IDEAS home Printed from https://ideas.repec.org/a/wly/jocnur/v24y2015i21-22p3245-3254.html
   My bibliography  Save this article

Preregistration student nurses' self‐reported preparedness for practice before and after the introduction of a capstone subject

Author

Listed:
  • Kim Usher
  • Jane Mills
  • Caryn West
  • Tanya Park
  • Cindy Woods

Abstract

Aims and objectives To assess changes in perceptions of confidence and preparedness for practice of preregistration nursing students before and after the introduction of a capstone subject, and factors associated with perceptions of preparedness. Background Preregistration nursing student ‘readiness’ or ‘preparedness’ for practice has been highlighted in the literature in recent years, along with employer concerns that university graduate nurses are not work ready. Few studies have examined Australian preregistration nursing students' perceptions of preparedness for clinical practice following their final clinical placement or assessed whether preregistration student nurses' perceptions of preparedness change as the result of undertaking a capstone subject. Design A capstone subject was introduced at a regional northern Australian university in 2013. Perceptions of preparedness were assessed in two different cohorts of final year nursing students; one of which undertook a capstone subject. Methods Two separate cohorts of third year nursing students were surveyed regarding their perceptions of preparedness for practice at the conclusion of their final 240 hour clinical placement. The 2012 cohort did not experience a capstone subject, whereas the 2013 cohort were the first nursing students to experience the new capstone subject. Results Both cohorts were uncomfortable performing invasive procedures and reported low levels of confidence in the area of professional identity. An overall trend of decreasing confidence as patient assignment size increased was observed for both cohorts, and higher confidence was associated with previous health care experience. Perceptions of preparedness for practice did not increase significantly following the introduction of a capstone subject. Conclusions Although Australian undergraduate nursing student report feeling prepared for practice there are areas of knowledge, skills and patient care in which confidence is low. The results of this study highlight the importance of experience in building confidence and competence. Relevance to clinical practice This study highlights that while final year nursing students report feeling prepared for practice there are areas where additional support can be provided. It is recommended that nurse educators and health care facilities tailor their programs to provide support focused on the areas highlighted by this study.

Suggested Citation

  • Kim Usher & Jane Mills & Caryn West & Tanya Park & Cindy Woods, 2015. "Preregistration student nurses' self‐reported preparedness for practice before and after the introduction of a capstone subject," Journal of Clinical Nursing, John Wiley & Sons, vol. 24(21-22), pages 3245-3254, November.
  • Handle: RePEc:wly:jocnur:v:24:y:2015:i:21-22:p:3245-3254
    DOI: 10.1111/jocn.12996
    as

    Download full text from publisher

    File URL: https://doi.org/10.1111/jocn.12996
    Download Restriction: no

    File URL: https://libkey.io/10.1111/jocn.12996?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Rung‐Fen Feng & Yun‐Fang Tsai, 2012. "Socialisation of new graduate nurses to practising nurses," Journal of Clinical Nursing, John Wiley & Sons, vol. 21(13-14), pages 2064-2071, July.
    2. David L. Martin & M. Kathleen Brewer & Nancy Barr, 2011. "Gradually Guiding Nursing Students through Their Capstone Course: Registered Nurse Preceptors Share Their Experiences," Nursing Research and Practice, Hindawi, vol. 2011, pages 1-6, April.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Kristiina Helminen & Martin Johnson & Hannu Isoaho & Hannele Turunen & Kerttu Tossavainen, 2017. "Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(23-24), pages 4795-4803, December.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Min Zhang & Li Ge & Mikael Rask, 2019. "Cross‐cultural adaptation and psychometric testing of the Verbal and Social Interaction Questionnaire: A cross‐sectional study among nursing students in China," Journal of Clinical Nursing, John Wiley & Sons, vol. 28(11-12), pages 2181-2196, June.
    2. Siri Lygum Voldbjerg & Rick Wiechula & Erik Elgaard Sørensen & Mette Grønkjær, 2021. "Newly graduated nurses’ socialisation resulting in limiting inquiry and one‐sided use of knowledge sources—An ethnographic study," Journal of Clinical Nursing, John Wiley & Sons, vol. 30(5-6), pages 701-711, March.
    3. Siri Lygum Voldbjerg & Mette Grønkjær & Rick Wiechula & Erik Elgaard Sørensen, 2017. "Newly graduated nurses’ use of knowledge sources in clinical decision‐making: an ethnographic study," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(9-10), pages 1313-1327, May.
    4. Andrea McCloughen & David Levy & Anya Johnson & Helena Nguyen & Heather McKenzie, 2020. "Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(13-14), pages 2508-2520, July.
    5. David Pérez-Jorge & María del Carmen Rodríguez-Jiménez & Eva Ariño-Mateo & Fernando Barragán-Medero, 2020. "The Effect of COVID-19 in University Tutoring Models," Sustainability, MDPI, vol. 12(20), pages 1-14, October.
    6. Hafidza Baharum & Aniza Ismail & Zainudin Awang & Lisa McKenna & Roszita Ibrahim & Zainah Mohamed & Nor Haty Hassan, 2023. "Validating an Instrument for Measuring Newly Graduated Nurses’ Adaptation," IJERPH, MDPI, vol. 20(4), pages 1-16, February.
    7. Mohit Yadav & Santosh Rangnekar, 2016. "Role Clarity and Organizational Citizenship Behaviour: Does Tenure Matter? A Study on Indian Power Sector," Global Business Review, International Management Institute, vol. 17(3_suppl), pages 207-224, June.
    8. Manisha D. B. Dev & Khairul D. B. Rusli & Lisa McKenna & Siew Tiang Lau & Sok Ying Liaw, 2020. "Academic‐practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views," Nursing & Health Sciences, John Wiley & Sons, vol. 22(4), pages 1131-1138, December.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:wly:jocnur:v:24:y:2015:i:21-22:p:3245-3254. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Wiley Content Delivery (email available below). General contact details of provider: https://doi.org/10.1111/(ISSN)1365-2702 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.