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Title: The student experience of preceptorship in nursing : learning through guided participation
Author: Ferguson, A. M. Collette
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2000
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Preceptorship has been introduced into pre registration nursing courses to facilitate student learning during periods of clinical practice. Empirical evidence to support the use of preceptorship in the UK context, however, is limited. This study aims to examine the perceptions of student nurses and illuminate their experiences of preceptorship. The purpose is to develop a theoretical understanding of the practice which illustrates the influence of preceptorship on students' learning and informs future planning. A qualitative research approach was adopted to explore and interpret student nurses' experience of preceptorship and learning in the clinical setting. Semi-structured interviews were the predominant mode of acquiring information from twenty five student nurses in one college of nursing. The principles of grounded theory were used to guide data collection and analysis in the first phase of the study. However, questions arising from the data 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 emphasise 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' (Rogoff 1990) is used to interpret and explain the complex processes involved in learning through practice.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available