Final year pre-registration student nurses perceptions of which taught theoretical knowledge is important for...

Area of Science:

• Nursing Education
• Qualitative Research
• Phenomenology

Background:

• Pre-registration nursing education aims to equip students with essential knowledge for practice.
• Understanding student perceptions of curriculum content is crucial for effective program design.
• Identifying knowledge gaps and areas of perceived irrelevance can improve learning outcomes.

Purpose of the Study:

• To explore final year undergraduate student nurses' perceptions of useful and irrelevant theoretical knowledge during their pre-registration education.
• To identify specific curriculum components that resonate with or are perceived as lacking by student nurses.
• To gather student insights for enhancing future nursing curricula.

Main Methods:

• Qualitative phenomenological approach utilizing Interpretive Phenomenological Analysis (IPA).
• Data collected through semi-structured, digitally recorded interviews with eighteen final year student nurses.
• Interviews transcribed verbatim and analyzed to identify key themes.

Main Results:

• Three main themes emerged: 'important knowledge to learn for everyday practice,' 'irrelevant for my future role,' and 'can we have some more?'
• Findings reveal specific theoretical knowledge perceived as valuable or lacking by student nurses.
• Student perceptions influence their approach to learning and engagement with the curriculum.

Conclusions:

• Student nurses' views offer critical insights into the perceived utility of their theoretical education.
• Curriculum developers can use these findings to refine pre-registration nursing programs.
• Aligning curriculum with student-perceived needs can enhance learning and ultimately improve patient care.