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Practice tutors' readiness to support nursing students who require reasonable adjustments for clinical placement.

Background: Preregistration nursing students (trainee nursing associates and student nurses) may have a disability or impairment that requires reasonable adjustments while they are on clinical placement. At The Open University, practice tutors support nursing students on clinical placement, which in...

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Published in:British Journal of Nursing Vol. 33; no. 4; pp. 200 - 205
Main Author: King, Liz
Format: research Journal Article
Published: Mark Allen Holdings Limited 2/22/2024
Online Access:View this record in EBSCOhost
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      dt: 2/22/2024
      vid: 33
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      pub: Mark Allen Holdings Limited
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        10.12968/bjon.2024.33.4.200
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        atl: Practice tutors' readiness to support nursing students who require reasonable adjustments for clinical placement.
      aug:
        au: King, Liz
        affil: Lecturer in children and young people's nursing, The Open University, Walton Hall, Milton Keynes
      sug:
        subj:
          Students, Nursing
          Clinical Competence Education
          Remedial Teaching
          Professional Role
          Human
          Qualitative Studies
          Focus Groups
          Thematic Analysis
          Learning Methods
          Peer Group
          Support, Social
          Colleges and Universities
          Semi-Structured Interview
          Empowerment
          Professional Development
          Professional Knowledge
      ab: Background: Preregistration nursing students (trainee nursing associates and student nurses) may have a disability or impairment that requires reasonable adjustments while they are on clinical placement. At The Open University, practice tutors support nursing students on clinical placement, which includes overseeing the facilitation of any such reasonable adjustments. However, they may not feel prepared to provide this support. Method: A qualitative approach with a broad interpretivist paradigm was adopted. Data were collected from three focus groups that included a total of 10 nursing practice tutors. Audio data were transcribed and analysed using complete coding followed by thematic analysis. Findings: Three main themes were identified – it's complex; impact of engagement; and a cohesive approach – along with associated subthemes. Conclusion: Despite their clear interest in helping nursing students who require reasonable adjustments for practice-based learning, practice tutors can be hindered by barriers resulting from a lack of both training and guidelines. The complexity of the practice tutor role and student issues can compound this. Consistency in practice tutor training is recommended, as well as regular access to peer support to address these difficulties and develop the skills and knowledge.
      pubtype: Academic Journal
      doctype:
        research
        Journal Article
      ougenre: Article
    language: English
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