Intentional rounding in the context of student learning. Issue 3 (June 2021)

• Record Type: Journal Article
• Authors: Ryan, Liz; Jackson, Debra; Woods, Cindy; East, Leah; Usher, Kim
• Is Part Of: Collegian. Volume 28:Issue 3(2021)
• Page Start: 289
• Page End: 295
• Publication Date: 2021-06
• Subjects: Education -- Nursing -- Mentoring -- Patient safety -- Intentional rounding -- Pre-registration; Nursing -- Australia -- Periodicals; 610.73099405
• DOI: 10.1016/j.colegn.2020.09.008
• Languages: English
• ISSNs: 1322-7696

Abstract

Abstract: Problem/background: Intentional rounding or regular patient checks were introduced in to healthcare settings to enhance patient safety and satisfaction. Patient and staff experiences have been explored in the literature, however the student nurse' experience of this intervention has not been explored in the context of their learning on clinical placement. Aim: This study aimed to explore students' experience and understanding of intentional rounding in the clinical setting. Methods: Semi-structured interviews were conducted with 18 student nurses. Findings: Intentional rounding has raised many learning issues for students. The study found that intentional rounding creates a framework to reflect on the nexus between attending to patient need, and the learning student nurses undertake, and creates an avenue for them to be able to operationalise quality patient care. Discussion: Student nurses need to be part of the ward 'team' to enhance their learning. There are limitations surrounding positive role modelling, sharing of information and formal education in such interventions, which impacts students' confidence, involvement and understanding. If done effectively, participation in intentional rounding can increase students' time management skills, assessment ability, and the safety of the patient. Conclusion: Modelling positive behaviours, and encouraging active and educated involvement in intentional rounding will enhance confidence and skill, and reduce the theory practice gap.