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The duration of clinical placements: a key influence on nursing students’ experience of belongingness

The duration of clinical placements: a key influence on nursing students’ experience of belongingness
The duration of clinical placements: a key influence on nursing students’ experience of belongingness
Objective: This paper reports selected findings from a study that investigated nursing students’ experience of belongingness. The manner in which this experience is influenced by the duration of students’ clinical placements is the focus of the discussion.

Design: A mixed method, multi?site case study approach using an anonymous online survey: the Belongingness Scale ? Clinical Placement Experience was completed by 362 students, 18 of whom also participated in semi?structured interviews.

Setting: The setting for the study was two Australian universities and one university in the United Kingdom offering undergraduate nursing programs.

Subjects: Third year undergraduate students (n=362) were recruited into the study.
Main outcome measure
Nurses experience of belongingness and the influence of the duration of clinical placement on the experience of belongingness.

Results: Students’ self?concept, degree of self?efficacy, confidence, resilience, willingness to question or conform to poor practice, career decisions, capacity and motivation to learn were all impacted by the extent to which they experienced belongingness. Differences in belongingness scores between the students from the three sites were statistically significant, with participants from the United Kingdom scoring higher than those from either of the Australian sites, F(2, 355) = 21.70, p = <.001, ?p2 = 0.11. Although the reasons for these results are multifactorial, this study found the duration and structure of clinical placements to be one of the most important factors affecting students’ belongingness.

Conclusion: A consolidated period of practice for students to ‘settle in’ and establish collegial relationships is an important influence on their experience of belonging and a necessary precursor to their active and participative learning. Findings from this study call for a re?examination of the assumptions, educational philosophies, policies and practices that underpin the duration of clinical placements in contemporary undergraduate nursing programs.
belongingness, nursing student, duration of clinical placements, mixed methods, nurse education
1447-4328
8-16
Levett-Jones, Tracy
849c8b75-3575-490c-9daf-a80e792d53fe
Lathlean, Judith
98a74375-c265-47d2-b75b-5f0f3e14c1a9
McMillan, Margaret
e8ee08bf-1eac-49a9-a3ac-914292569236
Higgins, Isabel
debfcac6-c940-4383-bbcd-b285e644bd08
Levett-Jones, Tracy
849c8b75-3575-490c-9daf-a80e792d53fe
Lathlean, Judith
98a74375-c265-47d2-b75b-5f0f3e14c1a9
McMillan, Margaret
e8ee08bf-1eac-49a9-a3ac-914292569236
Higgins, Isabel
debfcac6-c940-4383-bbcd-b285e644bd08

Levett-Jones, Tracy, Lathlean, Judith, McMillan, Margaret and Higgins, Isabel (2008) The duration of clinical placements: a key influence on nursing students’ experience of belongingness. Australian Journal of Advanced Nursing, 26 (2), 8-16.

Record type: Article

Abstract

Objective: This paper reports selected findings from a study that investigated nursing students’ experience of belongingness. The manner in which this experience is influenced by the duration of students’ clinical placements is the focus of the discussion.

Design: A mixed method, multi?site case study approach using an anonymous online survey: the Belongingness Scale ? Clinical Placement Experience was completed by 362 students, 18 of whom also participated in semi?structured interviews.

Setting: The setting for the study was two Australian universities and one university in the United Kingdom offering undergraduate nursing programs.

Subjects: Third year undergraduate students (n=362) were recruited into the study.
Main outcome measure
Nurses experience of belongingness and the influence of the duration of clinical placement on the experience of belongingness.

Results: Students’ self?concept, degree of self?efficacy, confidence, resilience, willingness to question or conform to poor practice, career decisions, capacity and motivation to learn were all impacted by the extent to which they experienced belongingness. Differences in belongingness scores between the students from the three sites were statistically significant, with participants from the United Kingdom scoring higher than those from either of the Australian sites, F(2, 355) = 21.70, p = <.001, ?p2 = 0.11. Although the reasons for these results are multifactorial, this study found the duration and structure of clinical placements to be one of the most important factors affecting students’ belongingness.

Conclusion: A consolidated period of practice for students to ‘settle in’ and establish collegial relationships is an important influence on their experience of belonging and a necessary precursor to their active and participative learning. Findings from this study call for a re?examination of the assumptions, educational philosophies, policies and practices that underpin the duration of clinical placements in contemporary undergraduate nursing programs.

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More information

Published date: 2008
Keywords: belongingness, nursing student, duration of clinical placements, mixed methods, nurse education

Identifiers

Local EPrints ID: 155021
URI: https://eprints.soton.ac.uk/id/eprint/155021
ISSN: 1447-4328
PURE UUID: e6e63750-1079-4d5e-843c-0688e0d233a6

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Date deposited: 26 May 2010 15:40
Last modified: 16 Jul 2019 23:58

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