“Hearing students into speech”: A critical exploration of nursing students’ experiences of adversity
Introduction: Across the world, a paradigm shift in educational research and reform is calling for the inclusion of the student voice to enhance the utility and relevance of curriculum within higher education, yet within nursing education this practice is not systemic. This project collected self-reported adverse workplace events from seven nursing students across a 3-year undergraduate programme, explored the students’ perspectives on the lessons they learned and invited them to co-create curricula activities to prepare future nurses for workplace adversity.
Methods: Critical social theory was the theoretical foundation of the study. Data were collected through a process of individual, guided interviews, using a critical incident questioning framework. Critical discourse analysis was used for analysis.
Results: The two critical research processes—self-reflection and narrative reconstruction—used in the interviews elicited four key discourses in the data: conscientisation, liberation, agency and empowerment.
Conclusions: Participants’ exposure to critical research methods raised their awareness of the complexities of professional socialisation in hostile workplace cultures. It appears that critically-reflective processes may increase nursing students’ capacity to notice, critique and respond constructively to adversity. A major insight from the data is that a poorly constructed curriculum exacerbated students’ experiences of adversity. The new insights into how critical research design gave voice to students in the co-construction of curricula activities may help undergraduate educators to implement critically-based strategies in “preparation for practice” learning modules.
Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224.
Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.
Bovill, C. (2013). Students and staff co-creating curricula: A new trend or an old idea we never got around to implementing? In C. Rust (Ed.), Improving student learning through research and scholarship—20 years of ISL: Improving student learning (Vol. 20) (pp. 97–108). Oxford, England: Oxford Centre for Staff and Learning Development.
Bovill, C., Bulley, C. J., & Morss, K. (2011). Engaging and empowering first-year students through curriculum design: Perspectives from the literature. Teaching in Higher Education, 16(2), 197–209.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.
Carey, P. (2013). Students as co-producer in a marketised higher education system: A case study of students’ experience of participation in curriculum design. Innovations in Education and Teaching International, 50(3), 250–260.
Chesser-Smyth, P. A. (2005). The lived experiences of general student nurses on their first clinical placement: A phenomenological study. Nurse Education in Practice, 5(6), 320–327. doi:10.1016/j/nepr.2005.04.001
Coates, H. (2005). The value of student engagement for higher education quality assurance. Quality in Higher Education, 11(1), 25–36.
Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36(4), 359–390.
Cook-Sather, A. (2014). Multiplying perspectives and improving practice: What can happen when undergraduate students collaborate with college faculty to explore teaching and learning. Instructional Science, 42, 31–46. doi:10.1007/s11251-013-9292-3
Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey Bass.
Cranton, P. (2006). Understanding and promoting transformative learning a guide for educators of adults (2nd ed.). San Francisco, CA: Jossey Bass.
Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
Dwyer, P., & Hunter Revell, S. M. (2015). Preparing students for the emotional challenges of nursing: An integrative review. Journal of Nursing Education, 54(1), 7–12. doi:10.3928/01484834-20141224-06
Fairclough, N. (2010). Critical discourse analysis. The critical study of language (2nd ed.). Harlow, UK: Pearson Education.
Fraser, S. P., & Bosanquet, A. M. (2006). The curriculum? That’s just a unit outline, isn’t it? Studies in Higher education, 31(3), 269–284.
Freire, P. (1972). Pedagogy of the oppressed. London, England: Penguin.
Freire, P. (1973). Education for critical consciousness. New York, NY: Continuum.
Freire, P. (1976). Education: The practice of freedom. London, England: Writers and Readers Publishing Cooperative.
Frenk, J., Chen, L., Bhutta, A. A., Cohen, J., Crisp, N., Evans, T., . . . Serwadda, D. (2010). Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756),1923–1958. doi:10.1016/S0140-6736(10)61854-5
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford, England: Further Education Unit, Oxford Brookes University.
Giddens, J., Brady, D., Brown, P., Wright, M., Smith, D., & Arris, J. (2008) A new curriculum for a new era of nursing education. Nursing Education Perspectives, 29(4), 200–204.
