Exploring Pre-Registration Nursing Students' Experience of and Attitudes Towards Intentional Rounding Within Clinical Placements

Abstract

<p><b>Aim:</b></p> <p>The aim of this study was to explore pre-registration nursing students’ knowledge, perceptions, attitudes and experiences of intentional rounding.</p> <p><b>Background:</b></p> <p>Intentional rounding is a patient safety intervention ensuring patients within a clinical setting are checked on a regular basis, to enhance patient safety and comfort. Previous intentional rounding research has focused on nursing staff, consumers and organisational perspectives, yet pre-registration nursing students’ knowledge, attitudes and experiences are absent. As nursing students frequently participate in intentional rounding on clinical placement, it was necessary to explore their attitudes, perceptions and experiences within the context of learning and education and patient safety, and the perceived benefits and barriers of participating in this intervention</p> <p><b>Methods:</b></p> <p>This study used an explanatory mixed methods design. Participants (n=533) were preregistration nursing students enrolled at six Australian universities. An online survey (Nurse’s Perceptions of Patient Rounding Scale) was used to examine pre-registration nursing students’ perceptions of intentional rounding, followed by qualitative interviews with students who had previously completed the survey (n=18). Quantitative data were analysed using SPSS while qualitative data were thematically analysed. These collective data were then synthesised to draw conclusions</p> <p><b>Findings:</b></p> <p>The quantitative survey data highlighted positive attitudes toward intentional rounding, improved by adequate engagement and sufficient education. Pre-registration nursing students reported positive attitudes towards intentional rounding overall, and in the three survey subscales of patient communication, patient benefits and nurse benefits. Three major themes with additional subthemes were identified from the qualitative interview responses. These were: Having the skills but not the knowledge – <i>following the lead; Learning the ropes – feeling part of the team; and Ticking boxes at the end of the shift.</i></p> <p>The synthesis found three overarching themes. <i>The source of education and understanding of key concepts within nursing</i> – This theme focussed on where and how students gained their knowledge of intentional rounding, with previous workplace experience playing a vital role. The next theme was: <i>The enhancement of learning experiences</i>, which identified confidence, time management, assessment, rapport building and teamwork skills were also gained through participation in intentional rounding. <i>Patient safety and the provision of quality care</i> was the final theme – role modelled behaviours by other nurses provided students with examples of high- and low-quality patient care which led to a determination on the type of patient care that they will strive to provide in the future. Pre-registration nursing students became aware of the influences and hindrances to providing safe care, and could work toward eliminating anything that would negatively impact their behaviour, thus enhancing the quality and safety of the care these students provided in the future</p> <p><b>Conclusion:</b></p> <p>Pre-registration nursing students are the nursing workforce of the future. These students gain knowledge in patient safety and quality care, and additional necessary nursing skills through observing and participating in intentional rounding. Role modelled behaviours enhance students’ ability to understand and provide quality care and a safe environment for patients in the future.</p> <p>It is vital that the relationship between clinical and academic settings is collaborative, utilising current trends and interventions, to avoid assumptions of prior learning occurring. Mentorship, role modelling and andragogical principles should be more considered within both clinical and academic areas, and supported participation in safety interventions encouraged for students. If students are actively taught and involved in intentional rounding, this ensures that all students have the opportunity to gain vital learning within their placements and nursing school training, regardless of previous experience, moving forward to be safe and competent registered nurses.</p>