Use this URL to cite or link to this record in EThOS:
Title: 'Becoming a nurse' : students' perceptions of the role of assessment in enabling them to meet the requirements of their programme of study to 'become a nurse'
Author: Cockett, Andrea Michelle
ISNI:       0000 0004 9353 1248
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2020
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
Undertaking a programme of study in a university is likened to a process of becoming, in which the student adopts the mantle of the discipline they are studying. For nursing students this is described as professional socialisation: a process by which the student acquires the knowledge, skills and attributes required to make them a nurse. This thesis explored how nursing students perceived assessment contributed to them ‘becoming a nurse’. A narrative inquiry approach to data collection and analysis was used locating the study within a social constructivist paradigm. Seven final year undergraduate nursing students were interviewed and their experiences and perceptions of both nursing and assessment were recorded. Narrative accounts were prepared which were then analysed using reflexive thematic analysis. The study was framed theoretically by Bourdieu’s concepts of habitus, capital and field. These were chosen as they provided recognition that the participants experienced assessment in different contexts, different settings and with different social and educational histories influencing their understandings. These concepts also closely aligned to the narrative approach, providing a link between the methodological and theoretical stances. The findings revealed that nursing students recognised the importance of both assessment and feedback and felt that they contributed to their ‘becoming a nurse’ in a number of ways: motivation for learning, developmental opportunities and fostering patient safety were three key findings. They also discussed assessment as a formative opportunity rather than as for certification suggesting that they viewed it as for learning rather than of learning. Nursing knowledge was characterised by participants as being either ‘science’, identified as immediately applicable to their clinical practice or ‘theory’ which was not. Assessment was perceived by the participants to be an essential component of their ‘becoming a nurse’ with benefits for both themselves and the patients they cared for.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available