Nurse Education Today
Volume 29, Issue 1 , Pages 48-56 , January 2009

Enhancing transition: An enhanced model of clinical placement for final year nursing students

  • Robyn Nash

      Affiliations

    • School of Nursing, Faculty of Health, Queensland University of Technology, Australia
    • Tel.: +61 7 3138 9748; fax: +61 7 3138 5662.
    • ,
  • Pamela Lemcke

      Affiliations

    • School of Nursing, Queensland University of Technology, Australia
    • Tel.: +61 7 3138 3830; fax: +61 7 3138 3814.
    • ,
  • Sandra Sacre

      Affiliations

    • Faculty of Health Office, O Block, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Queensland 4059, Australia
    • Corresponding Author InformationCorresponding author. Tel.: +61 7 31383022; fax: +61 7 31385662.

,Accepted 24 June 2008.

References 

  1. Ashworth P, Morrison P. Some ambiguities of the student’s role in undergraduation nurse training. Journal of Advanced Nursing. 1989;14:1009–1015
  2. AUTC Australian Universities Teaching Committee, 2002. Learning outcomes and curriculum development in major disciplines: nursing: final Report. School of Nursing and Midwifery, Flinders University, Adelaide, South Australia.
  3. Campbell I, Larrivee L, Field P, Day R, Reutter L. Learning to nurse in the clinical setting. Journal of Advanced Nursing. 1994;20:1125–1131
  4. Cantrell M, Browne A. The impact of a nurse externship program on the transition process from graduate to registered nurse. Journal for Nurses in Staff Development. 2005;21(6):249–256
  5. Chan D. Combining qualitative and quantitative methods in assessing hospital learning environments. International Journal of Nursing Studies. 2001;38:447–459
  6. Chan D. Development of the Clinical Learning Environment Inventory: using the theoretical framework of learning environment studies to assess nursing students’ perceptions of the hospital as a learning environment. Journal of Nursing Education. 2002;41(2):69–75
  7. Delaney C. Walking a fine line: graduate nurses’ transition experiences during orientation. Journal of Nursing Education. 2003;42(10):437–443
  8. Dunn SV, Hansford B. Undergraduate nursing students’ perceptions of their clinical learning environment. Journal of Advanced Nursing. 1997;25:1299–1306
  9. Elliot M. Clinical education: a challenging component of undergraduate nursing education. Contemporary Nurse. 2002;12(1):69–77
  10. Godinez G, Schweiger J, Gruver J, Ryan P. Role transition from graduate to staff nurse: a qualitative analysis. Journal for Nurses in Staff Development. 1999;15:97–110
  11. Greenwood J. Critique of the graduate nurse: an international perspective. Nurse Education Today. 2000;20(1):17–23
  12. Hart G, Rotem A. The best and the worst: students’ experiences of clinical education. The Australian Journal of Advanced Nursing. 1994;11:26–33
  13. Henderson A, Twentyman M, Heel A, Lloyd B. Students’ perception of the psycho-social clinical learning environment: an evaluation of placement models. Nurse Education Today. 2006;26(7):564–571
  14. Hill J, Rolfe IE, Pearson S, Heathcote A. Do junior doctors feel they are prepared for hospital practice? A study of graduates from traditional and non-traditional medical schools. Medical Education. 1998;32:19–24
  15. Holland K. A journey to becoming: the student nurse transition. Journal of Advanced Nursing. 1999;29:229–236
  16. Ironside PM. Thinking in nurse education. Part I. A student’s experience learning to think. Nursing and Health Care Perspectives. 1999;20(5):238–242
  17. Ironside PM. Experiencing chronic illness: cocreating new understandings. Qualitative Health Research. 2003;13(2):171–183
  18. Kramer M. Reality Shock: Why Nurses Leave Nursing. St. Louis: C. V. Mosby; 1974;
  19. Kramer M. Why does reality shock continue?. In:  McClosky JC,  Grace HK editor. Current Issues in Nursing. Boston, MA: Blackwell Scientific Publication; 1985;p. 891–903
  20. Lapadat JC. Autobiographical memories of early language and literacy development. Narrative Inquiry. 2004;14(1):113–140
  21. Lee C, French P. Ward learning in Hong Kong. Journal of Advanced Nursing. 1997;26:455–462
  22. Leshem S, Trafford V. Stories as mirrors: reflective practice in teaching and learning. Reflective Practice. 2006;7(1):9–28
  23. Marcum EH, West RD. Structured orientation for new graduates: a retention strategy. Journal for Nurses in Staff Development. 2004;20(3):118–124
  24. Melia K. Learning and Working: The Occupational Socialisation of Nurses. London: Tavistock; 1987;
  25. Meyer E, Lees A, Humphris D, Connell N. Opportunities and barriers to successful learning transfer: impact of critical care skills training. Journal of Advanced Nursing. 2007;60(3):308–316
  26. National Health and Medical Research Council (NHMRC), 2007. National Statement on Ethical Conduct in Human Research. Australian Government, Canberra.
  27. Papp I, Markkanen M, Von Bonsdorff M. Clinical environment as a learning environment: student nurses’ perceptions concerning clinical learning experiences. Nurse Education Today. 2003;23:262–268
  28. Pearcey P, Elliott B. Student impressions of clinical nursing. Nurse Education Today. 2004;24:382–387
  29. Thorell-Ekstrand I, Bjorvell H. Nursing students’ experience of care planning activities in clinical education. Nurse Education Today. 1995;15:196–203
  30. Walker J. The transition to registered nurse: the experience of a group of New Zealand degree graduates. Nursing Praxis in New Zealand. 1998;13(2):36–43
  31. Williams M. Nursing 99, turmoil, transitioning and triumphs. Connecticut Nursing News. 1999;72(4):18–19
  32. Winter-Collins A, McDaniel A. Sense of belonging and new graduate job satisfaction. Journal for Nurses in Staff Development. 2000;16(3):103–111

PII: S0260-6917(08)00076-2

doi: 10.1016/j.nedt.2008.06.004

Nurse Education Today
Volume 29, Issue 1 , Pages 48-56 , January 2009

Article Tools