PUBLICATIONS 2009
The 'Ascent to Competence' conceptual framework: An outcome of a study of belongingness
Journal of Clinical Nursing
Levett-Jones, T., & Lathlean, J.
Summary
Aim: This paper presents qualitative findings from a study that explored nursing students’ experience of belongingness when undertaking clinical placements. The aim is to locate the professional and practical implications of the research within an Ascent to Competence conceptual framework.
Background: The need to belong exerts a powerful influence on cognitive processes, emotional patterns, behavioural responses, health and well-being and failure to satisfy this need can have devastating consequences. The literature suggests that diminished belongingness may impede students’ motivation for learning and influence the degree to which they are willing to conform rather than adopt a questioning approach to clinical practice.
Design: A mixed methods, cross national, multi-site case study approach was adopted with third-year preregistration nursing students from three universities (two in Australia and one in England) participating; 362 in the quantitative phase and 18 in the qualitative phase.
Findings: Qualitative findings demonstrated that, although the primary purpose of clinical education is to facilitate students’ progress towards the attainment of competence, the realisation of this goal is impacted by a wide range of individual, interpersonal, contextual and organisational factors which can be conceptualised hierarchically. By this structuring it is possible to see how belongingness is a crucial precursor to students’ learning and success.
Conclusion: The framework demonstrates that students progress to a stage where attainment of competence is possible only after their previous needs for safety and security, belongingness, healthy self-concept and learning have been met.
Relevance to clinical practice: The future of the nursing profession depends upon the development of confident, competent professionals with a healthy self-concept and a commitment to patient-centred care and self-directed learning. This paper demonstrates that the realisation of this goal is strongly influenced by the extent to which students’ clinical placement experiences promote and enhance their sense of belonging.
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Response to Roger Watson's (Editor-in-Chief) Commentary on: The 'Ascent to Competence' conceptual framework: An outcome of a study of belongingness
Journal of Clinical Nursing
Levett-Jones, T., & Lathlean, J.
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Exploring the information and communication technology competence and confidence of nursing students and their perception of its relevance to clinical practice
Nurse Education Today
Levett-Jones, T., Kenny, R., Van der Riet, P., Hazelton, M., Kable, A.,Bourgeois, S., & Luxford, Y.
Summary
Aim: This paper profiles a study that explored nursing students’ information and communication technology competence and confidence. It presents selected findings that focus on students’ attitudes towards information and communication technology as an educational methodology and their perceptions of its relevance to clinical practice.
Background: Information and communication technology is integral to contemporary nursing practice. Development of these skills is important to ensure that graduates are ‘work ready’ and adequately prepared to practice in increasingly technological healthcare environments.
Method: This was a mixed methods study. Students (n = 971) from three Australian universities were surveyed using an instrument designed specifically for the study, and 24 students participated in focus groups.
Results: The focus group data revealed that a number of students were resistant to the use of information and communication technology as an educational methodology and lacked the requisite skills and confidence to engage successfully with this educational approach. Survey results indicated that 26 per cent of students were unsure about the relevance of information and communication technology to clinical practice and only 50 per cent felt ’very confident’ using a computer.
Conclusion: While the importance of information and communication technology to student’s learning and to their preparedness for practice has been established, it is evident that students’ motivation is influenced by their level of confidence and competence, and their understanding of the relevance of information and communication technology to their future careers.
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'Don't rock the boat': Nursing students' experiences of conformity and compliance
Nurse Education Today
Levett-Jones, T., & Lathlean, J.
Summary
Aim: This paper profiles a cross national case study that examined nursing students’ experience of belongingness when undertaking clinical placements. The aim of the paper is to present selected findings that focus on the relationship between belongingness, conformity and compliance.
Background: Literature from the disciplines of psychology, social science and nursing is presented as a background to the study.
Method: This was a mixed methods case study; in this paper the qualitative phase is described. Eighteen third year nursing students from two universities in Australia and one in the United Kingdom were interviewed and the data thematically analysed.
Results: Three sub themes emerged within the category of conformity and compliance. These included: Don’t rock the boat; getting the RNs offside; and speaking up. Students described how and why they adopted or adapted to the teams’ and institution’s values and norms, rather than challenging them, believing that this would improve their likelihood of acceptance and inclusion by the nursing staff.
