The reality of clinical learning in critical care settings: a practitioner:student gap?
* This article reports on the clinical phase of a study commissioned by the English National Board for Nursing, Midwifery and Health Visiting to evaluate the effectiveness of educational preparation for critical care nursing [Scholes & Endacott (2002) Evaluation of the Effectiveness of Educational Preparation for Critical Care Nursing. ENB, London]. The authors draw on observation and interview data from clinical settings (general and paediatric intensive care units; operating theatre departments; accident and emergency departments and coronary care units), focusing specifically on the way in which curricular intentions were made a reality in clinical practice. The reality of learning in practice is examined, with evidence from the data to illustrate the real world of clinical practice. * Different models of support and supervision are identified, alongside strategies used to create different learning opportunities. The majority of students remained in their own workplace when undertaking the English National Board for Nursing, Midwifery and Health Visiting clinical course. This raised a number of issues for the students and their colleagues which we have labelled the practitioner:student gap. The authors discuss the impact this has on supernumerary status, perceptions of learning and opportunities to undertake placements.
Endacott
Ruth
R
Clinical Nursing, La Trobe University, Bendigo, Victoria, Australia. r.endacott@bendigo.latrobe.edu.au
Scholes
Julie
J
Freeman
Marnie
M
Cooper
Simon
S
D002983:Clinical Competence; D015400:Clinical Nursing Research; D003422:Critical Care; D003479:Curriculum; D004506:Education, Nursing; D007318:Inservice Training; D007407:Interviews as Topic; D007858:Learning; D009722:Nurse Practitioners / Q000193:education*