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    Exploring commitment, professional identity, and support for student nurses

    Clements, A.J. and Kinman, G. and Leggetter, S. and Teoh, Kevin and Guppy, A. (2016) Exploring commitment, professional identity, and support for student nurses. Nurse Education in Practice 16 (1), pp. 20-26. ISSN 1471-5953.

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    Abstract

    Problems with the recruitment and retention of nurses globally mean that insight into the factors that might increase retention in qualified staff and students is crucial. Despite clear links between work commitment and retention, there is little research exploring commitment in student nurses and midwives. This paper reports the findings of a qualitative study designed to provide insight into commitment using semi-structured interviews conducted with nine pre-registration students and a qualitative survey completed by 171 pre-registration students. Thematic analysis of the data emphasised the impact of placement experiences on commitment via interpersonal relationships. Students typically emphasised their professional identity as the basis for commitment, although many participants also highlighted a lack of acceptance by qualified practitioners, which reduced it. There was evidence that suggested that practitioner workload may impact the student experience due to challenges in making sufficient time to provide support. Implications for retention strategies are discussed.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): Commitment, Psychological models, Professional-student relations, Qualitative studies
    School: Birkbeck Schools and Departments > School of Business, Economics & Informatics > Organizational Psychology
    Depositing User: Administrator
    Date Deposited: 24 Jun 2015 11:49
    Last Modified: 02 Mar 2016 14:26
    URI: http://eprints.bbk.ac.uk/id/eprint/12344

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