This paper reports a study, which explored student nurses experience in clinical practice. The aims of this study were to describe nurse education systems in clinical practice in eight nursing schools and compare the supervisory experiences of student nurses working in clinical settings. The nursing schools taking part in the study were members of the thematic european nursing network (TENN). A quantitative survey method was chosen for the method of this study. The sample (N=411) was collected using a validated research instrument from eight nursing schools participating in the TENN. The schools are located in Estonia, Belgium, Finland, Lithuania, Portugal, Romania, Turkey and United Kingdom. The data were collected during 2005. Although the nursing schools involved in TENN are in different development phases, however, the organisation of clinical practice is mainly similar. The percentage of clinical practice in a complete nursing programme varies from 38 to 57. Moreover, the duration of the clinical placements varies substantially across the nursing schools; from a couple weeks to 34 weeks. Students in this study evaluated their supervision experience positively. In three schools group or team supervision is the most common model. In the clinical placements where the pedagogical activities of staff nurses are notable, is a clear tendency towards a Mentorship model. However, approximately 10% of respondents perceived some practical problems in the organisation of Mentorship. Students' total satisfaction was observed to link with crucial variables but only connection with the variable Occurrence of supervision was statistically significant (p=0.000).

This paper discusses three nursing practitioners' experiences of clinical supervision using video-conferencing (VC) technology. The study, based on supportive action research, involved 40 practising community and hospital nurses from a variety of specialties and took place over an 18-month period. The research was collaborative, educational and applied and focused on the effects of remote clinical supervision on the development of professional practice. Data were obtained through pre- and post-study questionnaires, repertory grids, focus group interviews and written narratives. The three research participants found that clinical supervision, as a mediator of learning, was vital in enabling them to develop their reflective and problem-solving skills. Through critical conversations with either a supervisor or within peer group supervision, the participants increased both their confidence and self-awareness and gained more insight into the practices and needs of other practitioners. They also examined critically patient care issues resulting in attention to existing or the development of new care protocols. They did, however, experience some impediments to the process of clinical supervision, mainly lack of peer and management support and ongoing education. The participants had mixed perceptions with regards to using VC technology for clinical supervision. They experienced technical and accessibility problems and communication problems, suggesting the need for clear protocols for both technical support and applied training.

This paper outlines some early issues from a research project that is part of a North West Regional Health Authority pilot study on clinical supervision. The aims of the study and the research methodology utilized are discussed. The experiences of both a sister from a busy accident and emergency department and a practice nurse in the community are examined consecutively as supervisor and supervisee.

This paper is based on the early findings of a qualitative longitudinal study using a grounded theory approach to analysis. A cohort of Project 2000 students and their clinical supervisors were observed in 10 different ward settings and interviewed prior to leaving the setting. A non-participant observation technique was utilized, noting the students' interactions with their deemed supervisors. The students and the supervisors were then interviewed using a semi-structured question format to explore supervision issues. The findings suggest that both students and supervisors in the study believe that supervision is an important learning strategy. However, what is believed in theory would not always appear to hold true in practice. The study identifies a limited knowledge by the supervisors of the skills and models of supervision, indicating the need for greater role preparation and a more clearly defined role specification. Supervision tended to focus upon tasks rather than issues. Furthermore, the role conflicts experienced by the supervisors was perceived as inhibiting facilitation of student learning. It is recommended that, for supervision to be more effective within the present operational constraints, it should utilize a more problem-solving approach, thus encouraging critical reflection on practice.

No abstract