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“Loving Nursing†and “Taking Responsibility†: Strategies for Transitioning to Practice in Lebanon

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  • Michael Clinton
  • Sawsan Ezzeddine
  • Myrna Doumit
  • Ursula Rizk
  • Murielle Madi

Abstract

Transitioning to practice is challenging for baccalaureate nursing students. In baccalaureate nursing programs, the process typically begins in the junior year. A Successful transition depends on how well students apply their developing knowledge during clinical placements. A cross-sectional, multisite, qualitative study was conducted at four universities in Greater Beirut, Lebanon. In total, 35 junior baccalaureate students participated in audio-recorded focus group discussions. Thematic analysis was used to analyze the data. Three themes were sufficient to summarize the students experiences: “being unprepared,†“learning unexpected lessons,†and “taking responsibility.†Three subthemes, revising expectations, discovering divergence, and self-monitoring, were used to clarify the unexpected lessons students learned during clinical placements and how students responded. “Loving nursing and protecting yourself,†making the most of every day, and doubting future readiness were subthemes within the “taking responsibility†theme. Students troubled by nursing practices that diverged from their expectations monitored themselves to avoid falling into poor practices and kept track of the nursing procedures they performed. Only by taking responsibility for their learning, could students develop the competencies they will need as registered nurses. Faculty, clinical instructors, hospital administrators, nurse managers, and registered nurses need to do more to support students to take control of their learning.

Suggested Citation

  • Michael Clinton & Sawsan Ezzeddine & Myrna Doumit & Ursula Rizk & Murielle Madi, 2018. "“Loving Nursing†and “Taking Responsibility†: Strategies for Transitioning to Practice in Lebanon," SAGE Open, , vol. 8(4), pages 21582440188, December.
  • Handle: RePEc:sae:sagope:v:8:y:2018:i:4:p:2158244018820376
    DOI: 10.1177/2158244018820376
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    References listed on IDEAS

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    1. Maria Dimitriadou & Evridiki Papastavrou & Georgios Efstathiou & Mamas Theodorou, 2015. "Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment," Nursing & Health Sciences, John Wiley & Sons, vol. 17(2), pages 236-242, June.
    2. Helga Bragadóttir & Beatrice J Kalisch & Gudný Bergthora Tryggvadóttir, 2017. "Correlates and predictors of missed nursing care in hospitals," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(11-12), pages 1524-1534, June.
    3. Michael Clinton & Murielle Madi & Myrna Doumit & Sawsan Ezzeddine & Ursula Rizk, 2018. "“My Greatest Fear Is Becoming a Robot†: The Paradox of Transitioning to Nursing Practice in Lebanon," SAGE Open, , vol. 8(2), pages 21582440187, June.
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    Cited by:

    1. Pierre Boutros & Ali Fakih & Sara Kassab & Zeina Lizzaik, 2022. "Does the Number of Publications Matter for Academic Promotion in Higher Education? Evidence from Lebanon," Social Sciences, MDPI, vol. 11(10), pages 1-23, October.

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