Issues in observing nursing students in clinical practice

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Abstract
This paper investigates the use of observation in clinical practice. The study uses a longitudinal, naturalistic-phenomenological design to investigate the development of professional knowledge in clinical practice by pre-registration nursing students. In attempting to gain access to and to understand the lived experience of learning in clinical practice, interview conversations were supplemented by visits to the participants' clinical placements for periods of observation while they were undertaking care, either with their mentor or independently. Each visit was followed by a discussion about the observed activities. Using observation in phenomenological investigations has been advocated by van Manen1 as a means of triangulating interview material. This approach was also used in a recent study undertaken by Benner and associates2 to investigate the lived experiences of care provision by registered nurses. The paper will discuss some of the issues surrounding access to observation of clinical practice and the role of the observer. Two vignettes of what appeared to be unsuccessful observation visits are also examined.

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