Using Critical Creativity to Reveal Nursing Student Learning in Long-Term Care

Area of Science:

• Nursing Education
• Gerontological Nursing
• Clinical Placements

Background:

• Critical reflection strategies enhance student comprehension of complex clinical environments.
• Long-term care (LTC) settings present unique challenges for nursing students.

Purpose of the Study:

• To explore undergraduate nursing students' experiences and perceptions during a 12-week LTC placement.
• To investigate the impact of facilitated critical reflection on student learning about aging and gerontological nursing.

Main Methods:

• Qualitative descriptive research design.
• Exploration of student assumptions, anticipations, and realizations.
• Facilitated critical reflection activities during LTC placement.

Main Results:

• Four key learning experience categories emerged: therapeutic nurse-resident relationships, preceptor dynamics, contextual awareness, and emotional responses.
• Students recognized LTC as a complex environment, often with limited preceptor support.

Conclusions:

• Long-term care is a complex field requiring educators to present it as such.
• Faculty educators can facilitate student learning through creative, critical approaches, potentially reducing preceptor strain.