Revisiting task orientated care: Oral histories of former student nurses in Ireland (1960–2001)

The apprenticeship model of nurse training was in place in Ireland up to the end of the twentieth century. Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurs...

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Veröffentlicht in:Nurse education in practice 2018-03, Vol.29, p.48-52
Hauptverfasser: Fallon, Anne, Chiardha, Toni Uí, Meaney, Teresa, van der Putten, Deirdre, Brennan, Miriam, Chionna, Jackie Uí, Bradley, Stephen, McNicholas, Miriam, Smyth, Siobhan
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container_end_page 52
container_issue
container_start_page 48
container_title Nurse education in practice
container_volume 29
creator Fallon, Anne
Chiardha, Toni Uí
Meaney, Teresa
van der Putten, Deirdre
Brennan, Miriam
Chionna, Jackie Uí
Bradley, Stephen
McNicholas, Miriam
Smyth, Siobhan
description The apprenticeship model of nurse training was in place in Ireland up to the end of the twentieth century. Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurses' supernumerary status. Both approaches influence the status of the student; as a worker with task allocation and as a learner with supernumerary status. Oral history interviews were undertaken with twelve former student nurses (1960–2001) to explore their experiences of clinical learning and task allocation. Task allocation consisted of household tasks and tasks involving patient care. Students' experiences were influenced more by issues surrounding the task, particularly the 'task-person', than the task itself. Therefore, a learning environment that is inclusive, supportive and understanding of students' learning is recommended, regardless of the model of nurse training or education that might be in place. These findings can inform current debate on supernumerary status and task allocation for the student nurse within their clinical learning environment, but also on the history of nurse education in Ireland in the twentieth century. •Tasks consisted of household tasks and tasks involving patient care.•Student nurses learned the task by observing and imitating others.•Student nurses were aware the task had to be completed quickly and correctly.•Student nurses had coping strategies to deal with stresses surrounding the task.•The task-person influenced student nurses' experiences more than the task itself.
doi_str_mv 10.1016/j.nepr.2017.11.003
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Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurses' supernumerary status. Both approaches influence the status of the student; as a worker with task allocation and as a learner with supernumerary status. Oral history interviews were undertaken with twelve former student nurses (1960–2001) to explore their experiences of clinical learning and task allocation. Task allocation consisted of household tasks and tasks involving patient care. Students' experiences were influenced more by issues surrounding the task, particularly the 'task-person', than the task itself. Therefore, a learning environment that is inclusive, supportive and understanding of students' learning is recommended, regardless of the model of nurse training or education that might be in place. 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Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurses' supernumerary status. Both approaches influence the status of the student; as a worker with task allocation and as a learner with supernumerary status. Oral history interviews were undertaken with twelve former student nurses (1960–2001) to explore their experiences of clinical learning and task allocation. Task allocation consisted of household tasks and tasks involving patient care. Students' experiences were influenced more by issues surrounding the task, particularly the 'task-person', than the task itself. Therefore, a learning environment that is inclusive, supportive and understanding of students' learning is recommended, regardless of the model of nurse training or education that might be in place. 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subjects 20th century
Apprenticeship
Apprenticeships
Biographies
Clinical Competence
Clinical medicine
Clinical training
Community health care
Education
Educational Environment
History of medicine
History, 20th Century
History, 21st Century
Humans
Interviews as Topic
Ireland
Learning
Learning environment
Midwifery
Nurses
Nursing
Nursing care
Nursing Care - methods
Nursing Students
Oral history
Patients
Professional training
Religious orders
Student nurse
Students
Students, Nursing - history
Supernumerary status
Task allocation
Task Performance and Analysis
Workforce planning
title Revisiting task orientated care: Oral histories of former student nurses in Ireland (1960–2001)
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