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Related Experiment Videos

Education: perceptions of supernumerary status.

K Parahoo

    Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
    |September 2, 1992
    PubMed
    Summary

    Supernumerary status in education is understood contractually but not educationally by students, preceptors, and lecturers. Further research will explore student experiences and implementation roles.

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    Area of Science:

    • Medical Education
    • Nursing Education

    Background:

    • Supernumerary status is a key component in clinical training.
    • Understanding perceptions of supernumerary status is crucial for effective implementation.

    Purpose of the Study:

    • To explore the attitudes of students, preceptors, and lecturers towards supernumerary status.
    • To identify misunderstandings regarding the educational aspects of supernumerary status.

    Main Methods:

    • Qualitative exploration of attitudes among students, preceptors, and lecturers.
    • Analysis of perceptions regarding the contractual and educational dimensions of supernumerary status.

    Main Results:

    • All three groups understand the contractual nature of supernumerary status.
    • Significant confusion exists among students, preceptors, and lecturers regarding the educational benefits and objectives.

    Conclusions:

    • While the contractual basis of supernumerary status is clear, its educational value requires further clarification.
    • Educational stakeholders need targeted information to fully grasp and leverage supernumerary status.

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