Learning by association

Abstract

between the student and a facilitator to establish a safe and confi dential environment where students feel at ease sharing their practice experiences. The facilitator’s role is to help the students to think and talk about their practice experiences and to signpost students to other support networks (see resources). Evaluations of the forums have been positive, with students often commenting on the benefi ts of peer support and the knowledge that others are experiencing similar uncertainties. One said: ‘The forums made me feel less alone and I valued The transition from university learning environment to fi rst clinical placement is a pivotal and stressful time for students. Not only are nursing students expected to fulfi l a hectic assignment and assessment schedule, they are also full-time clinical staff. They can feel overwhelmed, isolated and even so uncertain that they may consider leaving their nursing course altogether. It is crucial that a formal and seamless system of support is in place for students at this time. Research carried out in 2007/2008 at the University of Nottingham confi rmed high attrition rates are linked to this transition period, and that more needs to be done to improve the experience of students at this point in their studies. As a result, in 2009 the university implemented a support system called student forums. These forums provide students with opportunities to engage in structured refl ective discussion in peer groups while they are on placements. the peer support.’ Another commented: ‘I would have felt isolated without the forum.’ Several students said they were considering leaving the course until they attended the student forums and suggested that the forums should continue throughout their training. As a result the forums are now continuing throughout all diploma and undergraduate nursing programmes in the university.