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Nursing students' perception of the clinical learning environment and supervision in relation to two different supervision models : a comparative cross-sectional study

Ekstedt, Mirjam, Professor (författare)
Linnéuniversitetet,Institutionen för hälso- och vårdvetenskap (HV),Karolinska Institutet, Sweden,DISA;reaction,Linnaeus Univ, Dept Hlth & Caring Sci, S-39231 Kalmar, Sweden.;Karolinska Inst, Dept Learning Informat Management & Eth, Stockholm, Sweden.,Linnéuniversitetet; Karolinska institutet
Lindblad, Marléne, 1963- (författare)
Ersta Sköndal Bräcke högskola,KTH,Skolan för kemi, bioteknologi och hälsa (CBH),Ersta Sköndal Bräcke university college, Sweden;KTH Royal institute of technology, Sweden,Institutionen för vårdvetenskap
Löfmark, Anna, 1941- (författare)
Högskolan i Gävle,Med-Vårdvetenskap
 (creator_code:org_t)
2019-10-30
2019
Engelska.
Ingår i: BMC Nursing. - : BioMed Central. - 1472-6955. ; 18:1, s. 1-12
  • Tidskriftsartikel (refereegranskat)
Abstract Ämnesord
Stäng  
  • Background: Knowledge concerning nursing students' experiences of the clinical learning environment and how supervision is carried out is largely lacking. This study compares nursing students' perceptions of the clinical learning environment and supervision in two different supervision models: peer learning in student-dedicated units, with students working together in pairs and supervised by a "preceptor of the day" (model A), and traditional supervision, in which each student is assigned to a personal preceptor (model B). Methods: The study was performed within the nursing programme at a university college in Sweden during students' clinical placements (semesters 3 and 4) in medical and surgical departments at three different hospitals. Data was collected using the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, CLES+T, an instrument tested for reliability and validity, and a second instrument developed for this study to obtain deeper information regarding how students experienced the organisation and content of the supervision. Independent t-tests were used for continuous variables, Mann-Whitney U-tests for ordinal variables, and the chi-square or Fischer's exact tests for categorical variables. Results: Overall, the students had positive experiences of the clinical learning environment and supervision in both supervision models. Students supervised in model A had more positive experiences of the cooperation and relationship between student, preceptor, and nurse teacher, and more often than students in model B felt that the ward had an explicit model for supervising students. Students in model A were more positive to having more than one preceptor and felt that this contributed to the assessment of their learning outcomes. Conclusions: A good learning environment for students in clinical placements is dependent on an explicit structure for receiving students, a pedagogical atmosphere where staff take an interest in supervision of students and are easy to approach, and engagement among and collaboration between preceptors and nurse teachers. This study also indicates that supervision based on peer learning in student-dedicated rooms with many preceptors can be more satisfying for students than a model where each student is assigned to a single preceptor.

Ämnesord

MEDICIN OCH HÄLSOVETENSKAP  -- Hälsovetenskap -- Omvårdnad (hsv//swe)
MEDICAL AND HEALTH SCIENCES  -- Health Sciences -- Nursing (hsv//eng)
MEDICIN OCH HÄLSOVETENSKAP  -- Hälsovetenskap (hsv//swe)
MEDICAL AND HEALTH SCIENCES  -- Health Sciences (hsv//eng)

Nyckelord

Clinical learning environment
Supervision
Student-dedicated rooms
Peer-learning
Omvårdnad
Nursing
Health-Promoting Work

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