Link lecturers' views on supporting student nurses who have a learning difficulty in clinical placement.

Journal article


King, L. (2018). Link lecturers' views on supporting student nurses who have a learning difficulty in clinical placement. British Journal of Nursing. 27 (8), pp. 141-145. https://doi.org/10.12968/bjon.2018.27.3.141
AuthorsKing, L.
Abstract

Background: literature that reports the experiences of facilitating reasonable adjustments for student nurses who have a learning difficulty (LD) in clinical placement from the viewpoint of link lecturers is limited and warrants further exploration. Research aim: to explore link lecturers' views on reasonable adjustments in clinical placement and whether they are confident with their own knowledge of the processes involved.

Methodology: data were collected using interviews with three link lecturers from three fields of nursing (adult, child and mental health). Audio-recorded interviews were transcribed, coded and thematically analysed.

Findings: three main themes were identified: student engagement, clarity of link lecturer role and external barriers.

Conclusion: findings demonstrate that link lecturers have some confidence with their own knowledge of the processes involved with supporting student nurses with an LD in clinical placement, but these processes are complex with many barriers preventing successful facilitation of available reasonable adjustments.

Year2018
JournalBritish Journal of Nursing
Journal citation27 (8), pp. 141-145
PublisherMark Allen Group
Digital Object Identifier (DOI)https://doi.org/10.12968/bjon.2018.27.3.141
Publication dates
Print07 Feb 2018
Publication process dates
Accepted01 Jan 2018
Deposited24 Aug 2021
Accepted author manuscript
License
File Access Level
Open
Additional information

This document is the Accepted Manuscript version of a Published Work that appeared in final form in British Journal of Nursing, copyright © MA Healthcare, after peer review and technical editing by the publisher. To access the final edited and published work see https://doi.org/10.12968/bjon.2018.27.3.141

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License: CC BY 4.0
File access level: Open

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