The lived experience and perception of nursing student interpersonal communication in nursing practice rotations

Abstract

The purpose of this study was to examine the perceptions and lived experiences of nursing students’ interpersonal communication with clients and nurses upon completion of nursing practice rotations of undergraduate nursing education. The study identified the extent to which nursing student participants were aware of the roles, relationships, and statuses in the context of nursing practice rotations, and how this awareness shaped their interpersonal communication with clients and nurses. Ecological Systems Theory and Critical Systems Theory were used as complementary theoretical frameworks to explore the system of layers of roles and relationships and to employ a critical lens. Hermeneutic phenomenological research methodology, specifically the approach of Max van Manen (1990) was used to gain the essence of the 12 participants’ lived experiences of interpersonal communication with nurses and clients on nursing practice rotations: feelings of overwhelm, unpreparedness, and powerlessness in their roles, relationships, and status in communicating with nurses and clients. The principle themes of Holding on to the Traditional Student Role (role stagnation), Learning to Become a Professional Nurse within a Community of Nurses (role transformation), and Experiencing Disempowerment as Learners (role oppression) within the ecosystem were deconstructed to make recommendations for nursing education.