9.2.1 Be prepared! Student nurses' views on an effective curriculum (378)

Veronica Wilbourn, School of Human and Health Sciences, University of Huddersfield, Huddersfield, United Kingdom Co authors: Janet Hargreaves & Barbara Wood

Abstract:

Background:

Higher Education Institutions prepare nurses for good practice in today’s complex clinical environment but there is limited published work describing student nurses’ views on how prepared they feel.

Aim:

The aim of the study was to explore the views of student nurses on the effectiveness of their curriculum to prepare them for practice at the point of registration. The study examined specifically what aspects of the curriculum were significant for student nurses in preparation for practice; which methods of assessment they identified as effective in aiding learning, personal growth and preparation to nurse; and what changes in the curriculum they thought would be helpful.

Method:

Four focus groups were held with nursing students in their final placement prior to qualification, one per branch (Mental Health, Adult, Child, Learning Disability) with a range of four to ten participants. The results were treated confidentially, anonymised, transcribed and analysed. Ethical Approval Ethical approval was gained from the Research Ethics Committee and participants gave their written consent.

Results:

Interestingly, whilst the findings supported the very real significance of practice, and of good mentorship, other themes of relevance to curriculum design and delivery emerged. Assessment tasks could act to enhance or diminish their self confidence as could the structure of the curriculum. Participants were insightful and creative in their suggestions for the development of a more inclusive and practice oriented curriculum.

Limitations:

The participants were self-selected and not wholly representative, for example some negativity about the course was related to anxiety about getting jobs.

Conclusion:

The presentation will discuss key messages and recommendations derived from the data. These include providing consistent organisation, improving placement quality, and making assessments relevant. Follow up, post registration interviews are planned with a selection of participants, initial analysis of this further investigation will also be presented.

Biography:

Janet Hargreaves is Associate Dean - Learning and Teaching. She completed her Dr Education in 2006 which took an interpretative approach to exploring the relationship between nursing education and practice. She also has a scholarly interest in healthcare ethics and reflective practice. She teaches across all academic levels and is involved in all other aspects of the academic calendar, including curriculum development, assessment and moderation. Janet is particularly interested in the practice focus in professional education and she has an external examiner role for a postgraduate programme in professional Practice for the University of Worcester. Janet is a trained reviewer and a member of the National Quality Assurance Stakeholder Development Group chaired for the Department of Health by Skills for Health.