Student Perceptions about the Influence of a Perioperative Nursing Elective on Career Preferences
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Nola A. Schmidt
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Janet M. Brown
Abstract
It has been suggested that offering perioperative nursing courses will increase the number of nurses and new graduates who enter the perioperative area. There is little research to support that students’ career choices are influenced by immersion in perioperative content. The purpose of this qualitative study was to describe student perceptions of perioperative nursing as a career option following completion of an elective in perioperative nursing. Two focus groups were held involving students (N=19) who completed the course. One hour sessions were audio taped as students described their perceptions about perioperative nursing. Tapes were transcribed verbatim and analysed for themes. Four themes were identified: 1) opening their eyes: career advantages, 2) being captive: career disadvantages, 3) paradox unrecognized, and 4) I’ll be a better nurse. Although students were not persuaded to alter their primary employment intentions, they acknowledged the possibility of a future career in the perioperative area.
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©2016 by De Gruyter
Artikel in diesem Heft
- Frontmatter
- Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment
- The Introduction of “Safety Science” into an Undergraduate Nursing Programme at a Large University in the United Kingdom
- Low Back Pain in Student Nurses: Literature Review and Prospective Cohort Study
- Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency
- Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding
- Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland
- Student Perceptions about the Influence of a Perioperative Nursing Elective on Career Preferences
- Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom
- Nursing Students’ Perceptions of Anecdotal Notes as Formative Feedback
- Examining the Importance of Admissions Criteria in Predicting Nursing Program Success
- Health Advocacy Project: Evaluating the Benefits of Service Learning to Nursing Students and Low Income Individuals Involved in a Community-Based Mental Health Promotion Project
- Failing Clinical Practice & the Unsafe Student: A New Perspective
- Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories
- Review
- An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review
Artikel in diesem Heft
- Frontmatter
- Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment
- The Introduction of “Safety Science” into an Undergraduate Nursing Programme at a Large University in the United Kingdom
- Low Back Pain in Student Nurses: Literature Review and Prospective Cohort Study
- Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency
- Teaching and Learning Medication Calculations: A Grounded Theory of Conceptual Understanding
- Being Dementia Smart (BDS): A Dementia Nurse Education Journey in Scotland
- Student Perceptions about the Influence of a Perioperative Nursing Elective on Career Preferences
- Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom
- Nursing Students’ Perceptions of Anecdotal Notes as Formative Feedback
- Examining the Importance of Admissions Criteria in Predicting Nursing Program Success
- Health Advocacy Project: Evaluating the Benefits of Service Learning to Nursing Students and Low Income Individuals Involved in a Community-Based Mental Health Promotion Project
- Failing Clinical Practice & the Unsafe Student: A New Perspective
- Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter’s and Spreitzer’s Theories
- Review
- An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review
