RN as gatekeeper: gatekeeping as monitoring and supervision

Brammer, Jillian D. (2008) RN as gatekeeper: gatekeeping as monitoring and supervision. Journal of Clinical Nursing, 17 (14). pp. 1868-1876. ISSN 0962-1067


Aims and objectives. To understand the variation of ways that students understand the informal or buddy registered nurse role during facilitated clinical experience, and to identify the relationship between student learning and student understanding and experience of the registered nurse role during clinical experience.
Background. Student clinical experience is an essential aspect of all undergraduate nursing programs. Students expect registered nurses to supervise and support them and to provide learning experiences during clinical placement. Both positive and negative experiences have been reported in the research literature. The quality of the relationship between the registered nurse and the student directly affects the learning outcome for students.
Design. Qualitative research using a phenomenographic approach.
Methods. Semi-structured individual interviews with 24 students from all three years of an undergraduate nursing program at a metropolitan university in Brisbane, Queensland, Australia, who voluntarily participated in this study. Interviews were conducted at the completion of a recent clinical experience.
Results. While adequate monitoring and supervision is an expectation of students, there is a wide variation in the way registered nurses appear to understand this aspect of student learning. In the category of description, 'registered nurse as gatekeeper: gatekeeping as monitoring and supervision', student conceptions were identified as: registered nurse awareness, registered nurse vigilance, promoting learning/developing learning and growing (as) students. Students identified their experiences and the strategies they used when monitoring and supervision were lacking or limited.
Conclusions. The findings of this study illuminate the need for recognition of the complexity of the informal registered nurse role with students and highlight the areas that should be addressed to promote quality student learning experiences.
Relevance to clinical practice. Registered nurses need adequate preparation for their informal role to support and supervise undergraduate students in clinical placement to ensure the safe development of student competence and confidence for their graduate registered nurse role.

Statistics for USQ ePrint 26037
Statistics for this ePrint Item
Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2008 The Author. Permanent restricted access to published version due to publisher copyright policy.
Faculty/School / Institute/Centre: Historic - Faculty of Sciences - Department of Nursing (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Sciences - Department of Nursing (Up to 30 Jun 2013)
Date Deposited: 25 Sep 2014 04:46
Last Modified: 10 Mar 2015 00:07
Uncontrolled Keywords: clinical placement experience; nurses; nursing; nursing student; phenomenography; registered nurse
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130209 Medicine, Nursing and Health Curriculum and Pedagogy
11 Medical and Health Sciences > 1110 Nursing > 111099 Nursing not elsewhere classified
15 Commerce, Management, Tourism and Services > 1503 Business and Management > 150305 Human Resources Management
Socio-Economic Objectives (2008): E Expanding Knowledge > 97 Expanding Knowledge > 970111 Expanding Knowledge in the Medical and Health Sciences
Identification Number or DOI: https://doi.org/10.1111/j.1365-2702.2008.02376.x
URI: http://eprints.usq.edu.au/id/eprint/26037

Actions (login required)

View Item Archive Repository Staff Only