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Related Experiment Videos

Learning experiences of seconded pre-registration nursing students.

Debbie Roberts1

  • 1School of Nursing, University of Salford. d.roberts@salford.ac.uk

Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|June 8, 2006
PubMed
Summary

Seconded students in adult nursing programs benefit from segregated learning groups, fostering peer support and a strong learner identity. This approach addresses their unique academic needs.

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Area of Science:

  • Nursing Education
  • Adult Nursing
  • Higher Education

Background:

  • Seconded students, often with prior life experience, participate in pre-registration nursing programs.
  • Understanding their unique academic learning experiences is crucial for program development.

Purpose of the Study:

  • To explore the academic learning experiences of seconded students in a pre-registration adult nursing program.
  • To identify specific benefits and challenges faced by this student cohort.

Main Methods:

  • A self-report questionnaire was distributed to 29 seconded students.
  • Twenty-seven responses were analyzed, focusing on peer support, shared knowledge, motivation, and peer learning.

Main Results:

  • Seconded students reported significant benefits from learning in a dedicated, discrete group.
  • Peer support and the sharing of existing knowledge and skills were highly valued.
  • Students developed a strong sense of learner identity.

Conclusions:

  • Teaching seconded students in segregated groups may enhance their learning experience.
  • Seconded students possess distinct learning needs compared to their non-seconded peers.
  • Further research is needed to fully understand and address the specific learning requirements of seconded students, especially during foundational program elements.

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