Feature Article
An emancipatory praxis study of nursing students on clinical practicum in New Zealand: Pushed to the peripheries
Ann McCleland
Senior Lecturer, Faculty of Health and Sports Science, Eastern Institute of Technology, Taradale, New Zealand
Allison Williams
Melbourne School of Health Sciences, The University of Melbourne, Carlton, VIC Australia
PP: 185
Abstract
The purpose of this qualitative study was to gain a better understanding of the learning experiences of nine nursing students on clinical placement in New Zealand. The students were in their third and final year of their baccalaureate nursing degree. The study specifically examined what impinged upon their learning experience in the clinical venue. Data was obtained from interviewing the students, initially individually and finally in a focus group. Themes emerged through words and concepts as the data was analysed. The themes included powerlessness; marginalization; the move from a holistic to a reductionist approach in care; the exploitation of minority students and the myth of praxis. Clinical practice was a time for nursing students to apply their knowledge to their practice, and to gain experience and confidence. Their clinical practice was normally a positive experience, but, each student spoke of the occasional negative episode. These left them with feelings of powerlessness and marginalization. The Maori students felt exploited. The students were concerned about the lack of time to debrief at the end of the day, and to share their experiences with their educator and colleagues.
The student's negative experiences were often the result of a clinical practitioner's high workload, under resourcing and the nurse educator's unavailability. An emancipatory praxis methodology was used to guide the research and hence habermasian critical theory underpinned this study. It has demonstrated within this research the necessity for strategic action, by exposing the current situation to create an awareness for favourable change. The findings from this research will enable educators and clinical practitioners to have a clearer understanding of the needs of nursing students in clinical practice. Recommendations from this study included the need for further research into nursing students clinical supervision models, and the identification of the special learning needs of indigenous nursing students.
Keywords
powerlessness, marginalization, nursing students, clinical practice
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