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- Ekstedt, Mirjam, Professor, et al.
(författare)
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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
- 2019
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Ingår i: BMC Nursing. - : BioMed Central. - 1472-6955. ; 18:1, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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- Gunnarsdottir, Thora Jenny, et al.
(författare)
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Customising clinical studies for the new nursing generation
- 2021
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Ingår i: Nordic journal of nursing research. - : SAGE. - 2057-1585 .- 2057-1593. ; 42:1, s. 3-6
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Tidskriftsartikel (refereegranskat)abstract
- Nursing education in the Nordic countries follows the European Union directive requirements, and clinical studies for nursing students in the Nordic countries have many similarities. Now a new generation of students with different needs and characteristics is entering the nursing profession. The faculty, teachers and nurses will face challenges in meeting this new generation’s needs. The primary aim of this discussion paper is to explore and compare the current clinical studies in the five Nordic countries. The secondary aim is to find means to address the future challenges with a focus on the new generation. The idea of Objective Structured Clinical Reflection creates the possibility to discuss a new form of evaluation that may enhance the clinical competencies of the new generation entering clinical studies during their nursing education.
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- Henriksen, Jette, et al.
(författare)
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European Union directives and clinical practice in nursing education in the Nordic countries
- 2020
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Ingår i: Nordic journal of nursing research. - : Sage. - 2057-1585 .- 2057-1593. ; 40:1, s. 3-5
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Tidskriftsartikel (refereegranskat)abstract
- Nursing education in countries belonging to the European Union (EU) must follow EU directive requirements. The aim of this opinion paper is to explore and discuss the challenges presented by EU requirements to clinical practice in nursing education. These requirements prescribe that clinical practice must be carried out in a variety of different and specialized areas that provide care in hospital units. This may offer students only a limited range of experience; thus, they may not be fully prepared to care for patients with common diseases, and only have a restricted knowledge about the ongoing development of caring for patients at home. EU directives require that half of a nursing education course be allocated to clinical practice. This is challenging, since the number of hours is laid down without considering such aspects as the need for pedagogical qualifications for preceptors, which in turn may affect the quality of the clinical practice.
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- Löfmark, Anna, 1941-, et al.
(författare)
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Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education : A repeated group discussion study
- 2019
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 36, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: ‘being able to see and justify students’ learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.
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- Löfmark, Anna, 1941-, et al.
(författare)
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The Norwegian version of The Assessment of Clinical Education tool (AssCE) A translation and cross-cultural equivalence study
- 2016
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Ingår i: Nordisk sygeplejeforskning. - : Scandinavian University Press / Universitetsforlaget AS. - 1892-2678 .- 1892-2686. ; 6:4, s. 342-351
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Tidskriftsartikel (refereegranskat)abstract
- The aims of this paper are to describe the Assessment of Clinical Education tool (AssCE) and the translation process and cross-cultural adaption of the AssCE tool into Norwegian. Developed in Sweden, the AssCE tool comprises 21 factors to support the assessment dialogue among students, preceptors (supervising nurses) and lecturers at the specialist nursing level. The AssCE tool was translated into Norwegian using standard procedures for forward and back-translation. In the translation process, different steps were integrated to secure cross-cultural equivalence using an expert committee of seven intensive and critical care nursing students and seven intensive and critical care nurses. The committee reviewed the AssCE tool and examined whether the tool is understandable and usable for the assessment of dialogue during students' clinical practice. The rigorous steps to ensure cross-cultural adaptation support the conclusion that the AssCE tool can be used in other countries for intensive and critical care nursing education and to create support in the dialogue between students, preceptors and lecturers.
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- Vae, Karen Johanne U., et al.
(författare)
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Nursing students' and preceptors’ experience of assessment during clinical practice : a multilevel repeated-interview study of student–preceptor dyads
- 2018
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Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 30, s. 13-19
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Tidskriftsartikel (refereegranskat)abstract
- Nursing students' learning process during clinical practice is dependent on the quality of their assessment, and the feedback that is given, however an issue that is very little examined. The aim of this study was to investigate student-preceptor dyads and their experiences of mid-course discussions and final assessment. Data were collected through repeated semi-structured individual interviews with 13 dyads close in time to the assessment discussions, and were analyzed by searching for similarities and differences in their experiences. Both students and preceptors shared the view that the preparations before the discussions caused uncertainty, but they described different reasons. Both students and preceptors meant that the assessment tool was used in a structured way. The feedback mediated to students emphasized what was important to concentrate on in the next part or next period, but less about the individual students' progress. The student-preceptor dyads did not share the view of what content had been in focus in the discussions and there were variations in the details. Conclusions can be drawn that one of the crucial elements of an assessment discussion, to give students constructive feedback in relation to learning outcomes, was not fulfilled.
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- Ädel, Eva, et al.
(författare)
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Health-promoting and -impeding aspects of using peer-learning during clinical practice education : A qualitative study
- 2021
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Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 55
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Tidskriftsartikel (refereegranskat)abstract
- AimThe aim of the present study was to elucidate health-promoting and -impeding aspects of peer-learning by examining nursing students' descriptions of learning together as peers, and how this might interact with their health.BackgroundPeer-learning is a useful strategy for teaching and learning in nursing students' clinical practice education. In the research, benefits such as improved cooperation and increased self-confidence have been described and labelled as health-promoting.DesignA qualitative descriptive approach Method Thirteen first-year nursing students aged 22-45 years, who had completed their first clinical practice education on a medical or surgical hospital ward, participated in one-on-one semi-structured interviews. The interviews were analyzed using qualitative content analysis.ResultWorking as a pair was primarily described as positive, as the peers felt basic support from each other, even though they described negative experiences that limited their own development and challenged their patience.ConclusionPeer-learning as a model for supervision in clinical practice incorporates valuable health-promoting aspects, as the students felt safe, supported, increased self-confidence, and participation. The interaction between peers helped them grow as human beings, and the mutual support the peers felt was a vital health-promoting aspect that limited the impact of the described health-impeding aspects, which included sometimes finding peer-learning trying, stressful and irritating.
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