The lived experiences of general student nurses on their first clinical placement: A phenomenological study

Chesser-Smyth, P. A. (2005) The lived experiences of general student nurses on their first clinical placement: A phenomenological study. pp. 320-327. ISSN 14715953 (ISSN)

[img] Text
Chesser-Smyth 2005.pdf

Download (96kB)
Official URL:


This phenomenological study explores and describes the 'lived' experiences of general student nurses on their first clinical placement in an Irish School of Nursing. The research question: 'What are the experiences of general student nurses on their first clinical placement?' provided the focus for the study. In-depth interviews were conducted with nine female student nurses and one male student nurse. Data from the interviews were collected, recorded and analysed using Coliazzi's (1978) framework (Coliazzi, P., 1978. Psychological research as the phenomenologist views it. In: Valle, R.S., King, M. (Eds.), Existential Phenomenological Alternatives for Psychology, Oxford University Press, New York). Five core themes emerged: self-awareness, confidence, anxiety, facilitation and professional issues. The findings revealed that the standard of preparation for the placement was viewed positively though some aspects of preparation require a critical shift in thinking towards meeting the students' needs in future curriculum planning. The conclusions of the study indicate that the presence of mutual respect and regard for others had a positive impact on the students' self-esteem. The acquisition of knowledge led to an increase in confidence levels that subsequently reduced anxiety. This enhanced the learning process that was dependant upon the collaborative support and facilitation in the clinical learning environment. The findings prepare the way for further research that could continue to develop and maximise the educational value and clinical experience for undergraduate nursing students. © 2005 Elsevier Ltd. All rights reserved.

