People, liminal spaces and experience : Understanding
recontextualisation of knowledge for newly qualified nurses

Allan, HT; Magnusson, C; Horton, K; Evans, K; Ball, E; Curtis, K; Johnson, M

Abstract

Background: Little is known about how newly qualified nurses delegate to health care assistants when delivering
bedside care.
Aim: To explore newly qualified nurses' experiences of delegating to, and supervising, health care assistants.
Design: Ethnographic case studies.
Settings: In-patient wards in three English National Health Service (NHS) acute hospitals. Participants: 33 newly qualified nurses were observed, 10 health care assistants and 12 ward managers. Methods: Participant observation and in-depth interviews.
Findings: We suggest that newly qualified nurses learn to delegate to, and supervise, health care assistants
through re-working (`recontextualising') knowledge; and that this process occurs within a transitional (`liminal')
space. Conclusions: Conceptualising learning in this way allows an understanding of the shift from student to newly
qualified nurse and the associated interaction of people, space and experience. Using ethnographic case studies
allows the experiences of those undergoing these transitions to be vocalised by the key people involved.

Citation

recontextualisation of knowledge for newly qualified nurses. Nurse Education Today, 35(2), e78-e83. https://doi.org/10.1016/j.nedt.2014.10.018

• Journal Article Type: Article
• Publication Date: Feb 1, 2015
• Deposit Date: Jan 14, 2015
• Journal: Nurse Education Today
• Print ISSN: 0260-6917
• Electronic ISSN: 1532-2793
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 35
• Issue: 2
• Pages: e78-e83
• DOI: https://doi.org/10.1016/j.nedt.2014.10.018
• Publisher URL: http://dx.doi.org/10.1016/j.nedt.2014.10.018
• Related Public URLs: http://www.sciencedirect.com/science/journal/aip/02606917
• Additional Information: Funders : GNC Trust; Projects : Aark Project