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Title: The development of competence in newly qualified nurses
Author: Clark, Timothy John.
ISNI:       0000 0001 3556 9393
Awarding Body: University of Kent
Current Institution: University of Kent
Date of Award: 2005
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This qualitative study examined the influences on the development of competence in newly qualified nurses and is in two parts. The first part uses focus groups and interviews with a total of 105 new and experienced nurses across three health care Trusts and explored their experiences of the development of new nurses. The emergent themes were then considered alongside a review of the literature and this, in turn, informed the completion of a concept analysis of the development of competence. The concept analysis was supplemented with some fieldwork interviews with new practitioners from other disciplines. This analysis, combined with the focus group data, enabled the preparation of a model clarifying the influences of competence in new nurses. The second part of this study explored the model by testing the component parts. A number of clinical areas within one large acute hospital Trust in the south of England were identified and non-participant observations were carried out. A total of twenty newly qualified nurses and their specific preceptors were interviewed separately and the data analysed providing a rich source of information regarding this crucial period of practice and the context in which new nurses operate. Whilst the model of development of practice was largely supported, there were some challenges to it including aspects of safety and reflection on practice, therefore the model was revisited and revised. The context in which nurses' practice was crucial and the quality of the support offered varied, with some being more 'learner friendly' than others, showing echoes from earlier work on learning environments. The passage to competent practice is depicted as a journey, and this journey is made easier with the provision of a supportive and challenging guide for the first part of this journey, which is crucial to the development of confident and more skilled practitioners. As most practitioners do not feel ready for practice at the point of qualification they attempt to mask this and adopt a cloak of competence to cover their perceived vulnerability.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available