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Belongingness: a prerequisite for nursing students’ clinical learning

Belongingness: a prerequisite for nursing students’ clinical learning
Belongingness: a prerequisite for nursing students’ clinical learning
The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. This paper reports on the selected findings from the qualitative phase of mixed-methods study that explored nursing students’ experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it influenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning. This theme dominated all of the interviews. Given that the primary purpose of clinical placements is for students to learn to nurse, there needs to be a clear understanding of the relationship between belongingness and learning. With reference to the published literature and excerpts from interview transcripts, this paper proposes that reconceptualising nursing students’ clinical learning experiences through a ‘lens of belongingness’ provides a new perspective and reveals yet unexplored insights
1471-5953
103-111
Levett-Jones, T.
3ddc3cd6-a45a-460c-a289-d30b674a3296
Lathlean, J.
98a74375-c265-47d2-b75b-5f0f3e14c1a9
Levett-Jones, T.
3ddc3cd6-a45a-460c-a289-d30b674a3296
Lathlean, J.
98a74375-c265-47d2-b75b-5f0f3e14c1a9

Levett-Jones, T. and Lathlean, J. (2008) Belongingness: a prerequisite for nursing students’ clinical learning. Nurse Education in Practice, 8 (2), 103-111. (doi:10.1016/j.nepr.2007.04.003).

Record type: Article

Abstract

The concept of belongingness has intuitive appeal. Human beings are social creatures; the need to belong and be accepted is fundamental, and social exclusion can be devastating. This paper reports on the selected findings from the qualitative phase of mixed-methods study that explored nursing students’ experience of belongingness while on clinical placements. The 18 interview participants in this study were from Australia and the United Kingdom. They provided a range of perspectives on belongingness and how it influenced their placement experience. Central to this discussion was their strong belief that belonging is a prerequisite for clinical learning. This theme dominated all of the interviews. Given that the primary purpose of clinical placements is for students to learn to nurse, there needs to be a clear understanding of the relationship between belongingness and learning. With reference to the published literature and excerpts from interview transcripts, this paper proposes that reconceptualising nursing students’ clinical learning experiences through a ‘lens of belongingness’ provides a new perspective and reveals yet unexplored insights

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Published date: March 2008

Identifiers

Local EPrints ID: 157347
URI: https://eprints.soton.ac.uk/id/eprint/157347
ISSN: 1471-5953
PURE UUID: c37808c8-430b-4919-aa58-d31530e94bda

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Date deposited: 04 Jun 2010 14:29
Last modified: 16 Jul 2019 23:56

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