Elcock, Karen, Curtis, Peter and Sharples, Kathryn (2007) Supernumerary status: an unrealised ideal. Nurse Education in Practice, 7(1), pp. 4-10. ISSN (print) 1471-5953Full text not available from this archive.
Supernumerary status, for pre-registration student nurses, should have fundamentally changed the way they learn in practice. Research suggests, however, that for many students the apprenticeship model still exists and that supernumerary status has created new challenges for learning in practice. Common themes found in the literature on supernumerary status are: confusion over the meaning of supernumerary status, the effect of supernumerary status on becoming part of the team, importance of the mentor, power relationships and operationalising supernumerary status. These themes are explored further with reference to the international literature and recommendations made as to how nurse education can respond to the challenges posed in order to ensure the quality of student learning in practice.
|Research Area:||Nursing and midwifery|
|Faculty, School or Research Centre:||Faculty of Health and Social Care Sciences|
|Depositing User:||Gemma Sansom|
|Date Deposited:||09 Jun 2011 13:27|
|Last Modified:||09 Jun 2011 13:27|
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