Learning experiences of seconded pre-registration nursing students
Debbie Roberts Lecturer in adult nursing, School of Nursing, University of Salford, Salford
Aim To explore the academic learning experiences of seconded students in a pre-registration adult nursing programme.
Method Academic learning experiences were examined using a self-report questionnaire which was distributed to 29 students. Twenty seven responses were received and were assessed in terms of: peer support; shared knowledge, life experiences and levels of understanding; motivation; and peer learning.
Findings Seconded students perceived a variety of benefits from being part of a discrete group organised specifically for them. They valued the support of peers, and shared existing knowledge and skills to help each other to learn.
Conclusion Seconded students may benefit from being taught in segregated groups. The students developed a strong learner identity and had different needs to their non-seconded peers. More work is required to explore the specific learning needs of seconded students, particularly during the common foundation element of the programme.
20, 36, 41-45.
This article has been subject to double blind peer review
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