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Related Experiment Videos

Developing a professional identity: student nurses in the workplace.

Laurie Grealish1, Corinne Trevitt

  • 1School of Health Sciences - Nursing, Division of Health, Design and Science, University of Canberra, ACT, Australia.

Contemporary Nurse
|September 20, 2005
PubMed
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Student nurses find classroom theory inadequately prepares them for real-world practice. Enhanced support is needed for nursing students to bridge the gap between academic learning and professional identity development during practicum.

Area of Science:

  • Nursing Education
  • Professional Identity Development
  • Undergraduate Pedagogy

Background:

  • The transition from academic learning to clinical practice is a critical phase for nursing students.
  • Existing pedagogical approaches may not fully equip students for the complexities of the healthcare environment.
  • Understanding student experiences in practicum is essential for refining pre-registration nursing programs.

Purpose of the Study:

  • To analyze student and academic discourse on learning within a Bachelor of Nursing practicum.
  • To investigate how classroom theories translate to the practical demands of nursing work.
  • To identify support needs for nursing students in developing their professional identity.

Main Methods:

  • Focus group discussions with six pre-registration Bachelor of Nursing students.

Related Experiment Videos

  • Analysis of academic and student discourse regarding practicum learning.
  • Comparative study examining nursing, teaching, and engineering professional groups.

    • Main Results:

    • Classroom theories offer limited preparation for the relational aspects of nursing practice.
    • Students encounter difficulties reconciling practical experiences with theoretical knowledge.
    • Developing a nurse identity requires support through embodied practice, not just theoretical learning.

    Conclusions:

    • Traditional, context-free learning models are insufficient for preparing nursing students for the workforce.
    • Universities should reconsider pedagogical strategies for nursing practicum experiences.
    • Evidence suggests a need for enhanced support systems to foster professional identity in student nurses.