{"id":7283,"date":"2025-06-28T17:50:27","date_gmt":"2025-06-28T17:50:27","guid":{"rendered":"https:\/\/ijssass.com\/journal\/recognition-for-registered-nurses-supporting-students-on-clinical-placement-a-grounded-theory-study\/"},"modified":"2025-06-29T05:07:53","modified_gmt":"2025-06-29T05:07:53","slug":"recognition-for-registered-nurses-supporting-students-on-clinical-placement-a-grounded-theory-study","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/recognition-for-registered-nurses-supporting-students-on-clinical-placement-a-grounded-theory-study\/","title":{"rendered":"Recognition for registered nurses supporting students on clinical placement: a grounded theory study"},"content":{"rendered":"

This article was originally published as: Recognition for registered nurses supporting students on clinical placement: a grounded theory study<\/strong><\/p>\n

Original Article Link: Read Original Article<\/a><\/p>\n

Download PDF: Click Here to Download PDF<\/a><\/p>\n

Abstract<\/h2>\n

Objective: This study examined registered nurses\u2019 perspectives of being supportive of nursing students and providing them with learning opportunities when on clinical placements. Background: In Australia, as part of their three-year Bachelors degree, undergraduate nursing students undertake a minimum of 800 hours of  clinical placement. During these clinical placement hours, nursing students are supervised by registered nurses who are required to be supportive of the students and provide them with learning opportunities. Study design and methods: This study used a grounded theory approach. In this qualitative study there were fifteen registered nurse participants. Thirteen participants were female participants and two were male. Participants were individually interviewed. Transcripts from these in\u2013depth interviews were analysed using constant comparative analysis. Results: The major category, an added extra, emerged from this study. An added extra is about registered nurses\u2019 perception that having a student is an added extra to their daily duties. The major category an added extra is informed by three emergent themes. The first theme was time, the second theme was workload and the third theme was wanting recognition. Discussion: Registered nurses perceived that their workloads tend not to be taken into consideration when they have nursing students. The literature suggests that nursing students often miss out on learning opportunities when they are on clinical placement because registered nurses do not have additional time to effectively support students\u2019 clinical learning. Conclusion: Participants in this study believed being supportive of nursing students and providing them with learning opportunities was an added extra to their daily nursing duties. Findings revealed registered nurses want to be recognised for the extra time and effort they dedicate to students\u2019 learning.
\nImplications for research, policy, and practice: When allocated nursing students, registered nurses should have their workloads adjusted because being supportive of nursing students and providing them with learning opportunities is time consuming. Further research is recommended to determine if patient workloads are being decreased when registered nurses are allocated nursing students.
\nWhat is already known about the topic?\u2022 Registered nurses struggle to find the time to support nursing students with their clinical learning.\u2022 Management tend not to recognise the time and effort registered nurses dedicate to student learning.What this paper adds:\u2022 Registered nurses perceive supervising nursing students as an added extra on top of their alreadyheavy workload.\u2022 Registered nurses want to be acknowledged for their contribution to student learning.<\/p>\n

Authors<\/h2>\n
    \n
  • Carina Anderson<\/li>\n
  • Lorna Moxham<\/li>\n
  • Marc Broadbent<\/li>\n<\/ul>\n

    Keywords<\/h2>\n

    nursing student, workload, preceptorship, qualitative, clinical education<\/p>\n

    References<\/h2>\n

    References not available for this article.<\/p>\n","protected":false},"excerpt":{"rendered":"

    This article was originally published as: Recognition for registered nurses supporting students on clinical placement: a grounded theory study Original…<\/p>\n","protected":false},"author":21,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[124],"tags":[4254,4252,4253,3993,3385],"class_list":["post-7283","post","type-post","status-publish","format-standard","hentry","category-articles","tag-clinical-education","tag-nursing-student","tag-preceptorship","tag-qualitative","tag-workload","wpcat-124-id"],"yoast_head":"\nRecognition for registered nurses supporting students on clinical placement: a grounded theory study - IJSSASS Repository<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/ijssass.com\/journal\/recognition-for-registered-nurses-supporting-students-on-clinical-placement-a-grounded-theory-study\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Recognition for registered nurses supporting students on clinical placement: a grounded theory study - 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