Implementing supernumerary learning in a pre-registration diploma in nursing programme: an action research study

• The purpose of this study was to develop a framework for implementing supernumerary learning in a preregistration Diploma in Nursing programme in an Irish hospital. Experiences of student nurses (n=31), clinical nursing staff (n=8) and nurse teachers (n=4) were explored, regarding the introduction of supernumerary status in this programme. • An action research approach, employing phenomenological methods for gathering and analysing the data, was used to carry out the study. • A framework for implementing supernumerary learning in a Diploma in Nursing programme was developed, based on the study. • This framework reflects the level of knowledge, skills and attitudes of individuals partaking in supernumerary learning, and the role of the supervisor in the clinical area at each level. • Possible implications of the changing role of the student nurse for nursing practice for education, management and research are suggested. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Clinical Nursing is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)