Professional Experience Placement

An article by Condon (2012) explores the existence of presence using the technological formats in nursing. Condon uses Parse’s notion of true presence or ‘being with’ (1998 cited in Condon 2012) to demonstrate the development of this ‘essential’  element in nursing and critiques its use in each of the technologies described.

She discusses the use of high fidelity patient simulation and she acknowledges the potential benefits that have been elucidated. She identifies that participants cannot be present with the mannikin which may be problematic for gaining experience with nurse-person encounters. It is therefore important when planning any high fidelity experiences that the learning outcomes to be achieved are clear.

Condon (2012)  Reviews virtual reality and once again identifies that this technology lacks the capacity at this stage for participants to be present with others. She does indicate the usefulness of this methodology for providing a safe learning environment for preparing students for situations that may be dangerous.

Clickers are discussed. These are a personal response system used in a learning and teaching situation. It enables passive learners to engage by interacting as a group. Condon (2012) argues that there is physical presence, however, the anonymity decreases the engagement.

Distance education is also discussed by this author.  She mentions the lack of presence depending on how the course is structured. Condon (2012) also includes the use of virtual environments in her discussion. She acknowledges there is some presence even though there is no physical presence.

Each of these technologies can be discussed in relation to place presence, co-presence, social presence, technological presence and true presence (1998 cited in Condon 2012).  The author also mentions the value of silent immersion and lingering presence that can be afforded by several of these technological formats.

There is a need for clinical supervisors to be aware of the different types of presence that students may have been exposed to during their learning and teaching experience. Some students that have experience in simulated patient modalities may have developed their nursing skills, and they may need to focus on their communication when on placement. Others may have gained knowledge, but had little opportunity to practice social or true presence with patients or clients.  It is the role of the clinical supervisor to guide and facilitate students in the development of true presence when undertaking professional experience.

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