New approaches to providing practice placements in the pre-registration nursing programmes: The development, implementation and evaluation of a ‘hub and spoke’ model

Citation

Roxburgh M & Bradley P (2010) New approaches to providing practice placements in the pre-registration nursing programmes: The development, implementation and evaluation of a ‘hub and spoke’ model. NET2010: 21st International Networking Education in Healthcare Conference, Cambridge, 07.09.2010-09.09.2010. http://www.jillrogersassociates.co.uk/images/stories/NET_conf_pdfs/PhotosNET2010/NET2010_Abstracts_booklet.pdf

Abstract
Currently students spend 50% of their programme in the environment of the NHS, in both hospital and community settings, other health and social care organisations such as nursing homes, or non-healthcare organisations and the prison service. Lauder et al. (2008) in their large scale evaluation of fitness for practice programmes in Scotland noted that this experience is planned and managed in a variety of different ways according to both programme specification and placement allocation. Lauder et al. (2008) further identified that whilst it is apparent that student nurses, in their various branch programmes will be prepared for their practice experience through the same theoretical curriculum in each university, it is not the same situation with regards to their clinical curriculum. The literature refers to the significance of this ‘being in practice' as part of the socialisation process of becoming a nurse or midwife (Melia, 1987; Levett-Jones and Lathlean, 2007) and that students acknowledge the importance of ‘fitting in' to the environment in which they are allocated as significant to their actual experience and their success in becoming a qualified nurse (May and Veitch, 1998). Furthermore a study by Last and Fullbrook (2003) found that the qualities of placements as well as the poor support received from some mentors and tutors, together with not being supernumerary and not being valued, were contributing factors to students leaving nursing and midwifery. Placement experiences also formed the basis of a study by Andrews et al. (2005), in which it was concluded that ‘...in particular the absence or presence of a supportive and positive learning environment, are seminal for many students in shaping their first destination employment decisions' and also that ‘...experiences of one ward can impact upon the perception of the entire institution and consequently the decision to apply for work there‘.