Abstract
Problem
Pre registration nursing students do not always feel supported by Registered Nurses
during their clinical placements. To help develop and refine clinical skills, in order
to deliver safe, competent nursing care, nursing students rely on Registered Nurses
to teach and support them in their clinical learning.
Background
Pre-registration nursing students in Australia must undertake a minimum of 800 clinical
placement hours as part of their undergraduate nursing education. Registered Nurses
are required to provide professional development and to teach and support students
during these clinical placements. Little is known about Registered Nurses’ understanding
of this nursing standard requirement.
Aim
To explore Registered Nurses’ understanding of the nursing standard requirement to
provide professional development to pre-registration nursing students during their
clinical placements.
Methods
A Grounded Theory study was used involving in-depth semi-structured individual interviews
to gather data from fifteen Registered Nurse participants. Constant comparative analysis
was used to analyse the data and it was from this data analysis that the substantive
theory emerged.
Findings
The substantive theory developed as a result of this research is titled, Doing the Right Thing. The core category, the right thing to do, is informed by four elements; sense of responsibility, an added extra, choice, and nursing standard.
Conclusion
Registered Nurses are motivated to teach and support nursing students on clinical
placements because they believe it is the right thing to do.
Keywords
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Article info
Publication history
Published online: July 13, 2017
Accepted:
June 21,
2017
Received in revised form:
May 29,
2017
Received:
December 2,
2016
Identification
Copyright
© 2017 Australian College of Nursing Ltd. Published by Elsevier Ltd.
