7 - Maree Bauld

Title

Professional Placement: Prep for PEP

Author(s)

Maree Bauld*, School of Health Sciences, Faculty of Health
Annette Saunders*, School of Health Sciences, Faculty of Health
John Cooper*, School of Health Sciences, Faculty of Health
Danielle Williams*, School of Health Sciences, Faculty of Health

Subtheme

Work Integrated Learning

Presentation Type

World Café

Room

Lecture Theatre

Time

14.20-15.20

Abstract

Pre Professional Experience Placement (PEP) preparation activities better help students understand how to navigate their own learning needs within PEP environment, thus contributing to quality and fulfilling PEP experience overall. Prep for PEP Workshops were developed and delivered to first year nursing students on three sites, Launceston, Hobart and Sydney. Whilst these type of activities had been recognised as valuable and delivered in various forms previously on individual sites this year the team collaborated to provide a structured and reciprocal session for all students. The collaboration involved Academics and Student Advisers for each campus.
These teaching and learning sessions were scheduled across all campuses in non-timetabled time, so students could attend on a voluntary basis. Two hundred students (one third of the first year cohort) discussed what they were most and least looking forward to, which yielded insights into the commonly held fears and feelings. Students indicated that they were most looking forward to the opportunity to put theory into action and meet new people, as well as confirming their chosen career path. In contrast, students also expressed their apprehension about making mistakes, working with negative preceptors and the uncertainty of what PEP entailed. This activity provided us with the opportunity to engage in dialogue with students, as well as then also sharing some of the points raised within the broader Mylo environment.
Finally, common scenarios were presented which closely aligned to the themes articulated by students. Students were engaged in small group discussion to explore strategies which could be implemented to manage these situations. Including scope of practice and developing professional relationships, feedback and developing the professional self and how to demonstrate knowledge.
References
Grealish, L. & Ranse, K. 2009. An exploratory study of first year nursing students' learning in the clinical workplace. Contemporary nurse, 33, 80-92.
McCabe, C. & Timms, F. 2003. Teaching assertiveness to undergraduate nursing students. Nurse education in practice, p.Newspaper Article.
McGarry, J., Aubeeluck, J., Simpson, A. & Williams, C. 2009. Nursing student’s experiences of care. Nursing Older People, 21, 17-22.
White, J. 1999. The impact of clinical experiences during pre-registration diploma in nursing courses on initial career choice. Journal of nursing management, 7, 157.

Resource

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