Convenios que suscribe la Universidad de Huelva (aprobados

For phase two of Braun and Clarke’s (2006) approach, each meeting was coded in turn. The initial codes from the first meeting were carried over to the second meeting and further codes were added as required. The same process was undertaken for the third and fourth meetings. Table 5.14 summarises the codes devised for the first meeting and the additional ones for each subsequent meeting. There were no new codes added during analysis of the fourth meeting. Table 5.15 summarises the distribution of these initial codes across the four meetings.

115 Table 5.14: Initial codes devised during analysis of the student focus group meetings

Student Focus Group (First meeting)

Student Focus Group (Second meeting)

Student Focus Group (Third meeting)

Academic Support

- Role of personal tutor

Advocate Bitching

Active learning Agency staff Increased confidence Apprentice-style training An annoying addition Pre-course care experience Box-ticking Be approved of What did I do and learn on

placement? Changes to timetable Care (a desire/motivation to

care)

Clearer direction Changing view of nursing Course organisation Develop a resilience Covering your back Generational differences Critique of practice Health Care assistants Degree/graduate status I cried

Evaluation of course Inspired

Expectation of others Need to be more assertive Feeling underprepared Part of the team

Field identity Role of Registered Nurse Group sizes

I’m worried about becoming one of them

Ideal v real

Information overload Interaction with lecturers Inter-professional working Lack of confidence

Learning environment – practice Lectures

Mentor Paperwork

Personal reading and study Placement

Putting what you have learnt into practice

Reflection Role of student Seminars

Simulation and skills session Standards of care

Student v carer

116 Table 5.15: Distribution of initial codes across the four student focus group meetings

Focus Group Meeting

Code First Second Third Fourth

Academic Support Active learning Advocate Agency staff An annoying addition Apprentice-style training Be approved of Bitching Box-ticking

Care (a desire/motivation to care) Changes to timetable

Changing view of nursing Clearer direction

Course organisation Covering your back Critique of practice Degree/graduate status Develop a resilience Evaluation of course Expectation of others Feeling underprepared Field identity Generational differences Group sizes

Health Care assistants I cried

I’m worried about becoming one of them Ideal v real

Increased confidence Information overload Inspired

Interaction with lecturers Inter-professional working Lack of confidence

Learning environment – practice Lectures

Mentor

Need to be more assertive Paperwork

Part of the team

Personal reading and study Placement

Pre-course care experience

Putting what you have learnt into practice Reflection

Role of personal tutor Role of Registered Nurse Role of student

Seminars

Simulation and skills session Standards of care

Student v carer

What did I do and learn on placement? Working with other students

117 Academic support

Personal Tutor Changing view of nursing Critique of practice

Box-ticking

Health care assistant

I’m worried about becoming one of them

Role of Registered Nurse Standards of care Degree/graduate status Apprentice-style training Evaluation of course Active learning Changes to timetable Course organisation Group sizes ‘Ideal’ v ‘real’ Lectures

Interaction with lecturers Information overload Personal reading and study Seminars

Simulation and skills sessions Inter-professional working

Miscellaneous

Pre-course care experience Reflection Placement Advocate Agency staff An annoying addition Be approved of Bitching

Covering your back Developing a resilience Expectation of others Feeling underprepared Increased confidence Lack of confidence Generational differences Health care assistants I cried

Inspired

Learning environment – practice

Mentor

Need to be more assertive or proactive

Paperwork Part of the team

Putting what you have learnt into practice

What did I do and learn on placement?

Working with other students Role of student

Care

Student v carer

During phase three the codes were arranged under parent headings (Figure 5.5) which were considered as initial themes.

Figure 5.5: Phase three organisation of codes

Phases four and five generated the themes and sub-themes shown in Figure 5.6. The figures in brackets indicate the number of sources and the number of references for each theme or sub-theme.

118 Changing view of nursing (3/20)

Critique of practice Box-ticking (1/2)

Health care assistants (3/14)

I’m worried about becoming one of them (4/10)

Level of care (4/28)

Role of the Registered Nurse (3/23) Degree/graduate status (3/14) Inter-professional working (4/20) Placement Advocate (2/6) Agency staff (1/3) An annoying addition (1/3) Be approved of (1/1) Bitching (1/1) Develop a resilience (1/1) Expectations of others (3/10) Feeling underprepared Increased confidence (2/9) Lack of confidence (3/9) Health care assistants (3/10) I cried (3/4)

Learning environment – practice (4/15)

Mentor (4/29)

Need to be more assertive or proactive (3/3)

Paperwork (3/8) Part of the team (2/13) Role of the student (4/20) What did I learn on placement? (4/28)

Working with other students (4/9)

Pre-course care experience (2/2) University – Theory Academic support (1/9) Personal tutor (2/13) Emotional connection to learning Active learning (3/6) Field identity (3/10) Group sizes (1/2) Reflection (2/3) Seminars (2/3) Simulation and skills sessions (2/8) Evaluation (3/26) ‘Ideal’ v ‘real’ (2/3) Lectures Information overload (1/3) Interaction with lecturers and others (2/9)

Figure 5.6: Phases four and five: Themes and sub-themes