Students' Experience of Preceptorship in Nursing: Learning through Guided Participation

2.50
Hdl Handle:
http://hdl.handle.net/10755/161597
Type:
Presentation
Title:
Students' Experience of Preceptorship in Nursing: Learning through Guided Participation
Abstract:
Students' Experience of Preceptorship in Nursing: Learning through Guided Participation
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2002
Author:Ferguson, Colette
P.I. Institution Name:Glasgow Caledonian University
Title:Lecturer
Contact Address:School of Nursing, Midwifery & Community Health, 70 Cowcaddens Road, Glasgow, Scotland, G4 0BA, United Kingdom
Contact Telephone:44.141.331.3467
Preceptorship has been introduced into pre registration nursing courses to facilitate student learning during periods of clinical practice. This study examines the perceptions of student nurses and illuminates their experiences of preceptorship. The purpose of the study is to develop a theoretical understanding of the practice, to analyze the influence of preceptorship on students' learning, and to inform future planning. A qualitative research approach was adopted to explore and interpret student nurses' experience of preceptorship and learning in the clinical setting. The principles of grounded theory were used to guide data collection and analysis in the first phase of the study. Questions arising from the data, however, directed the subsequent analysis towards existing theories of learning and cognitive development. A framework of explanation, based on sociocultural theories of learning, was brought to the second phase of the study. The student experience was then interpreted and the process of learning and cognitive development in practice explained within this framework. The study findings emphasize that learning to become a nurse requires access to, and participation in, the diverse practices of nursing. Preceptorship not only provides a means of sponsorship into the complex social environment of 'nursing', but also opportunity for learning through collaboration with experienced practitioners in care delivery. The process of entry, described by the students as 'fitting in', to the new cultural situation of nursing and the impact of sponsorship on learning are identified. The concept of 'guided participation' is used to interpret and explain the complex processes involved in learning through practice. While earlier literature identifies role modeling as a central feature of preceptorship this study uses sociocultural theories to explore the mechanisms through which social interaction facilitates cognitive development. The importance of social and cultural influences on the appropriation of knowledge by nursing students is explained.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleStudents' Experience of Preceptorship in Nursing: Learning through Guided Participationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/161597-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Students' Experience of Preceptorship in Nursing: Learning through Guided Participation</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2002</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Ferguson, Colette</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Glasgow Caledonian University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Lecturer</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">School of Nursing, Midwifery &amp; Community Health, 70 Cowcaddens Road, Glasgow, Scotland, G4 0BA, United Kingdom</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">44.141.331.3467</td></tr><tr><td colspan="2" class="item-abstract">Preceptorship has been introduced into pre registration nursing courses to facilitate student learning during periods of clinical practice. This study examines the perceptions of student nurses and illuminates their experiences of preceptorship. The purpose of the study is to develop a theoretical understanding of the practice, to analyze the influence of preceptorship on students' learning, and to inform future planning. A qualitative research approach was adopted to explore and interpret student nurses' experience of preceptorship and learning in the clinical setting. The principles of grounded theory were used to guide data collection and analysis in the first phase of the study. Questions arising from the data, however, directed the subsequent analysis towards existing theories of learning and cognitive development. A framework of explanation, based on sociocultural theories of learning, was brought to the second phase of the study. The student experience was then interpreted and the process of learning and cognitive development in practice explained within this framework. The study findings emphasize that learning to become a nurse requires access to, and participation in, the diverse practices of nursing. Preceptorship not only provides a means of sponsorship into the complex social environment of 'nursing', but also opportunity for learning through collaboration with experienced practitioners in care delivery. The process of entry, described by the students as 'fitting in', to the new cultural situation of nursing and the impact of sponsorship on learning are identified. The concept of 'guided participation' is used to interpret and explain the complex processes involved in learning through practice. While earlier literature identifies role modeling as a central feature of preceptorship this study uses sociocultural theories to explore the mechanisms through which social interaction facilitates cognitive development. The importance of social and cultural influences on the appropriation of knowledge by nursing students is explained.</td></tr></table>en_GB
dc.date.available2011-10-26T23:24:00Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T23:24:00Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.