A qualitative exploration of undergraduate nursing students' experience of emotional safety for learning during their clinical practice.
Clinical practice
Education
Emotional safety
Experiential learning
Knowledge context
Undergraduate nurse
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
Feb 2023
Feb 2023
Historique:
received:
03
08
2022
revised:
22
11
2022
accepted:
27
11
2022
pubmed:
6
12
2022
medline:
28
1
2023
entrez:
5
12
2022
Statut:
ppublish
Résumé
During their clinical practice, nursing students learn to manage patient safety through their experiences, emotions, and interpersonal relationships. To explore contextual and mechanistic factors that facilitate a sense of emotional safety for learning in nursing students, particularly regarding patient safety events experienced during their placements. A descriptive qualitative study using narratives and thematic analysis. A university in Northern Italy. Undergraduate nursing students recruited through purposive sampling. Twenty cases relevant to the present study were selected from the "Sharing LearnIng from Practice for Patient Safety" (SLIPPS) project database containing 100 narratives collected using the patient safety learning Event Recording Tool. The data were analysed using thematic analysis according to Braun & Clarke's methodology. The themes that emerged from the thematic analysis were rearranged in Context-Mechanism-Outcomes. Students identified clinical practice experiences as important occasions for their personal and professional development. Emotional safety and tutoring were the elements that effectively "govern" the students' learning and development process. Emotional safety is key for nursing students because it enables them to constructively overcome any relational and emotional tensions that may develop during their clinical placements.
Sections du résumé
BACKGROUND
BACKGROUND
During their clinical practice, nursing students learn to manage patient safety through their experiences, emotions, and interpersonal relationships.
OBJECTIVES
OBJECTIVE
To explore contextual and mechanistic factors that facilitate a sense of emotional safety for learning in nursing students, particularly regarding patient safety events experienced during their placements.
DESIGN
METHODS
A descriptive qualitative study using narratives and thematic analysis.
SETTINGS
METHODS
A university in Northern Italy.
PARTICIPANTS
METHODS
Undergraduate nursing students recruited through purposive sampling.
METHODS
METHODS
Twenty cases relevant to the present study were selected from the "Sharing LearnIng from Practice for Patient Safety" (SLIPPS) project database containing 100 narratives collected using the patient safety learning Event Recording Tool. The data were analysed using thematic analysis according to Braun & Clarke's methodology. The themes that emerged from the thematic analysis were rearranged in Context-Mechanism-Outcomes.
RESULTS
RESULTS
Students identified clinical practice experiences as important occasions for their personal and professional development. Emotional safety and tutoring were the elements that effectively "govern" the students' learning and development process.
CONCLUSIONS
CONCLUSIONS
Emotional safety is key for nursing students because it enables them to constructively overcome any relational and emotional tensions that may develop during their clinical placements.
Identifiants
pubmed: 36470040
pii: S0260-6917(22)00410-5
doi: 10.1016/j.nedt.2022.105673
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
105673Commentaires et corrections
Type : ErratumIn
Informations de copyright
Copyright © 2022 The Authors. Published by Elsevier Ltd.. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of competing interest The authors have no conflict of interest to declare.