Item Type: Article
Additional Information: Cited By :48; Export Date: 23 February 2015; Correspondence Address: Chesser-Smyth, P.A.13 King's Channel, Maypark Lane, Waterford, Ireland; email:; References: Admi, H., Nursing students' stress during the initial clinical experience (1997) Journal of Nursing Education, 36 (7), pp. 323-327; Beck, T., Nursing students' initial clinical experience: A phenomenological study (1993) International Journal of Nursing Studies, 30 (6), pp. 489-497; Benner, P., From novice to expert: Excellence and power in clinical nursing practice (1984), California: Addison-WesleyChan, D., Combining qualitative and quantitative methods in assessing hospital learning environments (2001) International Journal of Nursing Studies, 38, p. 447; Chapple, M., Aston, E.S., Practice learning teams: A partnership approach to supporting students' clinical learning (2004) Journal of Advanced Nursing, 4 (2), pp. 143-149; Clarke, C.L., Gibb, C.E., Ramprogus, V., Clinical learning environments: An evaluation of an innovative role to support pre-registration nursing placements (2003) Learning in Health and Social Care, 2 (2), pp. 105-115; Coliazzi, P., Psychological research as the phenomenologist views it (1978) Existential Phenomenological Alternatives for Psychology, , R.S. Valle M. King (Eds) Oxford University Press New York; Cooke, M., Nursing students' perceptions of difficult or challenging situations (1996) Journal of Advanced Nursing, 24 (6), pp. 1281-1287; Duffin, C., A third of heart patients don't understand nurses (2000) Nursing Standard, 14 (32); Elkan, R., Robinson, J., Project 2000: A review of published research (1995) Journal of Advanced Nursing, 22 (2), pp. 386-392; Evans, J., Men nurses: A historical and feminist perspective (2004) Journal of Advanced Nursing, 47 (3), pp. 321-328; Fitzpatrick, J., While, A., Roberts, J., Key influences on the professional socialisation and practice of students undertaking different pre-registration nurse education programmes in the United Kingdom (1996) International Journal of Nursing Studies, 33 (5), pp. 506-518; Report on the Commission on Nursing: A Blueprint For the Future (1998), Government of Ireland, Stationary Office, DublinGray, M., Personal experience of conducting interviews (1994) Nurse Researcher, 1 (3), pp. 65-71; Gray, M.A., Smith, L.N., The professional socialisation of diploma of higher education in nursing students (Project 2000): A longitudinal qualitative study (1999) Journal of Advanced Nursing, 29 (3), pp. 639-647; Gray, M.A., Smith, L.N., The qualities of an effective mentor from the student nurses' perspective: Findings from a longitudinal qualitative study (2000) Journal of Advanced Nursing, 32 (6), pp. 1542-1549; Hislop, S., Inglis, B., Cope, P., Stoddart, B., McIntosh, C., Situating theory in practice: Student views of theory-practice in Project 2000 nursing programmes (1996) Journal of Advanced Nursing, 23 (1), pp. 171-177; Holland, K., A journey to becoming: The student nurse in transition (1999) Journal of Advanced Nursing, 29 (1), pp. 229-236; Houltram, B., Entry age, entry mode and academic performance on a Project 2000 common foundation programme (1996) Journal of Advanced Nursing, 23 (6), pp. 1089-1097; Jowett, S., Nurse education in the 1990s - The implementation of the pre-registration Diploma course (Project 2000) (1995) Nurse Education Today, 15 (1), pp. 39-43; Kinsella, F., Williams, R., Green, B., Student nurse satisfaction: Implications for the common foundation programme (1999) Nurse Education Today, 19 (4), pp. 323-333; Kleehammer, K., Hart, L.A., Keck, J.F., Nursing students' perceptions of anxiety-producing situations in the clinical setting (1990) Journal of Nurse Education, 29, pp. 183-187; Koch, T., Interpretative approaches in nursing research: The influence of Husserl and Heidegger (1995) Journal of Advanced Nursing, 21 (5), pp. 827-836; Koch, T., Harrington, A., Reconceptualizing rigour: The case for reflexivity (1998) Journal of Advanced Nursing, 28 (4), pp. 882-890; Lindop, E., A comparative study of stress between pre- and post-Project 2000 students (1999) Journal of Advanced Nursing, 29 (4), pp. 967-973; Lloyd Jones, M., Akehurst, R., The cost and value of pre-registration clinical placements for Project 2000 students (1999) Journal of Advanced Nursing, 30 (1), pp. 169-178; Macleod Clark, J., Maben, J., Jones, K., Project 2000. Perceptions of the philosophy of nursing: Preparation for practice (1997) Journal of Advanced Nursing, 26 (2), pp. 246-256; Mc Evoy, K., The Report of the Summative Evaluation of Project 2000 in Northern Ireland (1995), National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, BelfastMeisenhelder, J., Anxiety: A block to clinical learning (1987) Nurse Educator, 12, pp. 27-30; Melia, K., Tell it as it is - Qualitative methodology and nursing research: Understanding the student nurses' world (1982) Journal of Advanced Nursing, 7 (4), pp. 327-335; Melia, K., Learning and working: The occupational socialisation of nurses (1987), London: TavistockMilligan, F., The concept of care in male nurse work: An ontological hermeneutic study in acute hospitals (2001) Journal of Advanced Nursing, 35 (1), pp. 7-16; Neary, M., Project 2000 students' survival kit: A return to the practical room (nursing skills laboratory) (1997) Nurse Education Today, 17 (1), pp. 46-52; Orton, H.D., Prowse, J., Millen, C., (1993) Charting the Way to Excellence: Indicators of Ward Learning Climate, , Sheffield: Sheffield Hallem University; Phillips, R.M., Davies, W., Neary, M., The practitioner-teacher: A study of the introduction of mentors in the pre-registration nurse education programme in Wales: Part 2 (1996) Journal of Advanced Nursing, 23 (6), pp. 1080-1088; Rafferty, A.M., Allcock, N., Lathlean, J., The theory/practice "gap" taking the issue with the issue (1996) Journal of Advanced Nursing, 23 (4), pp. 685-691; Randle, J., Changes in self-esteem during a 3-year pre-registration Diploma in Higher Education (Nursing) programme (2003) Journal of Clinical Nursing, (12), pp. 142-143; Severinsson, E., Bridging the gap between theory and practice: A supervision programme for nursing students (1998) Journal of Advanced Nursing, 27 (6), pp. 1269-1277; Simons, H., Clarke, J.B., Gobbi, M., Long, G., Mountford, M., Wheelhouse, C., Nurse education and training evaluation in Ireland. Independent External Evaluation (1998), Final Report. Southampton, University of SouthamptonSmith, P., (1992) The Emotional Labour of Nursing: How Nurses Care, , London: The Macmillan Press; Spouse, J., Workplace learning: Pre-registration nursing students' perspectives (2001) Nurse Education Today, 1, pp. 149-156; Trnobranski, P., Educational evaluation and decision making (1996), Illinois: PeacockWatson, N.A., Mentoring today ' the students' views. An investigative case study of pre-registration students' experiences and perceptions of mentoring in one theory/practice module of the Common Foundation Programme on a project 2000 course (1999) Journal of Advanced Nursing, 29 (1), pp. 254-262; White, J., The impact of clinical experiences during preregistration diploma in nursing courses on initial career choice (1999) Journal of Nursing Management, 7, pp. 157-165; Wilkes, L.M., Wallis, M.C., A model of professional nurse caring: Nursing students' experience (1998) Journal of Advanced Nursing, 27 (3), pp. 582-589; Wilkinson, C., Peter, L., Mitchell, K., Irwin, T., Mc Corrie, K., MacLeod, M., Being there: Learning through active participation (1998) Nurse Education Today, 18 (3), pp. 226-230; Wong, F.K.Y., Lee, W.M., A phenomenological study of early nursing experiences in Hong Kong (2000) Journal of Advanced Nursing, 31 (6), pp. 1509-1517; Yong, V., Doing clinical: The lived experience of nursing students (1996) Contemporary Nurse, 5, pp. 73-79
Uncontrolled Keywords: Clinical environment; Facilitation; Learning; Preparation for practice; Undergraduate
Depositing User: National Forum
Date Deposited: 30 Nov 2015 17:42
Last Modified: 30 Nov 2015 17:43

Actions (login required)

View Item View Item


Downloads per month over past year