An Acute Hospital Ward, Densely Populated with Students During a 12-Week Clinical Study Period

Abstract

<H4>ABSTRACT</H4> <P>This article presents some thoughts and ideas about a different way to organize clinical studies for nursing students. The model involved a large group (12 to 15) of third-year nursing students taking their 12-week clinical study period on the same acute geriatric hospital ward. Difficulties with finding enough clinical study venues, together with a belief in peer learning and situated learning as important for learning, were the main reasons for trying out a model with many students doing clinical studies on the same ward.</P> <P>The model has been used twice, and evaluations showed that students believed the clinical study period had given them the opportunity to develop their nursing competence. Most of the students experienced cooperation with other students as self-developing. Staff experienced this model as a positive influence on students’ professional development and as stimulating for the professionalism of the ward.</P> <H4>AUTHORS</H4> <P>Received: December 30, 2002</P> <P>Accepted: July 1, 2004</P> <P>Ms. Halse is Assistant Professor, Oslo University College, and at the time this article was written, Ms. Hage was a Nurse Researcher, Aker University Hospital, Oslo, Norway. Ms. Hage is currently a PhD student at Oslo University.</P> <P>Address correspondence to Kirsten Halse, CandNursSci, RN, Assistant Professor, Oslo University College, Faculty of Nursing, Pilestredet 52, N-0167 Oslo, Norway; e-mail: <A HREF="mailto:kirsten.halse@su.hio.no">kirsten.halse@su.hio.no</A>.</P>

Learner : preceptor ratios for practice-based learning across health disciplines: a systematic review

“…74 Multiple learners to multiple preceptors (2+ : 2+) Twenty articles evaluated two or more preceptors supervising a group of two or more learners. 13,16,30,31,41,49,52,64,69,[75][76][77][78][79][80][81][82][83][84][85] Ten were from nursing, 13,31,64,69,[75][76][77]80,84,85 five were from occupational therapy, 16,30,78,79,81 two were from pharmacy, 41,82 one was from physiotherapy 49 and two examined groups of interdisciplinary learners and preceptors. 52,83 Benefits By having multiple preceptors combined with PAL opportunities, learners reported having a more diverse learning experience than in a 1 : 1 ratio.…”

“…52,83 Benefits By having multiple preceptors combined with PAL opportunities, learners reported having a more diverse learning experience than in a 1 : 1 ratio. 16,30,31,41,64,69,[75][76][77][78][79][81][82][83][84][85] Other cited benefits included enhanced peer support, decreased anxiety 13,16,31,41,69,75,[78][79][80]82,84,85 and an increased independence compared with the 1 : 1 ratio, 41,52,75,77,78,[80][81][82]84,85 a sense of being part of the patient care team 13,31,41,64,69,75,76,79,80,…”

“…16,41,75,76,78,79,[82][83][84][85] The 2+ : 2+ ratio was associated with less stress and workload for preceptors compared with the 1 : 1 ratio, 13,16,30,41,52,[76][77][78][79]81,82,84 which was attributed to preceptors sharing supervisory responsibilities and to learners relying on each other. Additional preceptor benefits were personal satisfaction 77,79,85 and the support of preceptor colleagues. 78,79,85 The major benefit of the 2+ : 2+ learner to preceptor ratio from the perspective of the placing organisation was increased placement capacity.…”

“…Additional preceptor benefits were personal satisfaction 77,79,85 and the support of preceptor colleagues. 78,79,85 The major benefit of the 2+ : 2+ learner to preceptor ratio from the perspective of the placing organisation was increased placement capacity. 16,41,64,78,79,81,82,84 This was partially because of increased willingness of preceptors to participate because of being able to share the preceptor role with other colleagues.…”

“…From the perspective of the health care organisation, the 2+ : 2+ ratio was associated with increased productivity compared with single-preceptor ratios. 41,49,78,80,82,84,85 Another benefit was the decreased likelihood of personality conflicts between learners and preceptors. 16,64,[77][78][79]83 Challenges Learners found that it can be difficult to manage the varying expectations of multiple preceptors.…”