Implementing supernumerary learning in a pre-registration diploma in nursing programme: an action research study.

Area of Science:

• Nursing Education
• Clinical Learning Environments
• Healthcare Professional Development

Background:

• Supernumerary status is crucial for preregistration nursing programs to ensure adequate learning opportunities.
• Implementing supernumerary learning requires a structured approach to optimize student, staff, and educator experiences.
• Previous frameworks for supernumerary learning in nursing are limited, particularly in the Irish context.

Purpose of the Study:

• To develop and propose a framework for implementing supernumerary learning in a preregistration Diploma in Nursing program.
• To explore the experiences of student nurses, clinical nursing staff, and nurse teachers regarding supernumerary status.
• To provide guidance for optimizing the supernumerary learning experience in nursing education.

Main Methods:

• Action research methodology was employed to facilitate practical implementation and evaluation.
• Phenomenological methods were used for data collection and analysis, focusing on lived experiences.
• Qualitative data were gathered from student nurses (n=31), clinical nursing staff (n=8), and nurse teachers (n=4).

Main Results:

• A comprehensive framework for supernumerary learning was developed, tailored to a Diploma in Nursing program.
• The framework delineates the knowledge, skills, and attitudes required at different levels of supernumerary learning.
• It clarifies the essential role of clinical supervisors in supporting student nurses at each stage.

Conclusions:

• The developed framework provides a practical model for implementing and managing supernumerary learning in nursing.
• It highlights the importance of adapting the learning environment and supervisory roles to student progression.
• The study suggests implications for nursing practice, education, management, and research arising from the evolving role of student nurses.