TY - JOUR
T1 - People, liminal spaces and experience
T2 - understanding recontextualisation of knowledge for newly qualified nurses
AU - Allan, Helen Therese
AU - Magnusson, Carin
AU - Horton, Khim
AU - Evans, Karen
AU - Ball, Elaine
AU - Curtis, Kathy
AU - Johnson, Martin
PY - 2015/2/27
Y1 - 2015/2/27
N2 - 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.
AB - 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.
KW - Nursing and midwifery
UR - https://www.ncbi.nlm.nih.gov/pubmed/25466793
U2 - 10.1016/j.nedt.2014.10.018
DO - 10.1016/j.nedt.2014.10.018
M3 - Article
C2 - 25466793
SN - 0260-6917
VL - 35
SP - 78
EP - 83
JO - Nurse Education Today
JF - Nurse Education Today
IS - 2
ER -