An exploration of the perceptions of student nurses on their developing sense of professional autonomy

Rouse, Joanne (2024). An exploration of the perceptions of student nurses on their developing sense of professional autonomy. University of Birmingham. Ed.D.

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Abstract

An important aspect of nurse education is the achievement of professional autonomy; however, to date, there has been little research into how student nurses conceive of their developing sense of professional autonomy as they work towards becoming Registered Nurses. This study aimed to explore student nurses’ perspectives on the factors that influence its development and how nurse education might support the development of professional autonomy.

In depth, semi-structured interviews, with eleven student nurses in their second and third years of education, generated data that were analysed and interpreted. The applicability of situated learning (Lave and Wenger, 1991) and liminality (van Gennep et al., 2019) were reflected upon in data analysis.

The study revealed that professional autonomy development was conceived as an individual and liminal, transitional experience which continued throughout the student nurses’ education and into their professional practice as Registered Nurses. Professional autonomy development appeared to be influenced by the extent of familiarity, confidence and experience that each student nurse brings to a clinical practice situation, through engaging in authentic nursing tasks or being involved in decisions about aspects of patients’ care. However, it was apparent that transitions, such as starting a new placement, may impede the smooth development of a sense of professional autonomy and as such, it should not be regarded as necessarily a linear or consistent process of progression.

This study highlights the importance of educating student nurses and nurse educators about the relationships between familiarity, confidence and professional autonomy. The findings also offer practical and policy insights for the process of placing student nurses in practice settings, in order that they can recognise their liminal experiences and, thereby, more easily deal with the sense of uncertainty and lapses in confidence which are likely to accompany the process of moving towards registered status. This study offers potential wider applicability to situations in which multiple practical placements form an integral part of professional training.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

Supervisor(s):