Date of Award
Fall 1995
Document Type
Thesis - Restricted
Degree Name
Master of Science (MS)
Department
Nursing
First Advisor
Krejci, Janet Wessel
Second Advisor
Malin, Michelle
Third Advisor
Miller, Maggie
Abstract
The purpose of this qualitative study was to describe how student nurses experience or see their clinical practice or their clinical world. The research of Patricia Benner (1983, 1984) has supported a framework of clinical development that progresses from novice to expert. Her framework identified student nurses as novices, but narrative research describing student practice has not been done. The literature reveals various methods for assessing the development of student nurses (Herbener & Watson, 1992; Smith & Russell, 1991; Whiteley, 1992). Many of these tools and much of the research is centered around skill development (Reese, Swanson, & Cunning, 1979; Sullivan, Gruis, & Poole, 1977) and achievement of competency in the technical aspects of patient care (McBride, Littlefield & Garman, 1981; Nelson, 1978) . The framework developed by Benner is inherently different than these methods in that it examines clinical development within the context of how the practitioner sees the clinical world and patient situations. The methodology of this study was congruent with Benner's methodology (1984) and included qualitative analysis of written clinical narratives obtained from nursing student participants. Nine participants submitted a total of 14 narratives. Constant comparative analysis of the narratives was completed by myself and two additional coders familiar with clinical narratives. Nursing practice competencies were extracted. From these practice competencies, domains of nursing practice were identified and a description of the student nurses' perception of their clinical world was formulated. Student nurses view their clinical world from a position of uncertainty and self-doubt. Clinical situations are commonly seen as a series of tasks, versus caring for patients . A comparison to Benner's novice stage reveals similarity in that a lack of experience necessitates the student to function from a rule bound, context free stance. Benner does not describe competencies at the novice stage within the affective domain. This study found the therapeutic relationship at it's infancy, with the student interpreting patient/family appreciation as validation of competent practice. Recommendations for nursing education, practice, and research center around the use of narrative pedagogy to enhance education and to build upon the body of nursing knowledge.
Recommended Citation
Luedtke, Susan L., "The Clinical World As Experienced by Student Nurses" (1995). Master's Theses (1922-2009) Access restricted to Marquette Campus. 3446.
https://epublications.marquette.edu/theses/3446