Outcomes of a clinical partnership model for undergraduate nursing students
Jennifer M Newton
School of Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton VIC
Wendy M Cross
Head, School of Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton VIC
Nursing and Midwifery Education, Southern Health, Clayton VIC
Deakin - Southern Health Nursing Research Centre, Clayton VIC; School of Nursing and Midwifery, Deakin University, Melbourne, VIC
Adult and Vocational Education, School of Education and Professional Studies, Faculty of Education, Griffith University, Mt Gravatt QLD
PP: 119 - 127
Over the last decade several innovative approaches to enhance students' transition to graduate nurse year have been implemented or piloted. This paper describes a study that investigated how the social practices of clinical partnership placement model underpin workplace learning for undergraduate students as they transitioned to graduate.
A mixed method approach was utilized comprising individual interviews with students, observation of clinical workplaces across six different areas of nursing practice, student surveys of the clinical learning environment and participant workshops.
Three themes were identified that influenced participants' preparedness for work and enhanced the transition into the workplace: 'organizational familiarity', 'continuity' and 'social participation'.
A clinical partnership model offers a degree of work readiness for novices when commencing their professional practice role. It enables individuals to participate and engage in workplace activities which are a central component of their learning.
work readiness; graduate nurse transitions; work place learning; clinical placement model
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