title: Undergraduate student nurses' perceptions of two practice learning models: a focus group study.
abstract: BACKGROUND
  Phase 1 of this study examined student, mentor and clinical manager's perceptions of a 'Hub and Spoke' practice learning model in year 1 of an undergraduate nursing programme. Findings from Phase 1 suggested that the model had significant educational merit in orientating students to clinical learning and emphasising the primacy of the mentor relationship in developing and supporting students. Following the students through year 2 of their programme, wherein they experienced a 'rotational' practice learning model, which provided an opportunity to explore student perceptions of both models.
  
  
  OBJECTIVE
  To explore undergraduate nurses' perceptions of two experienced practice learning models: hub and spoke model, and the classical rotational model. In a previous study the hub and spoke model appeared to develop 1st year students' sense of belongingness, continuity and quality of practice learning, there for it was important to understand what students reported about these issues when recounting their 2nd year experience in the clinical setting that was organised according to a classical rotational model.
  
  
  METHODS
  Qualitative approach utilising focus groups.
  
  
  METHODS
  10 under-graduate student nurses at the end of 2nd year.
  
  
  METHODS
  Focus group interviews.
  
  
  RESULTS
  Students responded in ways that indicate they believed the experiences of year 1 had raised their faith in their ability to cope with the practice learning and educational demands of nursing. They saw themselves as being better prepared for year 2 as a result of their exposure to hubs and spokes. The study has identified traits of resilience, continued belongingness and self-confidence in orientation to learning in clinical practice in hub and spoke experienced students.
  
  
  CONCLUSIONS
  The student nurses found the hub and spoke model valid in 1st year, whilst stating that for 2nd year the rotational model can be valid. This supports earlier findings that student nurses require a structured and supportive 1st year learning environment to enable development of resilience for subsequent years.
authors.affiliation: School of Nursing, Midwifery & Health, University of Stirling, Stirling, Scotland, UK. Electronic address: cmr3@stir.ac.uk.
authors.forename: Michelle
authors.initials: M
authors.lastname: Roxburgh
mesh_terms: D000293:Adolescent; D000328:Adult; D004506:Education, Nursing / Q000458:organization & administration*; D005260:Female; D017144:Focus Groups; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D017145:Models, Educational; D013338:Students, Nursing / Q000523:psychology*; D055815:Young Adult
keywords: Models; Nursing; Practice learning; Students