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Non-nursing tasks as experienced by nursing students: Findings from a phenomenological interpretative study.
Alvisa Palese1, Denise Gnech1, Daniel Pittino2
1University of Udine, department of Medical Science, Italy.
Nurse Education Today
|March 9, 2019
Summary
Nursing students learn non-nursing tasks during clinical experiences, impacting their professional identity. Educational strategies are needed to ensure focus on core nursing competencies and prevent role dilution.
Area of Science:
- Nursing Education
- Professional Socialization
- Qualitative Research
Background:
- Clinical learning is crucial for nursing students' professional identity formation.
- Students encounter and learn non-nursing tasks as part of their professional socialization.
- This exposure shapes their understanding of nursing roles and competencies.
Purpose of the Study:
- To explore the phenomenon of non-nursing tasks within nursing students' clinical learning experiences.
- To understand how these tasks influence professional identity development.
Main Methods:
- Interpretative phenomenological study design.
- Data collected through face-to-face, audio-recorded interviews with 18 nursing students.
- Thematic analysis used to interpret findings, adhering to COREQ principles.
Main Results:
- Students perceived non-nursing tasks through themes: 'out of scope,' 'forced by external/internal factors,' and 'seeking compromise.'
- Learning occurred through shadowing and direct practice of these tasks.
- Non-nursing tasks had varied positive, negative, and neutral effects on students and their learning.
Conclusions:
- Non-nursing tasks are integrated early in clinical experience, influencing nursing students' professional identity.
- Undergraduate nursing programs require strategies to mitigate risks to core competency acquisition.
- Preventing role dilution is essential to prepare nurses for expected societal roles.
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