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Supporting learners in clinical practice: capacity issues.

Andy Hutchings1, Graham R Williamson, Ann Humphreys

  • 1Local Learning Manager for the NHSU First Contact Programme, NHSU, Ivor House, Taunton, UK.

Journal of Clinical Nursing
|August 17, 2005
PubMed
Summary
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Decisions on learner nurse numbers involve complex factors like mentor availability and placement capacity. Enhancing support and structured management are crucial for quality clinical learning experiences.

Area of Science:

  • Healthcare education
  • Nursing workforce development
  • Clinical placement management

Background:

  • Increasing demand for healthcare professionals in the UK National Health Service (NHS).
  • Government initiatives to expand nursing workforce by 20,000 qualified nurses.
  • Potential impact of increased student numbers on the quality of clinical placement learning.

Purpose of the Study:

  • To explore how key stakeholders make decisions about the number of learner nurses supported in clinical practice.
  • To identify factors influencing decisions on learner nurse capacity in English acute hospitals.

Main Methods:

  • Qualitative study using three focus group interviews with 12 participants (mentors, managers, modern matrons).
  • Purposive sampling and thematic analysis of focus group data.

Related Experiment Videos

  • Supplementary use of a short questionnaire for biographical details.

    • Main Results:

    • Three primary themes emerged: 'capacity issues,' 'enhancing support in practice,' and 'issues impacting on learning in practice.'
    • 'Capacity issues' highlighted factors affecting the ability of placements to host learners.
    • 'Enhancing support' identified roles and strategies for improving practical learning.
    • 'Issues impacting learning' pointed to specific learner groups benefiting from structured placement management.

    Conclusions:

    • Decisions regarding the number of learner nurses are multifaceted, considering learner types, mentor availability, and operational factors.
    • The need for dedicated 'educational staff' at both operational and strategic levels to support clinical learning.
    • Importance of timely audit information for allocation decisions and strategies to improve the quality and support of learning in practice.