BackgroundClinical supervision plays a major role in the undergraduate nursing programme. There have been some local studies addressing clinical supervision; however, there still remains a lack of knowledge and understanding how to improve quality supervision of undergraduate nursing students. This article is based on the authors’ original thesis.ObjectivesThe objective of the study was to explore the experiences of undergraduate nursing students on clinical supervision.MethodA descriptive design with a qualitative approach using focus group interviews was used to explore the experiences of undergraduate nursing students regarding clinical supervision. Purposive sampling was used for selection of 36 participants. The participants needed to be enrolled at the institution under study, at the time of the study, as undergraduate nursing students in order to meet the inclusion criteria. The participants also needed to have worked at clinical facilities where they received clinical supervision. Nine (n = 9) students were purposively selected from each year level to participate in focus group interviews. The interviews were analysed using content analysis.ResultsThe findings indicated both positive and negative experiences regarding clinical supervision. The results were tabulated in which the positive experiences were grouped together and were separated from the negative experiences of the undergraduate students. Positive experiences included the support that was received from supervisors. These were, however, overshadowed by many comments on negative experiences concerning the behaviour and competencies of the supervisors. The findings also confirmed that the students experienced differences in the clinical procedures demonstrated by various supervisors. Negative experiences that relate to abusive behaviour such as misuse of power were also found, as well the incongruence amongst clinical supervisors regarding clinical procedures. Recommendations were proposed to enhance clinical supervision and the learning experiences of student nurses.ConclusionThe study findings suggest a need for continuous professional development for clinical supervisors by means of in-service training as well as to maintain congruence by clinical supervisors when demonstrating clinical procedures.

Background: Nursing education includes both classroom and clinical teaching. The clinical teaching was explored through this research. The successful training of the undergraduate nursing students can be attributed to effective clinical teaching and supervision and is determined by both training requirements and services provided. Although there have been several researches on clinical supervision, there is still a dearth of information of the realities of supervision regarding assessment of undergraduate nursing students. The authors’ original thesis formed the foundation of this manuscript.Aim: This study aimed to explore and describe nursing students at the undergraduate level experiences regarding clinical supervision.Setting: The research was conducted at a nursing school at a South African university.Method: After ethical clearance, focus group interviews were conducted to explore undergraduate nursing students’ experiences of clinical supervision using a descriptive design and qualitative approach. Two qualified practitioners in the field collected the data. A purposive method was utilised to select nine participants from each year’s level of education. Enrolled undergraduate nursing students at the institution under study formed the inclusion criteria. Utilising content analysis, the interviews were analysed.Results: The findings confirmed the students’ experiences of clinical supervision and voicing their concerns regarding clinical assessment versus a developmental training; clinical teaching, learning and assessment and formative assessment procedures.Conclusion: A responsive clinical supervision system to strategically respond to the needs of undergraduate nursing students will aid in developmental training and assessment.Contribution: Understanding of the realities of clinical teaching and supervision regarding clinical assessment and development of undergraduate nursing students.

Assessment in higher education remains one of the most reliable forms of assessing the effectiveness of the learning and teaching (L&T) process. Excellence in theory assessment design is, therefore, a pivotal element of the success of many Higher Education Institutions (HEIs) around the world. This scoping review aimed to establish current assessment best practices in nursing at HEIs. The five steps of Arksey and O’Malley’s framework guided this scoping review. Following a systematic search of various databases, including Academic Search Complete, CINAHL, ERIC, MEDLINE, PubMed, Sage Online Journals, SCOPUS, and Wiley Online Library for the period from 2010 to 2020, a rigorous screening process was undertaken by three independent reviewers. The search terms included assessment best practice and nursing education institution. Of the 652 articles screened, 12 studies met the inclusion criteria. Four quantitative, four qualitative, one mixed-method, and three studies that did not specify their design were included. The findings revealed that various factors influence how educators design assessments. Theoretical assessment design is a vital activity and requires collaboration between policymakers and HEIs to enhance the quality designing of assessments by educators through professional development.