People, liminal spaces and experience: Understanding recontextualisation of knowledge for newly qualified nurses

Authors: Allan, H.T., Magnusson, C., Horton, K., Evans, K., Ball, E., Curtis, K. and Johnson, M.

Journal: Nurse Education Today

Volume: 35

Issue: 2

Pages: e78-e83

eISSN: 1532-2793

ISSN: 0260-6917

DOI: 10.1016/j.nedt.2014.10.018

Abstract:

Background: Little is known about how newly qualified nurses delegate to health care assistants when delivering bedside care. Aim: To explore newly qualified nurses' experiences of delegating to, and supervising, health care assistants. Design: Ethnographic case studies. Settings: In-patient wards in three English National Health Service (NHS) acute hospitals. Participants: 33 newly qualified nurses were observed, 10 health care assistants and 12 ward managers. Methods: Participant observation and in-depth interviews. Findings: We suggest that newly qualified nurses learn to delegate to, and supervise, health care assistants through re-working ('recontextualising') knowledge; and that this process occurs within a transitional ('liminal') space. Conclusions: Conceptualising learning in this way allows an understanding of the shift from student to newly qualified nurse and the associated interaction of people, space and experience. Using ethnographic case studies allows the experiences of those undergoing these transitions to be vocalised by the key people involved.

Source: Scopus

People, liminal spaces and experience: understanding recontextualisation of knowledge for newly qualified nurses.

Authors: Allan, H.T., Magnusson, C., Horton, K., Evans, K., Ball, E., Curtis, K. and Johnson, M.

Journal: Nurse Educ Today

Volume: 35

Issue: 2

Pages: e78-e83

eISSN: 1532-2793

DOI: 10.1016/j.nedt.2014.10.018

Abstract:

BACKGROUND: Little is known about how newly qualified nurses delegate to health care assistants when delivering bedside care. AIM: To explore newly qualified nurses' experiences of delegating to, and supervising, health care assistants. DESIGN: Ethnographic case studies. SETTINGS: In-patient wards in three English National Health Service (NHS) acute hospitals. PARTICIPANTS: 33 newly qualified nurses were observed, 10 health care assistants and 12 ward managers. METHODS: Participant observation and in-depth interviews. FINDINGS: We suggest that newly qualified nurses learn to delegate to, and supervise, health care assistants through re-working (`recontextualising') knowledge; and that this process occurs within a transitional (`liminal') space. CONCLUSIONS: Conceptualising learning in this way allows an understanding of the shift from student to newly qualified nurse and the associated interaction of people, space and experience. Using ethnographic case studies allows the experiences of those undergoing these transitions to be vocalised by the key people involved.

Source: PubMed

People, liminal spaces and experience: understanding recontextualisation of knowledge for newly qualified nurses.

Authors: Allan, H.T., Magnusson, C., Horton, K., Evans, K., Ball, E., Curtis, K. and Johnson, M.

Journal: Nurse education today

Volume: 35

Issue: 2

Pages: e78-e83

eISSN: 1532-2793

ISSN: 0260-6917

DOI: 10.1016/j.nedt.2014.10.018

Abstract:

Background

Little is known about how newly qualified nurses delegate to health care assistants when delivering bedside care.

Aim

To explore newly qualified nurses' experiences of delegating to, and supervising, health care assistants.

Design

Ethnographic case studies.

Settings

In-patient wards in three English National Health Service (NHS) acute hospitals.

Participants

33 newly qualified nurses were observed, 10 health care assistants and 12 ward managers.

Methods

Participant observation and in-depth interviews.

Findings

We suggest that newly qualified nurses learn to delegate to, and supervise, health care assistants through re-working (`recontextualising') knowledge; and that this process occurs within a transitional (`liminal') space.

Conclusions

Conceptualising learning in this way allows an understanding of the shift from student to newly qualified nurse and the associated interaction of people, space and experience. Using ethnographic case studies allows the experiences of those undergoing these transitions to be vocalised by the key people involved.

Source: Europe PubMed Central