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'I Asked a Question, and They Ignored Me': Exploring Exclusion, Workplace Violence and Barriers to Nursing Education
Hila Ariela Dafny1,2,3, Sandra Johnston4, Nasreena Waheed5
1School of Nursing and Midwifery, College of Health, Adelaide University, Adelaide, South Australia, Australia.
Aim:
To explore registered nurse students and clinical facilitators' experiences of workplace violence, focusing on impacts on learning and inclusion into communities of practice. To identify the barriers and enablers of successful nursing communities of practice.
Design:
A qualitative study of the experiences of undergraduate nursing students and clinical facilitators.
Methods:
This study utilised in-depth interviews with clinical facilitators and undergraduate nursing students, and deductive thematic analysis.
Results:
Twenty-six participants were interviewed. Analysis yielded three overarching themes and 11 sub-themes: (1) Barriers to a successful Community of Practice (CoP), (2) Enablers of CoP and (3) Unsuccessful CoP in practice.
Conclusion:
The study has provided valuable insights into how workplace violence erodes inclusion into a community of practice. The benefits of collaboration, shared learning and enhanced professional identity are eroded by experiences of workplace violence and challenge cohesiveness, sharing and collaboration that underpin being a community.
Implications For The Profession And/Or Patient Care:
Strong leadership and learning cultures that embrace inclusion, collaboration and learning are essential for robust nursing practice communities, registered nurse student development and professional survival in modern health care environments.
Impact:
Students experienced workplace violence in forms such as exclusion, dismissiveness and missed learning opportunities. These experiences deepened the divide between university settings and healthcare facilities. Establishing a robust learning culture necessitates a long-term commitment from all stakeholders. This includes fostering an environment where collaboration and continuous learning are prioritised. It is crucial to reframe the perception of students, recognising them as valuable contributors to the nursing community. This shift can enhance inclusivity and support the development of a cohesive Community of Practice.
Reporting Method:
This study adheres to the COREQ reporting guidelines.
Patient Or Public Contribution:
No patient or public contribution.
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