“Loving nursing” and “taking responsibility”

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dc.contributor.author Clinton, Michael
dc.contributor.author Ezzeddine, Sawsan
dc.contributor.author Doumit, Myrna
dc.contributor.author Rizk, Ursula
dc.contributor.author Madi, Murielle
dc.date.accessioned 2019-10-04T07:48:36Z
dc.date.available 2019-10-04T07:48:36Z
dc.date.copyright 2018 en_US
dc.date.issued 2019-10-04
dc.identifier.issn 2158-2440 en_US
dc.identifier.uri http://hdl.handle.net/10725/11370
dc.description.abstract Transitioning to practice is challenging for baccalaureate nursing students. In baccalaureate nursing programs, the process typically begins in the junior year. A Successful transition depends on how well students apply their developing knowledge during clinical placements. A cross-sectional, multisite, qualitative study was conducted at four universities in Greater Beirut, Lebanon. In total, 35 junior baccalaureate students participated in audio-recorded focus group discussions. Thematic analysis was used to analyze the data. Three themes were sufficient to summarize the students experiences: “being unprepared,” “learning unexpected lessons,” and “taking responsibility.” Three subthemes, revising expectations, discovering divergence, and self-monitoring, were used to clarify the unexpected lessons students learned during clinical placements and how students responded. “Loving nursing and protecting yourself,” making the most of every day, and doubting future readiness were subthemes within the “taking responsibility” theme. Students troubled by nursing practices that diverged from their expectations monitored themselves to avoid falling into poor practices and kept track of the nursing procedures they performed. Only by taking responsibility for their learning, could students develop the competencies they will need as registered nurses. Faculty, clinical instructors, hospital administrators, nurse managers, and registered nurses need to do more to support students to take control of their learning. en_US
dc.language.iso en en_US
dc.title “Loving nursing” and “taking responsibility” en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle strategies for transitioning to practice in Lebanon en_US
dc.author.school SON en_US
dc.author.idnumber 201005174 en_US
dc.author.department N/A en_US
dc.description.embargo N/A en_US
dc.relation.journal Sage Open en_US
dc.journal.volume 8 en_US
dc.journal.issue 4 en_US
dc.keywords Nursing en_US
dc.keywords Behavioral sciences en_US
dc.keywords Nursing students en_US
dc.keywords Clinical nursing education en_US
dc.keywords Thematic analysis en_US
dc.keywords Transition to practice en_US
dc.identifier.doi https://doi.org/10.1177/2158244018820376 en_US
dc.identifier.ctation Clinton, M., Ezzeddine, S., Doumit, M., Rizk, U., & Madi, M. (2018). “Loving Nursing” and “Taking Responsibility”: Strategies for Transitioning to Practice in Lebanon. SAGE Open, 8(4), 2158244018820376. en_US
dc.author.email myrna.doumit@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://journals.sagepub.com/doi/full/10.1177/2158244018820376 en_US
dc.author.affiliation Lebanese American University en_US

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