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dc.contributor.authorThomas, Megan
dc.contributor.authorWestwood, Nicky
dc.date.accessioned2016-12-16T15:25:25Z
dc.date.available2016-12-16T15:25:25Z
dc.date.issued2016-08-24
dc.identifier.citationThomas, M., & Westwood, N. (2016). Student experience of hub and spoke model of placement allocation - An evaluative study. Nurse Education Today, 46 (November), pp 24-28. doi: 10.1016/j.nedt.2016.08.019
dc.identifier.issn0260-6917
dc.identifier.doi10.1016/j.nedt.2016.08.019
dc.identifier.urihttp://hdl.handle.net/2436/620312
dc.description.abstractAn evaluative projectwas undertaken at the University ofWolverhampton centring on the Hub and Spoke model utilised for organisation of placement allocation across the BNurs programme for all fields of nursing. Student experience was of particular interest throughout the evaluation with the research team focusing on the views, feelings and experiences of student nurses in relation to the hub and spoke model applied for practice. A qualitative approach was adopted, initially using Survey Monkey to collect student views through a series of open questions, and further enhanced by focus groups. These were transcribed and together with the data from the surveys, data was categorized and themed. Themes were analysed and conclusions drawn. The hub and spoke method for placements was found to enhance student understanding of the whole patient journey which offered students awide breadth of experience and development of transferable skills such as communication and adaptability. A sense of increased belonging was highlighted by students which encouraged the development of strong effective relationships positively affecting their learning. Some less positive aspects were apparent revolving around personality difficulties and organisational problems, in particular relating to spoke placements. The purpose of spoke placementswas not always apparent and sometimes therewas a lack of appropriate student placement experiences provided by spoke mentors. Overall the hub and spoke model for organising placement was found to be beneficial and enhanced the student's experience, satisfaction and learning, which in turn had a positive effect on practice.
dc.formatapplication/pdf
dc.language.isoen
dc.publisherElsevier
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S0260691716301666
dc.subjectNursing practice
dc.subjectClinical placements
dc.subjectPlacement pathways
dc.subjectPractice assessment
dc.subjectHub and spoke
dc.subjectnursing Practice learning
dc.titleStudent experience of hub and spoke model of placement allocation - An evaluative study
dc.typeJournal article
dc.identifier.journalNurse Education Today
dc.date.accepted2016-08-15
rioxxterms.funderUniversity of Wolverhampton
rioxxterms.identifier.projectUoW161216MT
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2017-08-24
dc.source.volume46
dc.source.issueNovember
dc.source.beginpage24
dc.source.endpage28
refterms.dateFCD2018-10-19T09:10:47Z
refterms.versionFCDAM
refterms.dateFOA2017-11-01T00:00:00Z
html.description.abstractAn evaluative projectwas undertaken at the University ofWolverhampton centring on the Hub and Spoke model utilised for organisation of placement allocation across the BNurs programme for all fields of nursing. Student experience was of particular interest throughout the evaluation with the research team focusing on the views, feelings and experiences of student nurses in relation to the hub and spoke model applied for practice. A qualitative approach was adopted, initially using Survey Monkey to collect student views through a series of open questions, and further enhanced by focus groups. These were transcribed and together with the data from the surveys, data was categorized and themed. Themes were analysed and conclusions drawn. The hub and spoke method for placements was found to enhance student understanding of the whole patient journey which offered students awide breadth of experience and development of transferable skills such as communication and adaptability. A sense of increased belonging was highlighted by students which encouraged the development of strong effective relationships positively affecting their learning. Some less positive aspects were apparent revolving around personality difficulties and organisational problems, in particular relating to spoke placements. The purpose of spoke placementswas not always apparent and sometimes therewas a lack of appropriate student placement experiences provided by spoke mentors. Overall the hub and spoke model for organising placement was found to be beneficial and enhanced the student's experience, satisfaction and learning, which in turn had a positive effect on practice.


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