Professional Experience Placement

Felstead (2013) authored an article about the impact of role modelling on the development of professional practice by nursing students. In a the article Felstead (2013) discussed the term role model and how it is defined in nursing. Felstead (2013) discussed that clinical competence was more likely to be a focus of role modelling, than professionalism. He stated that senior staff role model to junior staff who then facilitated student development. He also discussed other role modelling in clinical practice settings. Felstead (2013) raises the issue of a partnership approach as a proportion of nursing education is undertaken away from the professional experience or clinical environment.

The author raises the notion of transition from the theoretical component of nursing degrees being more practice based at the conclusion of the course. This process is a move away from the engagement with faculty, to the work place, where students perceive the ‘real’ nursing takes place. This nexus, Felstead (2013) argues is why it is important that nursing role models need both practice and academic staff input, as the components of education and professional socialisation in the practice setting are required for nurses to be competent practitioners.

Felstead (2013) discusses the literature surrounding the merits of a single base placement or multiple exposures for students. He raises the idea about reinforcement of behaviour or providing opportunities to build patterns of behaviour based on a variety of practice environments and personnel.  The author argues that students may base their behaviour on anyone they come in contact with!  Role modelling is a powerful educational tool that can be used to teach behaviour required in the practice setting. It is part of the hidden curriculum or unintentional learning. Felstead (2013) concludes by stating that academic staff can guide and encourage students to critically analyse different role models in practice to develop their own professional identity. He also suggests that mentors are useful to enable integration of the development of the professional identity of students.

The issues raised in this paper have implications for clinical supervisors for a range of reasons. These include mentors spending more time with students providing them with opportunities to copy or emulate their supervisor’s behaviour. Additionally, students may benchmark themselves against their mentor as part of the development of their professional identity. Students will also gain an awareness of the values and preferences of their clinical supervisor which they may internalise as part of their own professional framework. Therefore clinical supervisors hold a position where they can empower and influence the students under their supervision.

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