The social practice of learning a case study exploring pre-registration nursing students' practice learning experiences from multiple perspectives

An exploration of pre-registration nursing student practice learning experiences.Practice learning experiences are a central component of pre-registration nurse educationwhere student nurses spend 50% of their programme within the practice learningenvironment. The diversity of learning experiences offers student nurses the opportunity todevelop the knowledge and skills to deliver safe and effective care. The literature reviewedconfirmed that the student-mentor relationship is a fundamental aspect of effective practicelearning experiences. In particular, the relationships formed, and the support studentsreceived from their mentor was crucial. However, it is clear the practice learning environmentis complex, where supporting students’ learning is multifactorial, yet research exploring thepractice learning environment from multiple perspectives appears to be lacking.This professional doctorate research used a case study design guided by Yin’s (2018) approachto case study research. The participants included student nurses, mentors, liaison lecturers,practice education facilitators and a ward manager. Data was collected through focus groupsand interviews over a seven-month period from June 2019 until January 2020. Following theanalysis, the findings were compared to the literature to offer an understanding of how theysupported, refuted, or added to the existing knowledge.The findings identified two distinct yet interrelated themes. Theme one, teamwork makes thedream work, demonstrates how practice learning experiences are shaped by a wide range ofrelationships and social interactions centred around aspects of mutual support, collaborationand encouragement. Optimal practice learning environments were recognised as beinginclusive and supportive. Whilst the student-mentor relationship was recognised as beingcrucial to a positive learning experience, students considered the support of their fellow peersas being invaluable. Theme two, the emotional rollercoaster, provided further insight into thecomplexities of the practice learning environment, which was regarded as being intenselyemotional, where emotional ambivalence was often experienced.Recognising this complexity, this research recommends that preparation and routinedebriefing sessions are integrated within programmes of study where student nurses areadequately prepared and encouraged to critically reflect on their learning experiences.Furthermore, acknowledging the emotional demands on those supporting learning, peersupport networks and facilitated reflective sessions should be encouraged for practicesupervisors and practice assessors. Finally, this study recognised the value peers added to thestudent journey; therefore, alternative collaborative models of learning that embrace peerlearning and support should be considered.