| 1. |
- Hilli, Yvonne Elisabet, et al.
(författare)
-
Being a preceptor : A Nordic qualitative study
- 2014
-
Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 34:12, s. 1420-1424
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Positive preceptor experiences enhance learning and even affect the decisions of students to remain in nursing. In light of this, nurse managers have a responsibility, besides maintaining staff competence, to assess whether preceptors live up to their professional obligations. Aim: The aim of this Nordic qualitative study was to gain a deeper understanding of the perceived experiences of preceptorship used to support undergraduate student nurses during their clinical education. Method: Data was collected through narrative interviews with 31 preceptors in Finland and Sweden before being analysed using a hermeneutical approach. Findings: Preceptorship is all about teaching in a supportive environment with ethical dimensions uniting theory and praxis. A caring relationship is essential and the basis for student learning and development. Conclusion: The preceptors emphasise a caring relationship as the foundation for student learning. Moreover, preceptorship is an ethical issue, a responsibility that should be recognised by all stakeholders. The findings suggest that preceptorship should be examined from a new perspective. The ethical dimension must be recognised and linked to the further education of preceptors. Nurse managers are in a key position to lead for change. (C) 2014 Elsevier Ltd. All rights reserved.
|
|
| 2. |
|
|
| 3. |
- Hilli, Yvonne, 1959-, et al.
(författare)
-
Perspectives on preceptorship:A matter of ethics
- 2014
-
Ingår i: Nursing Ethics. - : SAGE Publications. - 0969-7330 .- 1477-0989. ; 21:5, s. 565-575
-
Tidskriftsartikel (refereegranskat)abstract
- Clinical education is an essential part of the Bachelor’s program in Nursing and a keystone of professional nursing education. Through clinical experiences, the student nurses acquire nursing knowledge and essential skills for professional practice. The preceptor plays a vital role in the development of student nurses becoming professional nurses. Aim: The aim of this Nordic qualitative study was to explore the experiences of good preceptorship in relation to undergraduate student nurses in clinical education from the perspective of the preceptors themselves. Method: Data were collected by narrative interviews with 27 preceptors in Finland and Sweden and analyzed using a hermeneutical approach. Findings: A caring relationship, based on caring ethics, is seen as the foundation for learning and development. Moreover, a mutual respect is a prerequisite for fellowship and a good atmosphere. As such, encounters are characterized by reciprocity and mutuality. The preceptors have a deep sense of responsibility toward the students and the profession. Furthermore, the preceptors have an inner responsibility to guide the students into working life and to share their knowledge by acting as role models. Conclusion: The findings suggest that preceptorship should be examined through new lenses. Moreover, preceptorship is an ethical issue that should be recognized by all stakeholders.
|
|
| 4. |
- Melender, Hanna-Leena, et al.
(författare)
-
Nursing students' experiences from their first clinical eduaction : a qualitative studie
- 2012
-
Ingår i: journal of cooperativ education and internship. - 1933-2130. ; 46, s. 30-43
-
Tidskriftsartikel (refereegranskat)abstract
- This article describes the experiences of 137 nursing students from their first clinical education.The material was collected with four open questions and was analyzed through qualitative content analysis. The descriptions focused on students’ experiences in general as well as their clinical education circumstances and learning experiences. They reported on the characteristics of their preceptors, the feedback, and the preceptorship culture on the ward. The students assessed their own learning from the perspectives of activity level, nursing procedures they had practiced, and personal development. Taking responsibility for their own learning was manifested as responsibility for learning according to the learning outcomes, an experience of having taken only a small amount of responsibility, and a desire to take part in all things possible
|
|
| 5. |
- Melender, Hanna-Leena, et al.
(författare)
-
Nursing students´ Experiences from Their First Clinical Education – a qualitative study
- 2012
-
Ingår i: Journal of Cooperative Education and Internships. - 1933-2130. ; 46:1
-
Tidskriftsartikel (refereegranskat)abstract
- This article describes the experiences of 137 nursing students from their first clinical education. The material was collected with four open questions and was analyzed through qualitative content analysis. The descriptions focused on students' experiences in general as well as their clinical education circumstances and learning experiences. They reported on the characteristics of their preceptors, the feedback, and the preceptorship culture on the ward. The students assessed their own learning from the perspectives of activity level, nursing procedures they had practised, and personal development. Taking responsibility for their own learning was manifested as responsibility for learning according to the learning outcomes, an experience of having taken only a small amount of responsibility, and a desire to take part in all things possible.
|
|
| 6. |
- Sandvik, Ann-Helen, et al.
(författare)
-
Sjuksköterskestudenters erfarenheter av sin första kliniska utbildningsperiod : en nordisk kvantitativ studie
- 2012
-
Ingår i: Vård i Norden. - 0107-4083 .- 1890-4238. ; 32:1, s. 20-25
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Differences in quality of clinical education and support to students occur and there are demands for a unification of higher education in Europe.Aim: The aim of the study was to describe the nursing students’ experiences of their first clinical education period in relation to learning and professional development.Methods: The sample consisted of 139 nursing students from Finland and Sweden. The data was collected by questionnaire and analyzed statistically.Findings: Students’ experiences of clinical competence were examined from four perspectives: clinical preception, learning, learning objectives and reflection. Overall, students rated highly, however there were statistically significant differences among the students concerning nationality and length of clinical education. Students did not always get a clear picture of what was expected of them in clinical education and there were deficits in continuing feedback. Students’ clinical learning was associated with the length of clinical education.Conclusions: Clinical preceptoring as a catalyst in student's understanding and learning is central. Students rated learning of tasks and skills higher than abilities that require more reflection and consideration, which may indicate a more task-centered preception. A conscious didactic approach would help students to reflect and develop into professionals in nursing and caring science.
|
|
| 7. |
|
|
