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Tensions in learning professional identities – nursing students’ narratives and participation in practical skills during their clinical practice: an ethnographic study

Overview of attention for article published in BMC Nursing, August 2017
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141 Mendeley
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Title
Tensions in learning professional identities – nursing students’ narratives and participation in practical skills during their clinical practice: an ethnographic study
Published in
BMC Nursing, August 2017
DOI 10.1186/s12912-017-0238-y
Pubmed ID
Authors

Mona Ewertsson, Sangeeta Bagga-Gupta, Renée Allvin, Karin Blomberg

Abstract

Clinical practice is a pivotal part of nursing education. It provides students with the opportunity to put the knowledge and skills they have acquired from lectures into practice with real patients, under the guidance of registered nurses. Clinical experience is also essential for shaping the nursing students' identity as future professional nurses. There is a lack of knowledge and understanding of the ways in which students learn practical skills and apply knowledge within and across different contexts, i.e. how they apply clinical skills, learnt in the laboratory in university settings, in the clinical setting. The aim of this study was therefore to explore how nursing students describe, and use, their prior experiences related to practical skills during their clinical practice. An ethnographic case study design was used. Fieldwork included participant observations (82 h), informal conversations, and interviews (n = 7) that were conducted during nursing students' (n = 17) clinical practice at an emergency department at a university hospital in Sweden. The overarching theme identified was "Learning about professional identities with respect to situated power". This encompasses tensions in students' learning when they are socialized into practical skills in the nursing profession. This overarching theme consists of three sub-themes: "Embodied knowledge", "Divergent ways of assessing and evaluating knowledge" and "Balancing approaches". Nursing students do not automatically possess the ability to transfer knowledge from one setting to another; rather, their development is shaped by their experiences and interactions with others when they meet real patients. The study revealed different ways in which students navigated tensions related to power differentials. Reflecting on actions is a prerequisite for developing and learning practical skills and professional identities. This highlights the importance of both educators' and the preceptors' roles for socializing students in this process.

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The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 141 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 141 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 17 12%
Student > Bachelor 16 11%
Lecturer 11 8%
Student > Ph. D. Student 10 7%
Student > Doctoral Student 7 5%
Other 35 25%
Unknown 45 32%
Readers by discipline Count As %
Nursing and Health Professions 58 41%
Social Sciences 10 7%
Unspecified 6 4%
Medicine and Dentistry 6 4%
Business, Management and Accounting 2 1%
Other 6 4%
Unknown 53 38%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 14 August 2018.
All research outputs
#13,566,672
of 22,997,544 outputs
Outputs from BMC Nursing
#340
of 758 outputs
Outputs of similar age
#145,815
of 287,821 outputs
Outputs of similar age from BMC Nursing
#12
of 21 outputs
Altmetric has tracked 22,997,544 research outputs across all sources so far. This one is in the 39th percentile – i.e., 39% of other outputs scored the same or lower than it.
So far Altmetric has tracked 758 research outputs from this source. They typically receive a little more attention than average, with a mean Attention Score of 5.3. This one has gotten more attention than average, scoring higher than 52% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 287,821 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 47th percentile – i.e., 47% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 21 others from the same source and published within six weeks on either side of this one. This one is in the 38th percentile – i.e., 38% of its contemporaries scored the same or lower than it.