Perceptions of clinical role modelling: an exploration of nursing students' experiential learning

Using the phenomenological method, the essence of role modelling emerged as a core theme which was linked to the students' clinical learning experiences and has implications for nursing education.

Abstract

The purpose of this study was to reveal the essence of role modelling in relation to learning in the clinical field from the nursing student's perspective. Twenty-one final year nursing undergraduates voluntarily and purposefully participated as informants in the study. Each participated in a face-to-face interview with a nurse researcher. In addition, a focus group interview session was conducted with seven of the participating students. Using the phenomenological method, the essence of role modelling emerged as a core theme which was linked to the students' clinical learning experiences. Multi-dimensional elements of learning that were contingent upon role modelling were categorised into five major themes: Expectations of self and others; Situational conditional factors; Situational anxiety--reality of fear/nervousness; Application of theoretical knowledge to practice; and, Experiential knowledge--an active learning process. The students' experiences of how role modelling impacted on their learning has implications for nursing education. It is necessary to acknowledge the variety of health carers, and in particular, the clinical nurse educator, who have consequential influences on student learning in the clinical field.