Presenter: Chiedza Kudita
Parallel Session 3, 13:20-14:00pm
Background: In the UK, and internationally, emphasis has been made on the importance of public participation and engagement in all aspects of healthcare provision (Wallcraft, et al., 2003; NMC, 2010; Department of Health, 2005; Welsh Assembly Government, 2007). It is crucial that public involvement in nurse education should reflect this modernisation agenda. Therefore, it has now become obligatory for providers of health education to ensure that public members are included in all aspects of professional preparation of healthcare practitioners (Department of Health, 2000, 2001, 2003, 2005). However, despite this there is a dearth of evidence as to an understanding of student perceptions on user involvement within their professional education.
Study aims: This ongoing research aims to explore, describe and explain how pre-registration nursing students experience and perceive public involvement in all aspects of their education. This will be set within a theoretical framework, that of experiential learning theory.
Study design: The multiple methods study will be conducted in three phases guided by both the interpretive paradigm through interviewing participants using grounded theory (Glaser and Strauss, 1967) and the positivist paradigm through a survey questionnaire. The questionnaire will be constructed from, and grounded in data gathered from the interpretivism phases of this study.
Presentation: It is anticipated that this presentation will make theoretical sense of students’ perceptions of user involvement within their registration education. As such, a third year student will co-present describing their journey of having public involvement throughout their pre-registration education. This would emphasise the anticipated study’s contribution to experiential learning theory.
Significance for research and practice: It is envisaged that the findings from this study will inform pre-registration nurse education in the UK and beyond, and will contribute to the development of an original explanatory theoretical model inextricably grounded in data from each phase of the study.
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