Learning to nurse through legitimate peripheral participation.

Learning to nurse is identified as a complex interaction of affective, practical and cognitive factors. The nature and quality of the clinical learning environment is recognized as being influential in promoting the integration of them all. Students spend the majority of their time in a supernumerary capacity during their clinical placements and are dependent upon their mentor to engage them in increasingly sophisticated professional activities. Such activities should challenge students' understanding and promote their development of professional knowledge. In this longitudinal study, seven pre-registration nursing students were followed throughout the clinical experiences of their nursing degree programme. Questions were concerned with the nature of their experiences and the factors which influenced their professional development. These were pursued using documentary evidence supplied by the students, observations and regular focused interviews during each placement. Findings demonstrated the importance of a close and facilitative relationship which consequently enabled students to engage in activities contributing to their professional development. Working alongside a knowledgeable and respected practitioner led students to develop an enthusiasm and commitment to their professional development that was unparalleled. As a result, students were more likely to interact with other personnel working in the clinical environment and to become successful autonomous learners. Promoting their success was the nature of sponsorship afforded by mentors and the type of practice in which students were engaged. This has implications for mentorship preparation as well as the professional development of existing and future generations of nurses.