Hamshire, C., Willgoss, T. G., & Wibberley, C. (2012). “The placement was probably the tipping point”: The narratives of recently discontinued students. Nurse Education in Practice, 12(4), 182–186. doi:10.1016/j.nepr.2011.11.004
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-student-partners-learning-and-teaching-higher-education.
Holmes, D., Rudge, T., Perron, A., & St-Pierre, I. (2012). (Re)thinking violence in health care settings. Abingdon, UK: Ashgate.
Hutchings, P., Huber, M. T., & Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass.
Jackson, D., Hutchinson, M., Everett, B., Mannix, J., Peters, K., Weaver, R., & Salamonson, Y. (2011). Struggling for legitimacy: Nursing students’ stories of organisational aggression, resilience and resistance. Nursing Inquiry, 18(2), 102–110.
Kain, D. L. (2004). Owning significance: The critical incident technique in research. In K. de Marrais & S. D. Lapan (Eds.), Foundations for research (pp. 69–85). Mahwah, NJ: Lawrence Erlbaum Associates.
Kelly, J., & Ahern, K. (2008). Preparing nurse for practice: A phenomenological study of the new graduate in Australia. Journal of Clinical Nursing, 18(6), 910–918.
Lambert, C. (2009). Pedagogies of participation in higher education: A case for research-based learning. Pedagogy, culture and society, 17(3), 295–309.
Leducq, M., Walsh, P., Hinsliff-Smith, K., & McGarry, J. (2012). A key transition for student nurses: The first placement experience. Nurse Education Today, 32(7), 779–781. doi:10.1016/j.nedt.2012.05.022
Leitch, R., Gardner, J., Mitchell, S., Lundy, L., Odena, O., Galanouli, D., & Clough, P. (2007). Consulting pupils in assessment for learning classrooms: The twists and turns of working with students as co-researchers. Educational Action Research, 15(3), 459–478.
Levett-Jones, T., & Lathlean, J. (2009). “Don’t rock the boat”: Nursing students’ experiences of conformity and compliance. Nurse Education Today, 29(3), 342–349. doi:10.1016/j.nedt.2008.10.009
Levett-Jones, T., Lathlean, J., Maguire, J., & McMillan, M. (2007). Belongingness: A critique of the concept and implications for nursing education. Nurse Education Today, 27(3), 210–218.
Levett-Jones, T., Pitt, V., Courtney-Pratt, H., Harbrow, G., & Rossiter, R. (2015). What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience? Nurse Education in Practice, 15, 304–309. doi:10.1016/j.nepr.2015.03.012
Moscaritolo, L. (2009). Interventional strategies to decrease nursing student anxiety in the clinical learning environment. Journal of Nursing Education, 48(1), 17–23. doi:10.3928/01484834-20090101-08
O’Donnell, H. (2011). Expectations and voluntary attrition in nursing students. Nurse Education in Practice, 11(1), 54–63. doi:10.1016/j.nepr.2010.08.002
Onore, C. S., & Cook, J. (1992). Negotiating the curriculum: Educating for the 21st century. London, England: Falmer Press.
Palmer, P. J. (1990). Good teaching. A matter of living the mystery. Retrieved from http://www.CourageRenewal.org
Pomerantz, N. (2006). Student engagement: A new paradigm for student affairs. The College Student Affairs Journal, 25(2), 176–185.
Rubin, B., & Silva, E. (2003). Critical voices in school reform: Students living through change. London, England: Routledge Falmer.
Sanderson, H., & Lea, J. (2012). Implementation of the clinical facilitators model within an Australian rural setting: The role of the clinical facilitator. Nurse Education in Practice, 12(6), 333–339. doi:10.1016/j/nepr.2012.04.001
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
Sharoff, L. (2008). Critique of the critical incident technique. Journal of Research in Nursing, 13(4), 301–309. doi:10.1177/1744987107081248
Sun, J. J., & Sun, H. L. (2011). Facing, accepting, growing and expecting: The practical experience of nursing students during their first clinical practice. The Journal of Nursing, 58(2), 49–56.
Ungar, M., & Liebenberg, L. (2011). Assessing resilience across cultures using mixed-methods: Construction of the child and youth resilience measure-28. Journal of Mixed Methods Research, 5(2), 126–149.
- There are currently no refbacks.