The role of belongingness in supervision


Specialised support for student nurses making the transition to graduate nurse can be crucial to successful and smooth adjust into the graduate role. Nash, Lemcke and Sacre (2009) discuss a study they undertook on preparedness for professional practice.  The outcomes of their study found that although preparedness did not differ significantly between the students who participated in the trial there were beneficial aspects that enhanced their experience.  These factors included belongingness to a team that understood their needs and could work constructively with them. Qualitative themes that emerged were growing in confidence and competence; experiencing the ‘real world’ of nursing practice; and becoming part of a team.

The authors  also held focus groups with registered nurses and industry representatives and found that two themes emerged.  These were stepping back and allowing students to take the lead in terms of delivery of patient care. Industry representatives indicated that an improved cultural and work readiness of students value-added for them, as well as enhanced outcomes for students, and made participation in a transition initiative worthwhile.

The implications of this study for professional experience facilitation or supervision of students is that it concurs other work that indicated that a sense belongingness is important for providing a safe framework for students to work within. I have previously blogged about the importance of orientation, welcoming and being prepared for students in the workplace.  Reducing anxiety and promoting belongingness will enhance learning and patient outcomes which as these authors indicated is a win-win for everyone on the team.

The School has developed an orientation day guide and orientation day student questionnaire If you have any tips or comments about belongingness you are welcome to post them here.

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