Implementing supernumerary learning in a pre‐registration diploma in nursing programme: an action research study
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TL;DR
A framework for implementing supernumerary learning in a preregistration Diploma in Nursing programme in an Irish hospital was developed, and the role of the supervisor in the clinical area at each level reflects the level of knowledge, skills and attitudes of individuals partaking in supern numerary learning.
Abstract
The purpose of this study was to develop a framework for implementing supernumerary learning in a preregistration Diploma in Nursing programme in an Irish hospital. Experiences of student nurses (n = 31), clinical nursing staff (n = 8) and nurse teachers (n = 4) were explored, regarding the introduction of supernumerary status in this programme. An action research approach, employing phenomenological methods for gathering and analysing the data, was used to carry out the study. A framework for implementing supernumerary learning in a Diploma in Nursing programme was developed, based on the study. This framework reflects the level of knowledge, skills and attitudes of individuals partaking in supernumerary learning, and the role of the supervisor in the clinical area at each level. Possible implications of the changing role of the student nurse for nursing practice for education, management and research are suggested.