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Attitudes of registered nurses regarding their own undergraduate clinical education
In order to distinguish essays and pre-prints from academic theses, we have a separate category. These are often much longer text based documents than a paper.
posted on 08.02.2017by Lewis, Leanne
A descriptive survey style study was conducted in order to describe the attitudes of recently graduated registered nurses towards the structure and supervision of their own undergraduate clinical education. This thesis presents and explores the findings of the study. The sample was obtained from Grade 1 and Grade 2 Year 1 Registered Nurses working within two metropolitan teaching hospitals. One hundred and twenty four (124) subjects participated by returning the questionnaire. The data collection tool was a highly structured self-administered questionnaire designed specifically for the study. Factor analysis of the results identified fifteen factors related to structure, supervision and overall outcomes of undergraduate clinical placements. From these factors conclusions related to graduates attitudes towards their undergraduate clinical education were drawn. The sample illustrates a positive overall evaluation of the current model of clinical education and describes high outcomes of their clinical placements. They were generally satisfied with structure models. Although no relationship was found between length of placement and overall outcomes, the results did indicate that an increase in the number of venues led to decreased satisfaction with assistance gained from ward staff and decreased overall outcomes of the placement. The results supported both the clinical educator and preceptor models of supervision. The role of ward staff in the clinical experience was explored with feelings of inclusion and belonging within the ward environment being closely linked to the graduates overall student clinical outcomes. The full findings of the study are presented in this thesis, significant findings discussed and recommendations made in relation to the implications on nursing education, research and practice.