Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.699209
Title: A grounded theory study exploring first year student nurses' learning in practice
Author: Morley, Dawn Angela
ISNI:       0000 0004 5994 8955
Awarding Body: Bournemouth University
Current Institution: Bournemouth University
Date of Award: 2016
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Abstract:
This professional doctorate thesis consists of a primary research grounded theory study exploring how first year student nurses learn in practice on their first placement. The study is complemented by a mixed methodology practice development project (PDP) that examines the specific aspect of student placement support using online communication methods. The thesis is interwoven by six personal narratives explaining both the reflexivity and reflectivity at key decision points. The aim of the primary research was to develop a theory of practice learning of first year students on their first clinical placement. An initial literature review identified a lack of recent research on how student nurses learn in practice settings. It revealed theories and research related to work based learning in other contexts that could be pertinent to student nurses’ learning on their first placement. Twenty one first year student nurses volunteered for the primary research study and were interviewed twice during their first placement (January – November 2013). Data collection and analysis used the constant comparative method and theoretical sampling of emerging categories. Participant interviews illuminated the organic and inconsistent nature of students’ practice learning. The theory which emerged from the data showed that first year student nurses were “learning to be a professional” from their first placement experience. Recognition and negotiation of practice learning in the highly politicised clinical setting was influenced by both the social context of the placement and the individual influence of the student. The primary research recommended the need for a greater awareness of practice pedagogy and support systems for students’ practice learning. The PDP found that online asynchronous groups could provide students with peer and academic support A grounded theory study exploring first year student nurses’ learning in practice 4 and included the dissemination of the project findings with recommendations for further implementation identified.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.699209  DOI: Not available
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