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<title>UTas ePrints - Building Connections in Aged Care: Developing Support Structures for Student Nurses on Placement in Residential Care: Report on Stage Two, SNM Aged Care Report No.3</title>
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<meta content="Cubit, Katrina" name="eprints.creators_name" />
<meta content="Venter, Louise" name="eprints.creators_name" />
<meta content="Fassett, Mathew" name="eprints.creators_name" />
<meta content="Mather, Carey" name="eprints.creators_name" />
<meta content="Andrews, Sharon" name="eprints.creators_name" />
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<meta content="Building Connections in Aged Care: Developing Support Structures for Student Nurses on Placement in Residential Care: Report on Stage Two, SNM Aged Care Report No.3 " name="eprints.title" />
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<meta content="A key focus of the Building Connections in Aged Care project was to facilitate the development of quality clinical placements in aged care as a strategy to positively influence student attitudes to working in the sector. Consistent with the recommendations the outlined in the Stage 1 project report, Stage 2 of the project implemented a number of strategies to: address problems with the orientation of students to the RACFs; develop resources to support students in practice, and; promote a greater degree of continuity between students and their preceptors. The implementation of these strategies and associated changes had a major impact, which was no more obvious than the positive change in student attitude to working in the sector.
The proejct findings documented in the Stage 2 report demonstrate that the implementation of the Stage 1 recommendations had a significant positive impact on students (n=20) stated career intentions. On commencement 55% of students indicated they would possibly not/definitely not have an interest in working in aged care following graduation. However, at the end of their first week in practice, following orientation to the facilities, 80% of students indicated a possible/definite interest in working in aged care following graduation. Moreover, at the completion of the practicum 90% of students indicated a possible/definite interest in working in aged care following graduation. The evaluation also demonstrated a threefold decrease in the number of students who held definite views that they would not work in aged care following graduation. The findings also demonstrated that in the context of a supportive environment, the presence of students provides a significant impetus for aged care nurses involvement in professional development activities." name="eprints.abstract" />
<meta content="2004-08" name="eprints.date" />
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Chen, S.-l., J. Witucki, P. Melcher and M. A. McKibben (2001): Use of nursing homes in
Baccalaureate nursing education. Nursing and Health Sciences 3: 57-61.
Chilvers, J. R. and D. Jones (1997): The teaching nursing homes innovation: a literature
review. Journal of Advanced Nursing 26(3): 463-469.
Commonwealth Department of Health and Ageing (2003). Resident Classification Scale
Review: February 2003-No. 43. Canberra, Aged Care Evaluation and Management
Advisors, Publications Production Unit.
Courtney, M. and V. Minichiello (1997): Aged care in Australia: a critical review of the
reforms. Journal of Ageing Studies 11(3): 229.
Department of Education; Science and Training and Department of Health and Ageing
(2002a). National Review of Nursing Education: Literature reviews. Canberra,
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Edgar, D. (1991). Ageing - Everybody's future, Australian Institute of Family Studies: 14-19.
Edwards, H., H. Chapman, E. Forster, D. Gaskill, P. Morrison and F. Sanders (2003):
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Epston, D. and M. White (1992): Consulting your consultants:The documentation of
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Young, I. M. (1997): Intersecting voices:Dilemmas of gender, political philosophy and
policy. New Jersey University Press, Princeton." name="eprints.referencetext" />
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<meta content="A key focus of the Building Connections in Aged Care project was to facilitate the development of quality clinical placements in aged care as a strategy to positively influence student attitudes to working in the sector. Consistent with the recommendations the outlined in the Stage 1 project report, Stage 2 of the project implemented a number of strategies to: address problems with the orientation of students to the RACFs; develop resources to support students in practice, and; promote a greater degree of continuity between students and their preceptors. The implementation of these strategies and associated changes had a major impact, which was no more obvious than the positive change in student attitude to working in the sector.
