Learning to nurse throughlegitimate peripheral participation

摘要: Learning to nurse is identified as a complex interaction of affective, practical and cognitive factors. The nature quality the clinical learning environment recognized being influential in promoting integration them all. Students spend majority their time supernumerary capacity during placements are dependent upon mentor engage increasingly sophisticated professional activities. Such activities should challenge students' understanding promote development knowledge. In this longitudinal study, seven pre-registration nursing students were followed throughout experiences degree programme. Questions concerned with factors which influenced development. These pursued using documentary evidence supplied by students, observations regular focused interviews each placement. Findings demonstrated importance close facilitative relationship consequently enabled contributing Working alongside knowledgeable respected practitioner led develop an enthusiasm commitment that was unparalleled. As result, more likely interact other personnel working become successful autonomous learners. Promoting success sponsorship afforded mentors type practice engaged. This has implications for mentorship preparation well existing future generations nurses.