Prelicensure nursing students perceptions of belongingness in clinical placements: A pilot study

Background Student and nurse retention are ongoing concerns. Fostering a sense of belonging in nursing students within the educational process may contribute to retention efforts throughout the educational program and within the profession after graduation. Objectives The Belongingness Scale Clinical Placement Experience (BES-CPE) was given to accelerated (second degree) baccalaureate nursing students in a midwestern university. Open-ended questions identifying factors perceived as promoting or hindering a sense of belonging were also included. Design Students were surveyed in each of their program's final three clinical courses. Demographic data included age, sex, prior nursing experience, and family influence. Open-ended questions were completed at Times 2 and 3. Results Of the variables tested, only the effect of time in the program impacted feelings of belongingness. Inclusion was the primary factor that promoted belongingness, further divided into acceptance as part of the team, interest in me as a person and providing learning opportunities. Active exclusion ranging from being ignored, judged, or verbal abuse hindered a feeling of belongingness. “Willingness to assist me” emerged as promoting or hindering. Conclusions The BES-CPE results were comparable to research in the U.S.and other countries. Students' open-ended perceptions strengthened the study, guiding future research to collaborate with clinical partners to foster a sense of belongingness among students in the clinical setting.