The proejct findings documented in the Stage 2 report demonstrate that the implementation of the Stage 1 recommendations had a significant positive impact on students (n=20) stated career intentions. On commencement 55% of students indicated they would possibly not/definitely not have an interest in working in aged care following graduation. However, at the end of their first week in practice, following orientation to the facilities, 80% of students indicated a possible/definite interest in working in aged care following graduation. Moreover, at the completion of the practicum 90% of students indicated a possible/definite interest in working in aged care following graduation. The evaluation also demonstrated a threefold decrease in the number of students who held definite views that they would not work in aged care following graduation. The findings also demonstrated that in the context of a supportive environment, the presence of students provides a significant impetus for aged care nurses involvement in professional development activities." name="DC.description" />
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<h1 class="ep_tm_pagetitle">Building Connections in Aged Care: Developing Support Structures for Student Nurses on Placement in Residential Care: Report on Stage Two, SNM Aged Care Report No.3</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Robinson, Andrew</span> and <span class="person_name">Cubit, Katrina</span> and <span class="person_name">Venter, Louise</span> and <span class="person_name">Fassett, Mathew</span> and <span class="person_name">Mather, Carey</span> and <span class="person_name">Andrews, Sharon</span> (2004) <xhtml:em>Building Connections in Aged Care: Developing Support Structures for Student Nurses on Placement in Residential Care: Report on Stage Two, SNM Aged Care Report No.3.</xhtml:em> Project Report. University of Tasmania, Hobart.</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_1858' );" onmouseout="EPJS_HidePreview( event, 'doc_preview_1858' );" href="http://eprints.utas.edu.au/1450/1/Stage_2_Final_Report_Building_Connections.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" border="0" class="ep_doc_icon" /></a><div class="ep_preview" id="doc_preview_1858"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1450/thumbnails/1/preview.png" border="0" class="ep_preview_image" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1450/1/Stage_2_Final_Report_Building_Connections.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />3668Kb</td></tr></table><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">A key focus of the Building Connections in Aged Care project was to facilitate the development of quality clinical placements in aged care as a strategy to positively influence student attitudes to working in the sector. Consistent with the recommendations the outlined in the Stage 1 project report, Stage 2 of the project implemented a number of strategies to: address problems with the orientation of students to the RACFs; develop resources to support students in practice, and; promote a greater degree of continuity between students and their preceptors. The implementation of these strategies and associated changes had a major impact, which was no more obvious than the positive change in student attitude to working in the sector.
The proejct findings documented in the Stage 2 report demonstrate that the implementation of the Stage 1 recommendations had a significant positive impact on students (n=20) stated career intentions. On commencement 55% of students indicated they would possibly not/definitely not have an interest in working in aged care following graduation. However, at the end of their first week in practice, following orientation to the facilities, 80% of students indicated a possible/definite interest in working in aged care following graduation. Moreover, at the completion of the practicum 90% of students indicated a possible/definite interest in working in aged care following graduation. The evaluation also demonstrated a threefold decrease in the number of students who held definite views that they would not work in aged care following graduation. The findings also demonstrated that in the context of a supportive environment, the presence of students provides a significant impetus for aged care nurses involvement in professional development activities.</p></div><table style="margin-bottom: 1em" border="0" cellpadding="3" class="not_ep_block"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Report (Project Report)</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Aged care, preceptorship, student nurses, residential aged care, nursing homes</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/320000.html">320000 Medical and Health Sciences</a><br /><a href="http://eprints.utas.edu.au/view/subjects/321106.html">320000 Medical and Health Sciences > 321100 Nursing > 321106 Aged Care Nursing</a><br /><a href="http://eprints.utas.edu.au/view/subjects/321100.html">320000 Medical and Health Sciences > 321100 Nursing</a></td></tr><tr><th valign="top" class="ep_row">Collections:</th><td valign="top" class="ep_row">UNSPECIFIED</td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1450</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">A/Prof Andrew L Robinson</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">24 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">30 Jan 2008 16:33</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1450;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=1450">item control page</a></p>
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