IDEAS home Printed from https://ideas.repec.org/a/wly/jocnur/v29y2020i13-14p2508-2520.html
   My bibliography  Save this article

Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study

Author

Listed:
  • Andrea McCloughen
  • David Levy
  • Anya Johnson
  • Helena Nguyen
  • Heather McKenzie

Abstract

Aims and objectives To explore nursing students’ subjective experience of emotions during first‐year clinical placements, strategies used to manage their emotions and socialisation to emotion management. Background Emotion regulation is a key source of stress for early career and student nurses. Clinical placement experiences can elicit strong emotions in nursing students; however, they may be unprepared for the challenge of regulating their emotions in real‐world practice. How nursing students learn to manage their emotions in the clinical setting, whether they receive support for this, and how they are socialised to manage their emotions during placements are not well known. Design An exploratory qualitative study. Methods Semi‐structured interviews (n = 19) were conducted with first‐year nursing students, exploring their experiences of emotion management during clinical placement. Interview transcripts were analysed using conventional qualitative content analysis. Reporting adheres to the COREQ Checklist. Results Interactions with patients and staff often elicited negative feelings. Structured guidance for emotion management by supervising staff was scarce. Students used informal self‐reflection and interpretation to guide emotion management. Conclusions In the absence of strategic socialisation and formal support for effective emotion management, students used emotional labour strategies that can negatively impact on well‐being. A focus on adequately preparing nursing students for emotion work is a necessary component of classroom and clinical learning environments. Structured debriefing during clinical placements may provide a relevant context to discuss emotions arising during clinical work and to learn emotion management strategies. Relevance to clinical practice Emotional competence, a fundamental ability for registered nurses and students, supports personal health maintenance and strengthens professional practice. Students are exposed to clinical environments and interpersonal encounters that evoke strong emotions. They need situated learning strategies and formal support to develop knowledge and strengthen capability for emotion management, as this is essential for promoting professional development and patient care.

Suggested Citation

  • 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.
  • Handle: RePEc:wly:jocnur:v:29:y:2020:i:13-14:p:2508-2520
    DOI: 10.1111/jocn.15270
    as

    Download full text from publisher

    File URL: https://doi.org/10.1111/jocn.15270
    Download Restriction: no

    File URL: https://libkey.io/10.1111/jocn.15270?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. Andrea McCloughen & Kim Foster, 2018. "Nursing and pharmacy students’ use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(13-14), pages 2699-2709, July.
    2. 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.
    3. Catherine E Houghton, 2014. "‘Newcomer adaptation’: a lens through which to understand how nursing students fit in with the real world of practice," Journal of Clinical Nursing, John Wiley & Sons, vol. 23(15-16), pages 2367-2375, August.
    Full references (including those not matched with items on IDEAS)

    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. Hugo, Lizemari & Botma, Yvonne, 2019. "Looking beneath the surface of a preceptor-training programme through a realist evaluation," Evaluation and Program Planning, Elsevier, vol. 73(C), pages 195-203.
    4. 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.
    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. 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.
    7. Le Thanh Thao & Pham Trut Thuy & Nguyen Anh Thi & Phuong Hoang Yen & Huynh Thi Anh Thu & Nguyen Huong Tra, 2023. "Impacts of Emotional Intelligence on Second Language Acquisition: English-Major Students’ Perspectives," SAGE Open, , vol. 13(4), pages 21582440231, November.
    8. 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.
    9. 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.
    10. Kiri Hunter & Catherine Cook, 2018. "Role‐modelling and the hidden curriculum: New graduate nurses’ professional socialisation," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(15-16), pages 3157-3170, August.
    11. Maria Jocelyn B. Natividad & Ibtehal I. Qazanli & Khalid A. Aljohani, 2020. "Lived Experiences of First Time Baccalaureate Nursing Students in the Clinical Practice," Global Journal of Health Science, Canadian Center of Science and Education, vol. 12(13), pages 1-86, 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:29:y:2020:i:13-14:p:2508-2520. 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.