Nursing students' experiences and preferences regarding hospital and community placements.

The quality of practice placements is important in the development of competent and confident professional nurses. In placements, students develop and master the attributes of professional caring, situational knowledge, competence and clinical skills through experiencing nursing in the real world. Student's experience of their placements can be mixed with some students having both positive and negative experiences. This paper reports a survey evaluating undergraduate nursing students' experience of their practice placements in one higher education institution (HEI) in Wales, United Kingdom (U.K.), with a focus on their perceptions of community placements. 440 usable responses were obtained from a possible 455 student evaluations (97%). Students were more likely to express a positive view of district nursing, intensive care, high dependency and cardiology placements, whilst evaluating health visiting and older adult placements less positively. This is discussed by suggesting that those placements perceived as more popular offer students a closer relationship with their mentors together with a positive acculturation into the community of nursing and the opportunity to practice and master clinical skills. Students' preference for district nursing rather than health visiting suggests the timing, type and preparation of students for community placements should be reviewed further.

Studying abroad: a multiple case study of nursing students' international experiences.

This paper examines the experiences of nursing students undertaking an international placement during their pre-registration education. The study took place in two schools--one in the United Kingdom, and one in Sweden. The move of nursing education into higher education enabled students to participate in international exchange programmes. Previous research demonstrates that students participating in such programmes may gain enhanced cultural awareness and experience personal and professional growth. The study comprised a multiple case study, utilising semi-structured individual and group interviews and documentary analysis. Eighteen students from the UK and 14 from Sweden participated. Participants described an increase in confidence, self-reliance and professional knowledge and skills resulting from their international placement. There was an awareness of how healthcare roles differ between countries and a change in attitudes to others from different backgrounds and cultures. The differences between the two cases were marginal. Whilst there was support from both home and host universities this varied between the international placement providers. The international placements were beneficial; however, there is a need for change in the preparation, support and monitoring of students, greater engagement with the partner institutions, and more effective mentoring of staff.

Palliative care emergencies. 2: Management.

This is the second of a two-part unit on palliative care emergencies. The first part looked at the signs and symptoms of conditions classed as palliative care emergencies. This part examines treatment regimens and related nursing care to ensure patient safety and comfort.

Evaluation of a mentorship programme for specialist practitioners.

Health care professionals moving from general care to specialist cancer and palliative care face many challenges during their role transition. Mentorship has been identified as an effective support mechanism during role transition and the Macmillan National Institute of Education devised and piloted a mentorship training programme to enable established specialist practitioners to support new practitioners through their transition into specialist practice. The 12-month programme consisted of a two day workshop and continued support for mentors using action learning groups. The pilot programme was evaluated to identify whether or not it was meeting the needs of mentors and mentees. Using a self-report questionnaire comprising open and closed questions the programme was evaluated from the perspective of mentors, mentees, line managers and Macmillan service development managers. Results demonstrated that there was a shared belief that the presence of a mentor was important during role transition, and that the programme was effective in preparing and supporting mentors for their role. As new practitioners were supported in role transition there were identified benefits for service development. The programme was evaluated positively in respect of both the two day workshop and the action learning groups.

Transition experiences of qualified nurses moving into hospice nursing.

BACKGROUND: Over a short period of time a number of nurses had joined the staff at a hospice. Many of these nurses were palliative care novices, and thus their transition into hospice nursing constituted a move both to a new workplace and a new clinical specialism. AIM: The aim of the study was to gain a deeper understanding of the experiences of qualified nurses making the transition into hospice nursing in order to support future nurses in this transition. METHOD: A constructivist approach was used; data were collected through semi-structured interviews with four new nurses, three mentors and four team leaders. Data were analysed using a constant comparative method. FINDINGS: Five major themes were identified: expectations, personal and professional development, professional respect, mentorship and support. Nurses came to the hospice with individual expectations, some of which were realized. All identified areas of personal and professional development. Whilst it was acknowledged that new nurses brought transferable skills, there was consensus that they needed to develop palliative care knowledge and skills. Professional respect was demonstrated by the degree of acceptance or questioning of new nurses by established staff. New nurses experienced a variety of emotional responses to hospice nursing. Mentorship enhanced the transition experience and strong support was also gained from each other. CONCLUSIONS: New nurses need individual support during their transition into hospice nursing in response to their own expectations, experiences and learning needs. Mentors need preparation and support in their role in order to maximize their positive influence on transitions.

Action research in a palliative care education programme.

Using an action research approach, the author worked with district nurses to enable them to identify their own palliative care education needs and to plan the appropriate education programme, with reflective practice enabling the identification of further education needs. This approach overcame some of the problems of pre-planned, unresponsive palliative care education programmes. Both the learning and the action research approach are developed through continual reflective practice, which reduces the theory-practice gap as theory is generated from practice. The knowledge gained from reflective practice is as relevant to nursing as the knowledge derived from academic theories. Reflective practice within palliative care education facilitates learning in a relatively new field of practice and generates a greater understanding of the complexities of palliative care and associated education needs.