"Feel the fear and do it anyway" … nursing students' experiences of confronting poor practice.

Jack, K; Levett-Jones, T; Ylonen, A; Ion, R; Pich, J; Fulton, R; Hamshire, C

"Feel the fear and do it anyway" … nursing students' experiences of confronting poor practice.

Jack, K Levett-Jones, T

Ylonen, A Ion, R Pich, J

Fulton, R Hamshire, C

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Nurse Education in Practice, 2021, 56
Issue Date:: 2021-09-06

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Field	Value	Language
dc.contributor.author	Jack, K
dc.contributor.author	Levett-Jones, T https://orcid.org/0000-0003-4279-8957
dc.contributor.author	Ylonen, A
dc.contributor.author	Ion, R
dc.contributor.author	Pich, J https://orcid.org/0000-0002-8730-102X
dc.contributor.author	Fulton, R
dc.contributor.author	Hamshire, C
dc.date.accessioned	2021-09-21T22:59:11Z
dc.date.available	2021-08-31
dc.date.available	2021-09-21T22:59:11Z
dc.date.issued	2021-09-06
dc.identifier.citation	Nurse Education in Practice, 2021, 56
dc.identifier.issn	1471-5953
dc.identifier.issn	1873-5223
dc.identifier.uri	http://hdl.handle.net/10453/150649
dc.description.abstract	AIM: The two aims of this study were, first, to explore nursing students' experiences and perspectives of reporting poor care and second, examine the process by which they raised concerns. BACKGROUND: The nursing literature is replete with studies which explore nursing students' experiences of clinical placement. However only a small number explore students experiences of challenging poor care and how this is enacted in the practice setting. SETTING AND PARTICIPANTS: Fourteen nursing students from undergraduate pre-registration nursing programs across three universities, two in the United Kingdom (UK) and one in Australia. DESIGN AND ANALYSIS: This paper reports findings from narrative interviews about students' clinical experiences of reporting poor care. Data were audio recorded, transcribed verbatim and analyzed using a constant comparison approach. Emerging themes were identified, discussed and verified by the researchers. RESULTS: Four montages from the narratives highlight the overarching themes: bullying, patient advocacy, lack of empathy and poor care. They demonstrate how, driven by an ethical imperative, students speak up when they witness poor care despite the difficulties of doing so: in some cases, the students in this study were prepared to continue speaking out even when initial concerns were dismissed. CONCLUSION: Both practice and university teams have a responsibility to support students' development as ethical and courageous practitioners, able to recognize when care falls below an acceptable standard.
dc.language	eng
dc.publisher	Elsevier
dc.relation.ispartof	Nurse Education in Practice
dc.relation.isbasedon	10.1016/j.nepr.2021.103196
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.title	"Feel the fear and do it anyway" … nursing students' experiences of confronting poor practice.
dc.type	Journal Article
utslib.citation.volume	56
utslib.location.activity	Scotland
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2021-09-21T22:59:10Z
pubs.publication-status	Published
pubs.volume	56

Abstract:

AIM: The two aims of this study were, first, to explore nursing students' experiences and perspectives of reporting poor care and second, examine the process by which they raised concerns. BACKGROUND: The nursing literature is replete with studies which explore nursing students' experiences of clinical placement. However only a small number explore students experiences of challenging poor care and how this is enacted in the practice setting. SETTING AND PARTICIPANTS: Fourteen nursing students from undergraduate pre-registration nursing programs across three universities, two in the United Kingdom (UK) and one in Australia. DESIGN AND ANALYSIS: This paper reports findings from narrative interviews about students' clinical experiences of reporting poor care. Data were audio recorded, transcribed verbatim and analyzed using a constant comparison approach. Emerging themes were identified, discussed and verified by the researchers. RESULTS: Four montages from the narratives highlight the overarching themes: bullying, patient advocacy, lack of empathy and poor care. They demonstrate how, driven by an ethical imperative, students speak up when they witness poor care despite the difficulties of doing so: in some cases, the students in this study were prepared to continue speaking out even when initial concerns were dismissed. CONCLUSION: Both practice and university teams have a responsibility to support students' development as ethical and courageous practitioners, able to recognize when care falls below an acceptable standard.

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http://hdl.handle.net/10453/150649