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Impact of nurse education prior to and during COVID-19 on nursing students' preparedness for clinical placement: A qualitative study

Brett, Jo, Davey, Zoe, Wood, Cate, Dawson, Paul, Papiez, Kinga, Kelly, Daniel ORCID: https://orcid.org/0000-0002-1847-0655, Watts, Tessa ORCID: https://orcid.org/0000-0002-1201-5192, Rafferty, Anne Marie, Henshall, Cathy, Watson, Eila, Butcher, Dan, Bekaert, Sarah, Ramluggun, Pras, Aveyard, Helen, Merriman, Clair, Waite, Marion, Strumidlo, Laura, Ramsay, Mike, Serrant, Laura, Jones, Caroline Bradbury, Sayer, Lynn, Appleton, Jane, McIlfatric, Sonia and Malone, Mary 2024. Impact of nurse education prior to and during COVID-19 on nursing students' preparedness for clinical placement: A qualitative study. International Journal of Nursing Studies Advances 7 , 100260. 10.1016/j.ijnsa.2024.100260

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Abstract

Introduction: Nursing students internationally entered challenging clinical placements during COVID-19. Lessons learnt could inform nurse education planning, particularly in preparation to implement future workforce plans. Aim: This study aimed to explore the impact of COVID-19 on nursing students undertaking clinical placements across the UK, particularly the extent to which nursing education prior to and during COVID-19 had prepared them for placements, and to distil key messages for future nursing education. Methods: A UK-wide qualitative study was conducted using audio or written placement diaries and post-placement telephone or online interviews with nursing students from all years of study and from adult, children, mental health and learning disability disciplines. Transcripts were analysed thematically using the Framework Approach. A pre-survey collected participants’ demographic information, details and expectations of their upcoming clinical placements, and how well prepared they felt. Ethical approval was gained. Results: Two hundred and sixteen nursing students from across the UK participated in the study. Five key themes were identified: ‘stepping up to the challenge and feeling the fear’, ‘new ways of learning’, ‘theory versus clinical practice’, ‘impact on clinical and academic partnerships’, and ‘concerns around demonstrating proficiency’.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Healthcare Sciences
Publisher: Elsevier
ISSN: 2666-142X
Funders: UKRI (ESRC)
Date of First Compliant Deposit: 3 December 2024
Date of Acceptance: 26 October 2024
Last Modified: 06 Dec 2024 15:06
URI: https://orca.cardiff.ac.uk/id/eprint/174251

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