Greater than the sum of its parts: transition into the first year of undergraduate nursing.
In 2006 the School of Nursing, Midwifery and Community Health, Glasgow Caledonian University, introduced an action research initiative: The Enhance Project. Originally designed to provide academic support for first year undergraduate nursing students, this project has evolved to encompass a second spiral of activity, investigating how prepared students are, both professionally and socially for year one of an undergraduate nursing programme, with particular reference to the first clinical placement. Initial findings indicate that, while the majority of students appear to understand their role as nursing students, their understanding of what is expected of in the first placement is less clear. There is also a lack of clarity regarding their role and that of the mentor in the achievement of clinical placement learning outcomes. This paper discusses the importance of getting it right at the start of the journey and comments on the development of professional identity in nursing.
Andrew
Nicola
N
School of Nursing, Midwifery and Community Health, Glasgow Caledonian University, Cowcaddens Road, Glasgow, Scotland G4 OBA, UK.
McGuinness
Claire
C
Reid
Gerry
G
Corcoran
Terry
T
D003162:Competency-Based Education / Q000379:methods; D003299:Cooperative Behavior; D004506:Education, Nursing / Q000379:methods*; D006801:Humans; D008611:Mentors; D017145:Models, Educational; D015402:Nursing Education Research; D011231:Preceptorship / Q000379:methods; D015397:Program Evaluation / Q000379:methods; D012647:Self-Assessment; D013338:Students, Nursing