Trying on the professional self: nursing students' perceptions of learning about roles, identity and teamwork in an interprofessional clinical placement.

Abstract

AIM This study aims to describe how senior nursing students viewed the clinical learning environment and matured their professional identity through interprofessional learning in a student-led hospital 'ward'. BACKGROUND Undergraduate nursing and medical student teams participated in a trial of ward-based interprofessional clinical learning, managing patients over 2 weeks in a rehabilitation ward. METHODS Qualitative and quantitative program evaluation was conducted using exit student focus groups and a satisfaction survey. RESULTS Twenty-three nursing and medical students in three placement rounds provided positive feedback. Five main themes emerged describing their engagement in 'trying on' a professional role: 'experiencing independence and autonomy'; 'seeing clearly what nursing's all about'; 'altered images of other professions'; 'ways of communicating and collaborating' and 'becoming a functioning team'. CONCLUSIONS Ward-based interprofessional clinical placements offer senior students authentic ideal clinical experiences. We consider this essential learning for future interprofessional collaboration which should be included in senior nursing students' education.

DOI: 10.1016/j.apnr.2013.07.003

Cite this paper

@article{Hood2014TryingOT, title={Trying on the professional self: nursing students' perceptions of learning about roles, identity and teamwork in an interprofessional clinical placement.}, author={Kerenza Hood and Robyn Cant and Michelle T. Leech and Julie Baulch and Alana Gilbee}, journal={Applied nursing research : ANR}, year={2014}, volume={27 2}, pages={109-14} }