An Exploration of the Factors which Shape Military Nursing Students’ Experience of Pre-Registration Nurse Education in the Absence of Military Nurse Lecturers: A Constructivist Grounded Theory
Blake, Lyndsey (2022) An Exploration of the Factors which Shape Military Nursing Students’ Experience of Pre-Registration Nurse Education in the Absence of Military Nurse Lecturers: A Constructivist Grounded Theory. Doctoral thesis, Birmingham City University.
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Lyndsey Blake PhD Thesis published_Final version_Submitted Sept 2021_Final Award May 2022.pdf - Accepted Version Download (12MB) |
Abstract
Historically the pre-registration education of military nurses mirrored that of their civilian peers except it was delivered in military schools of nursing by Military Nurse Lecturers (MNL). Against a backdrop of neoliberalism the evolution of nurse education, in tandem with policy changes made by Defence resulted in MNL removal from pre-registration nurse education in 2010. Consequently, Military Nursing Students (MNS) are now educated exclusively by civilian academics within a civilian Higher Education Institution (HEI), which represents a significant departure from military phase 2 training norms (Holman, 2016). Despite this, there has yet to be any research conducted which explores the impact of this decision for MNS or examines the utility of the MNL.
Employing constructivist grounded theory and drawing upon narrative data generated from 14 intensive interviews with former MNS in concert with analysis of students’ academic performance data, this study sought to identify what unique contribution, if any, MNL made to the educational experience of MNS. A secondary aim was to examine the impact which the withdrawal of MNL had upon MNS pre-registration nurse education.
The findings show that MNS experience of nurse education was significantly impacted by non-teacher related factors and as such the withdrawal of MNL was considered unimpactful. Nonetheless MNL were not considered to be without utility and it is proposed that their fundamental uniqueness resides in their interoperability, thus they have the potential to become greater than the sum of their parts, if facilitated to do so. The findings demonstrate a complex interplay between MNS identity, the socio-cultural context and relationships, which in turn impacts upon their ability to mobilise support, whilst exerting either a stabilising or destabilising effect upon four key processes: transitioning, belonging, learning and identity formation. The findings from analysis of academic performance data are open to various interpretations thus support the argument presented throughout this thesis that quantitative data must be viewed critically and employed judiciously as they provide a very particular perspective upon the educational experience.
A grounded theory model of the factors which shape MNS experience of pre-registration nurse education in the absence of MNL has been constructed which can be used to inform and enhance the student experience for a wide range of learners.
| Item Type: | Thesis (Doctoral) | ||||||
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| Uncontrolled Keywords: | Military Nursing Student, Military Nurse Lecturer, Pre-registration nurse education | ||||||
| Subjects: | CAH02 - subjects allied to medicine > CAH02-04 - nursing and midwifery > CAH02-04-01 - nursing (non-specific) | ||||||
| Divisions: | Doctoral Research College > Doctoral Theses Collection Faculty of Health, Education and Life Sciences > School of Nursing and Midwifery |
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| Depositing User: | Jaycie Carter | ||||||
| Date Deposited: | 22 Sep 2022 13:56 | ||||||
| Last Modified: | 22 Sep 2022 13:56 | ||||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/13589 |
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