Conclusion: Further research is required to examine the subtle interplay of factors that influence nursing students’ attitudes and behaviours in relation to their need to belong, how conformity and compliance are acculturated in practice, and how students can be empowered to speak out against poor practice to become assertive and confident practitioners.
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Staff-student relationships and their impact on nursing students' belongingness and learning.
. Journal of Advanced Nursing
Levett-Jones, T., Lathlean, J., McMillan, M., & Higgins, I.
Summary
Aim: This paper is a report of selected findings from a study exploring the relationship between belongingness and placement experiences of preregistration nursing students.
Background: Staff-student relationships are an important influence on students’ experiences of belongingness and their clinical learning. The need to belong is universal and pervasive, exerting a powerful influence on thought processes, emotions, behaviour, health and happiness. People deprived of belongingness are more likely to experience diminished self-esteem, increased stress and anxiety, depression and a decrease in general well-being. Nursing students’ motivation and capacity to learn, self-concept, confidence, the extent to which they are willing to question or conform to poor practice and their future career decisions are influenced by the extent to which they experience belongingness.
Method: During 2006, 18 third year students from two Australian universities and one United Kingdom university participated in in-depth semi-structured interviews. Data were analysed thematically.
Results: Participants described placement experiences spanning a continuum from those promoting a high degree of belongingness to those provoking intense feelings of alienation. Staff-student relationships (including receptiveness, inclusion/exclusion, legitimization of the student role, recognition and appreciation, challenge and support) were the most important influence on students’ sense of belonging and learning. Similarities between sites were remarkable, despite the differences in healthcare and higher education systems.
Conclusion: Staff-student relationships are key to students’ experience of belongingness. Understanding the types of interactions and behaviours that facilitate or impede students’ belongingness and learning are essential to the creation of positive clinical experiences.
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Navigating care after a baby dies: Improving nursing care for bereaved parents.
Handover - Hunter New England Nursing Journal
Nillsen I., & Harris M.
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The genesis of the neophyte writers' group
Handover - Hunter New England Nursing Journal
Stone, T., Levett-Jones, T., Harris, M., & Sinclair, P.
Summary
Objective: This paper profiles the establishment and evaluation of the Neophyte Writers' Group (NWG), a writing support group run by nurse academics in collaboration with clinical nurses.
Context The group was formed in response to the growing demand for nurses to write, publish and present their work. A series of workshops were conducted aimed at developing writing and presentation skills. From these, the Neophyte Writers’ Group was formed, meeting monthly, offering email support and conducting biannual full day workshops.
Primary Argument The NWG applies a collaborative approach to enhance the self-efficacy of members in writing and publishing. Writing support groups that engender self-efficacy through a program that is relevant to participants’ needs are likely to increase publication productivity.
Conclusions: In addition to increasing publication output, the NWG has produced unexpected outcomes including clinical nurses engaging in academic work and an increase in research higher degree enrolments.
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Profanity, expletives, swearing and offensive language: All in a day's work?
Handover - Hunter New England Nursing Journal
Stone, T. Francis, F., & Levett-Jones, T.
Summary
Background: Most clinical nurses regularly have to deal with offensive language, including swearing. Of the growing body of literature on the extent of verbal aggression within healthcare settings little relates to swearing, and even less to its legal aspects which may affect nurses. Graduates often feel ill-prepared to deal with this behaviour, and policy and law with regard to swearing and offensive language remain vague.
Aim: In order to familiarise nurses with the legal position, this paper will explain the law as it relates to swearing and offensive language, with particular attention to the Summary Offences Act 1988 (NSW); case law, legislation and the Zero Tolerance Policy. Finally there will be a discussion of the management of offensive language in Australian health care settings.
Conclusion: Research is needed to identify and evaluate interventions to deal with swearing within a healthcare setting.
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Increasing the participation of men in occupational therapy.
OT Australia NSW-ACT Conference, Sydney
Haracz, K., Judge, J., & Ryan, S.
Award: High commendation for paper presentation.
A woman's world: The experience of male occupational therapy students.
8th National Men's Health Conference, Newcastle
Haracz, K., Ryan, S., & Judge, J.
Click here for information on Neophytes Writing Group