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Use of a shadow the nurse intervetion in early baccalaureate nursing education and its influence on professional role perspectives
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Use of a shadow the nurse intervetion in early baccalaureate nursing education and its influence on professional role perspectives
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Dissertation
Use of a shadow the nurse intervetion in early baccalaureate nursing education and its influence on professional role perspectives
2015
Overview
Nursing students experience a great discrepancy between their ideal views of nursing obtained while in school and the realities of practice (Chappy, Jambunathan, & Marnocha, 2010). A key issue is role discrepancy which has been shown to result in difficult transitions into nursing and reality shock for the newly licensed nurse (Duchscher, 2009; Hickey, 2010; Young, Steunkel, & Bawel-Brinkley, 2008). Using the Reflection, Feedback, and Restructuring model as a conceptual framework, this study sought to examine if a shadow the nurse experience (STN) for novice baccalaureate nursing students led to a transformation in professional nursing role perceptions and goal development. Twelve sophomore level nursing students enrolled in a baccalaureate nursing program shadowed a registered nurse for a total of 16 hours and responded to guided reflective questions before and after the experience. Reflections were analyzed and synthesized through an interpretative phenomenological lens resulting in three themes related to role development before and three themes related to role development after the shadowing experience. Overall respondent's perspectives changed from a focus of the nurse as a primary caregiver in a hierarchal structure to a broader perspective recognizing the complexity of nursing and what it means to care. Additionally students linked practice to classroom learning and developed academic goals to address anticipated learning needs.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9781339165141, 1339165147
