No abstract

Background A supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students’ clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher’s cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries. Methods A cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher’s pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018–2019. The data were analyzed using a Chi-Square test, Pearson’s correlation coefficients, and linear models. Results A total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher’s pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher’s pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country. Conclusions This study reveals that nurse teachers play an essential role in supporting and guiding nursing students’ final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers’ pedagogical cooperation role within the clinical learning environment.

In the field of nursing blended learning is a relatively new and emerging field which will require huge cultural shifts for staff and students alike.

Good hospital hygiene is integral to the prevention of healthcare associated infections (HCAI). Clinical evidence suggests a link between poor environmental hygiene and healthcare associated infections. A qualitative design, using focus group interviews, was used to explore cleaners’ perceptions of their role in the prevention of HCAI. Focus group interviews were conducted with cleaners in two large hospitals in the Republic of Ireland. Data were analysed using thematic content analysis and four themes emerged. These were supervision and communication; roles and task allocations; workload and staffing levels; and education. Findings suggest that cleaners feel they have a role in the prevention of HCAI. However, this role is often undervalued due to the perceived low status of cleaners. Problems of communication in the workplace frequently interfere with work organisation. Furthermore, blurring of role boundaries between cleaners and healthcare assistants can create additional difficulties.

No abstract