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    Interpersonal relationships between registered nurses and student nurses in the clinical setting-A systematic integrative review

    Access Status
    Fulltext not available
    Authors
    Rebeiro, G.
    Edward, K.
    Chapman, Rose
    Evans, A.
    Date
    2015
    Type
    Journal Article
    
    Metadata
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    Citation
    Rebeiro, G. and Edward, K. and Chapman, R. and Evans, A. 2015. Interpersonal relationships between registered nurses and student nurses in the clinical setting-A systematic integrative review. Nurse Education Today.
    Source Title
    Nurse Education Today
    DOI
    10.1016/j.nedt.2015.06.012
    ISSN
    0260-6917
    School
    School of Physiotherapy and Exercise Science
    URI
    http://hdl.handle.net/20.500.11937/27883
    Collection
    • Curtin Research Publications
    Abstract

    Background: A significant proportion of undergraduate nursing education occurs in the clinical setting in the form of practising skills and competencies, and is a requirement of all nursing curriculum for registration to practice. Education in the clinical setting is facilitated by registered nurses, yet this interpersonal relationship has not been examined well. Objective: To investigate the experience of interpersonal relationships between registered nurses and student nurses in the clinical setting from the point of view of the registered nurse. Design: Integrative review. Review methods: The databases of MEDLINE, CINAHL and OVID were searched. Key words used included: Registered Nurse, Preceptor, Buddy Nurse, Clinical Teacher, Mentor, Student Nurse, Nursing Student, Interpersonal Relationships, Attitudes and Perceptions. Additional review of the literature was manually undertaken through university library textbooks. Results: 632 abstracts were returned after duplicates were removed. Twenty one articles were identified for full text read (quantitative n = 2, mixed n = 6, qualitative n = 14); of these, seven articles addressed the experience of interpersonal relationships between registered nurses and student nurses in the clinical setting from the point of view of the registered nurse and these were reviewed. Conclusions: Providing education for registered nurses to enable them to lead student education in the clinical setting communicates the organizational value of the role. Registered nurses identified being supported in having the time-to-teach were considered important in facilitation of the clinical teaching role.The integrative review did not provide evidence related to the impact diverse clinical settings can have on the relationships between registered nurses and student nurses revealing an area for further examination.

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