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- Nilsson, Maria Skyvell, 1961, et al.
(author)
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Clinical Course Content As A Dynamic Variable In Supervision Of Medical Students
- 2010
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In: The Internet Journal of Medical Education. - 2155-6725. ; 1:2
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Journal article (peer-reviewed)abstract
- BackgroundDuring clinical supervision, medical students are expected to gain experience through clinical work, with the support of their clinical supervisor. What each supervisor chooses to emphasize and considers important will have a decisive impact on students’ understanding of what is content necessary to master in order to gain clinical skills. Therefore, in this study, the focus of attention is on what supervisors choose to emphasise during clinical supervision of fourth year medical students during a surgical course. MethodAn ethnographic approach was used, including a selective intermittent time mode, where observation and informal interviews were conducted. Twelve supervisors and nine medical students at a teaching hospital in Sweden participated. Field notes were made during observation; these were transcribed and analysed qualitatively. ResultsThe analysis resulted in six topic areas describing what was emphasized during supervision. The topic areas were: 1) Identifying, collecting and combining information, 2) Problem-solving and decision-making, 3) Handling treatment of disease, 4) Practical skills and illustration of technical equipment, 5) Communicating with patients, and 6) Handling organisational demands.ConclusionsThe findings of this study show the existence of several areas that are focused on in supervision. In authentic clinical situations, these topic areas were intertwined and overlapped and often appeared simultaneously. The clinical situations were adjusted neither to the students’ clinical experience nor to the needs of the students. Consequently, the students may find it difficult to determine what to learn and what to achieve during supervision. They may also find it difficult to understand the situations in the same way as their supervisors, because students focus on handling situations with a more theoretical and declarative approach to a larger extent than do their supervisors. The students therefore need supervisor support to develop and integrate theoretical knowledge. One conclusion that can be made is that supervisor awareness of students’ understanding is of crucial significance for the effective supervision. Regarding the nature of the content chosen in supervised situations, research in other settings and specialties would be required to map and to determine a more general theory of what is focused during medical supervision.
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| 5. |
- Campbell, Ann-Mari, et al.
(author)
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Night duty as an opportunity for learning
- 2008
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In: Journal of Advanced Nursing. - : Blackwell Publishing ltd. - 0309-2402 .- 1365-2648. ; 3:62(3), s. 346-353
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Journal article (peer-reviewed)
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| 7. |
- Carlson, Elisabeth, et al.
(author)
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"This is nursing": Nursing roles as mediated by precepting nurses during clinical practice
- 2010
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In: NURSE EDUCATION TODAY. - : Elsevier. - 0260-6917 .- 1532-2793. ; 30:8, s. 763-767
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Journal article (peer-reviewed)abstract
- In nursing education, it has been argued that professional socialization is facilitated by clinical experiences where students work together with precepting nurses. However, few studies found have focused on how nurses think and act as preceptors, hence providing a base for professional socialization to occur. Therefore; this study aimed to describe how preceptors mediated nursing as a profession to undergraduate nursing students during clinical practice. This was an ethnographic study guided by symbolic interactionism. A purposeful sampling of 13 precepting nurses was observed during the field work period. In addition, 16 staff nurses, purposively selected, and experienced in precepting, participated in focus group interviews. All text from field notes and interviews were read as a whole and analyzed following the ethnographic approach. Findings illustrated how nursing was mediated as the medical–technical, the administrative, and the caring role. Preceptors aimed for professionalism in their students by teaching the students to reflect on what they can do independently as nurses. Preceptors strived to verbalise their practical knowledge to make theory explicit and contextualize to student nurses. This knowledge can guide implementation of preceptor programmes focusing on the meaning and implications of professionalism.
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| 8. |
- Carlson, Elisabeth, et al.
(author)
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Time to precept: supportive and limiting conditions for precepting nurses.
- 2010
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In: JOURNAL OF ADVANCED NURSING. - : Blackwell Munksgaard. - 0309-2402 .- 1365-2648. ; 66:2, s. 432-441
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Journal article (peer-reviewed)abstract
- Aim. This paper is a report of a study describing conditions for precepting in a Swedish clinical context from the perspective of precepting nurses. Background. Clinical practice is a complex part of nursing education, and registered nurses who are acting as preceptors for nursing students face a number of challenges that need to be addressed during the precepting process. Method. An ethnographic approach guided by symbolic interactionism was used. Data were collected by participant observation and focus group interviews over a ten-month period in 2006–2007. Participants were selected by purposive sampling of 13 staff nurses who were preceptors during the field work period. In addition, 16 staff nurses, experienced in precepting, were purposively selected for four focus groups. Findings. Precepting was found to be a complex function for nurses, influenced by conditions that could be both supportive and limiting in nature. Three themes described these conditions: organization, comprising clinical responsibilities and routines; collaboration, focusing on professional relations and interactions; and the personal perspective, comprising preceptors’ experiences, need for feed back and notions of benefits. Time as a limiting condition reappeared through all categories. Conclusion. It is important to raise the issue of time and its impact on the precepting process. Precepting needs to be further discussed in terms of an integrated nursing competence prioritized by all stakeholders involved in clinical practice. Therefore; efforts should be made to plan nurses’ clinical work so that allocated time for precepting can be facilitated.
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| 9. |
- Dahlborg Lyckhage, Elisabeth, 1956-, et al.
(author)
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Predominant discourses in Swedish nursing
- 2009
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In: Policy, Politics & Nursing Practice. - : SAGE Publications. - 1527-1544 .- 1552-7468. ; 10:2, s. 163-71
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Journal article (peer-reviewed)abstract
- The aim of this study was to elucidate the predominant discourse in the field of Swedish nursing in 2000, 25 years after nursing was introduced as an academic discipline in Sweden. The method used was content analysis and deconstructive analysis of discourses. Laws, statutes, regulations, and examination requirements, including official reports, recruitment campaigns, and media coverage, were analyzed. The findings uncovered competing discourses striving to gain hegemony. In the public sector, official requirements competed against the media fixation on gender stereotypes and the realities of local recruitment campaigns. Media has a major role in disseminating prevailing conceptions and conventions pertaining to the nursing profession. As a result, decision makers, students, patients, and family members could get lower expectations of the professional competence of nursing practitioners than would otherwise have been the case in the absence of media exposure.
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