Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
Extended Abstract
Background:
Today many students have dual roles of learner and worker, this
phenomenon has increased due to changes in government funding
and changes in socio-demographic background of students resulting
in an increase in the proportion of mature aged students.
Consequently in the United Kingdom, it is estimated that over 1
million students are working on a part-time basis during term in the
UK (Labour Force Survey 2000). Within nursing, it is estimated that
73% of student nurses in Scotland work part time to supplement
their income (RCN 2003). Part-time work for a student can lead to
both negative and positive outcomes. For example, failures in
academic achievement, reduced well-being and stress, financial
incentives, work experience as well as improving future
employability have all been cited (Ferguson & Cerinus 1996; Lee et
al 1999; Curtis & Shani 2002; Neil et al 2004). Evidence suggests
that many nursing students are employed as health care assistants
(HCA) while in nurse training (Seccombe et al 1995; English
National Board 1996; Ferguson & Cerinus 1996; Garrity 1997; Lee
et al 1999). However, operating dual roles of student and HCA
raises a number of professional issues, particularly with respect the
influence this has on their learning and professional development.
A review of the literature revealed limited research in the nursing
literature in this area.
Aim of the study:
This paper describes part of a large study funded by the Burdett
Trust investigating the influence of the healthcare assistant role on
students' clinical learning. The paper outlines how part-time
working as a HCA affects the professional development of student
nurses.
Methodology including research design and sampling:
For the purpose of this study a mixed method multi-strand
sequential transformative research design was adopted (Tashakkori
& Teddlie 2003). In total 45 pre-registration nursing students, from
first, second and third year, participated in four focus groups
(n=32) and individual interviews (n=13). With permission, all
qualitative data were recorded and transcribed. The transcripts
were subject to content analysis, employing Miles & Humberman
(1994) guidelines.
Quantitative data were collected by means of a class-room based
questionnaire. Pre-registration nursing students numbered 722
when the study was being undertaken. A pilot study was
undertaken with 10% of this sample (n=72) and the questionnaire
revised accordingly. In total 650 pre-registration students were sent
- 398 -