Mixed methods study integration: Nursing student experience and opinions of intentional rounding

Article


Ryan, Liz, Jackson, Debra, East, Leah, Woods, Cindy and Usher, Kim. 2022. "Mixed methods study integration: Nursing student experience and opinions of intentional rounding." Journal of Advanced Nursing. 78 (6), pp. 1787-1797. https://doi.org/10.1111/jan.15197
Article Title

Mixed methods study integration: Nursing student experience and opinions of intentional rounding

ERA Journal ID14101
Article CategoryArticle
AuthorsRyan, Liz, Jackson, Debra, East, Leah, Woods, Cindy and Usher, Kim
Journal TitleJournal of Advanced Nursing
Journal Citation78 (6), pp. 1787-1797
Number of Pages11
Year2022
PublisherJohn Wiley & Sons
Place of PublicationUnited Kingdom
ISSN0309-2402
1365-2648
Digital Object Identifier (DOI)https://doi.org/10.1111/jan.15197
Web Address (URL)https://onlinelibrary.wiley.com/doi/epdf/10.1111/jan.15197
Abstract

Aims
To explore pre-registration nursing students' understandings and experience of intentional rounding in education and clinical sectors. Intentional rounding is a patient safety intervention used in clinical settings to regularly check and document patients' welfare and environment throughout the course of a shift.

Design
An explanatory sequential mixed methods design using convenience sampling was used for this study, with an underlying pragmatic paradigm. Integration occurred in the design, methods, implementation and reporting phases of the study.

Methods
Data were collected between August 2017 and August 2018 using a previously validated Nursing Perceptions of Patient Rounding quantitative online survey followed by individual qualitative interviews using the same cohort.

Results
Using the Pillar Integration Process, this paper displays and discusses the final results. The integration and mixing throughout the study generated insights into the perceived benefits of intentional rounding for nursing students and patients but also indicated a theory–practice gap that affects nursing students’ confidence in undertaking this intervention.

Conclusion
Students find this patient safety intervention helpful, but further clarity in the education surrounding it is required.

Impact
This study addresses pre-registration nursing students’ understanding and perceptions of intentional rounding. Intentional rounding benefits nursing students as a patient safety strategy and organization tool. Educational opportunities around the topic could be enhanced, reducing the ongoing theory–practice gap. Clinicians, academics and educators who support pre-registration nursing students in clinical and tertiary education settings can benefit from this work.

CONFLICT OF INTEREST
The authors state no conflict of interest in this study.

Keywordsnursing students; acute care; clinical placements; curriculum planning; mixed methods design; nurse education; nurse–patient interaction; nurse–patient interaction; quality of care; nurses/midwives/nursing
Related Output
Is part ofExploring pre-registration nursing students' experience of and attitudes towards intentional rounding within clinical placements
ANZSRC Field of Research 2020420505. Nursing workforce
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

This article is part of a UniSQ Thesis by publication. See Related Output.

Byline AffiliationsSchool of Nursing and Midwifery
University of Sydney
University of Technology Sydney
Hunter New England, Australia
University of New England
University of Canberra
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