education Unit, a newly established model of clinical education.FINDINGS:Three major themes were identified: acceptance, learning and reciprocity, and accountability. Acceptance of students by clinicians assisted students to engage in nursing work. Students acknowledged the importance of peer learning in sharing experiences, reinforcing knowledge and enhancing confidence. Students accepted responsibility for their work and they valued this responsibility, but some questioned whether participation in all aspects of work constituted a learning opportunity.CONCLUSION:Engagement and participation in the clinical workplace are valuable for nursing students. Strategies to support learning in the workplace can be shared with students and clinicians. Further research to test the theoretical premises of the communities of practice framework in clinical nursing education is require

U2 - 10.1111/j.1365-2648.2007.04220.x

DO - 10.1111/j.1365-2648.2007.04220.x

M3 - Article

VL - 58

SP - 171

EP - 179

JO - IAHS Proceedings and Reports

JF - IAHS Proceedings and Reports

SN - 0144-7815

IS - 2

ER -