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King, Liz
(2024).
Abstract
Background: In the United Kingdom, pre-registration nursing students (Trainee Nursing Associates and student nurses) include those with a disability or impairment who can require extra learning support to maximise their achievement of clinical proficiencies i.e. reasonable adjustments. At The Open University, Practice Tutors support nursing students in clinical placement which includes overseeing the facilitation of any reasonable adjustments for practice-based learning. It was proposed that, similarly to previously research reporting on other relevant stakeholders, Practice Tutors could feel unprepared in supporting these students.
Method: Utilising a qualitative approach with a broad interpretivist paradigm, data was collected from three focus groups involving ten nursing Practice Tutors. Audio data was transcribed and analysed using ‘complete coding’ followed by thematic analysis.
Findings: Three main themes were identified as ‘it’s complex’, ‘impact of engagement’ and ‘a cohesive approach’ along with associated sub-themes.
Conclusion: Despite the obvious interest in helping their nursing students who require reasonable adjustments for clinical placement, Practice Tutors can be hindered by existing barriers. The complexity of the Practice Tutor role and student issues can further compound this situation. To help improve these current difficulties, consistency in Practice Tutor training and induction is recommended as well as regular access to peer support.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
