Perceptions of extrinsic factors that contribute to a nursing internship experience

Abstract

Clinical learning experiences have always been considered a hallmark of nursing education. Introduced in 2004, the ten-week paid internship is a fourth year summer course offered to select students who have demonstrated strong academic and clinical performance. The purpose of this paper is to report the findings of a study designed to explore student and staff perceptions about extrinsic factors that promote or impede learning during a nursing internship course. A descriptive exploratory design was used to conduct this research. Findings have been grouped into two main themes: extrinsic factors that promote interns' learning and extrinsic factors that impede interns' learning. The sub-themes under extrinsic factors that promote interns' learning are: staff making themselves available, having knowledge of policy, and units setting the tone for success. The sub-themes under extrinsic factors that impede interns' learning are: difficulty accessing staff, lack of knowledge of policy, and units not setting the tone for success. It is apparent that the factors identified in this study are similar to those found in the literature. It is striking that research findings of multiple studies examining factors that affect clinical learning converge regardless of the context or clinical learning models examined.