Faculty Publications
Document Type
Article
Publication Date
1-1-2011
Publication Title
Qualitative Health Research
Volume
21
Issue Number
1
First Page
51
Last Page
61
DOI
10.1177/1049732310378654
Disciplines
Nursing
Abstract
The purpose of this qualitative research study was to describe how students in an accelerated master’s degree entry program experientially learned the practice of nursing. One research question examined in this study was: What formative experiences did students identify as helping them develop and differentiate their clinical practice? Data from clinical observations and a combination of small group and individual interviews were collected and analyzed using interpretive phenomenological methods. Students identified formative skills learned through the independent care of a patient as pivotal in their identity and agency development. By experiencing the responsibility and action from within the body and from within concrete situations, students developed a new understanding that changed their embodied ways of perceiving and orienting to the situation, as well as their skills and sense of agency.
Recommended Citation
Susan McNiesh, P. Benner, and C. Chesla. "Learning formative skills of nursing practice in an accelerated program" Qualitative Health Research (2011): 51-61. https://doi.org/10.1177/1049732310378654
Comments
Copyright © 2011 SAGE Publications. The published version of the article may be found online at: http://dx.doi.org/10.1177/1049732310378654.