Date of Award
Lorna de Witt
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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Long-Term Care (LTC) home recruitment challenges and nursing student disinterest in such clinical placements and careers, underscore this study’s urgent need. This qualitative focused ethnography explored preceptor, faculty advisor, and pre-graduate student beliefs, values, and practices contributing to positive LTC home clinical placements. Upon receiving research ethics board clearance, six participants were recruited through purposive sampling in southern Ontario. Using Spradley’s (1980) method, data were collected and analyzed from January-April, 2015 through: (a) 17 semi-structured interviews; (b) observation field notes; (c) journal entries and (d) document examination. Thematic analysis revealed implicit practices for realization of positive experiences: (a) intentional shaping, (b) getting familiar, (c) transitioning to independence, and (d) showcasing accomplishments. A valued relationship quality was a blend of personal and professional. Document use promoted valued placement preparation. The findings address a gerontological literature gap, providing initial insights about how positive experiences happened and what contributed to them.
Meloche, Marie Frances, "An Ethnographic Study of Pre-Graduate, Precepted Nursing Student Clinical Placements in Long-Term Care Homes" (2016). Electronic Theses and Dissertations. 5750.