Are nurses recognised, prepared and supported to teach nursing students: Mixed methods study

Cusack, Lynette; Thornton, Karleen; Drioli‐Phillips, Phoebe; Cockburn, T. Aidan; Jones, Lisa; Whitehead, Michelle; Prior, Eleanor; Alderman, Jan

doi:10.1016/j.nedt.2020.104434

Cited by 21 publications

(22 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In some instances, the preceptors had to use their intuition to complete the assessment. Other times supervisors had to stay back after the shift utilizing their own time to complete the assessment because they were not able to get it completed during working hours (Cusack et al, 2020). Students were also often not clear about their clinical learning objectives for the placement (Boardman et al, 2018) and expected preceptors to tell them everything rather than doing some placement preparation.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of preceptor's experience in supervising undergraduate nursing students: Lessons learned for mental health nursing

2022

View full text Add to dashboard Cite

Background Preceptorship in nursing has been a valued concept in nursing. Speciality area such as mental health nursing has a massive gap in research study. To develop sturdy mental health nursing workforce, it is necessary to conduct more studies. Aim This literature review aims to explore preceptor's experience in precepting undergraduate nursing students in mental health. Design Systematic review of literature. Methods The systematic review was conducted from January 2021 to August 2021. Population of the studies included Registered Nurses supervising nursing students in the clinical area. Only studies conducted in English were included. A systematic search using EBSCO Host databases, CINAHL Complete, MEDLINE APA Psycinfo & APA PsycArticles, has been used in this review paper. Papers were also selected from the citation reference of included papers. The new version of the PRISMA 2020 guidelines used to represent the process of selection of papers has been incorporated as part of this review. The final set of data included 14 original papers meeting the eligibility criteria which involved quantitative (n = 5), qualitative (n = 4) and mixed‐method studies (n = 5). Result Results were presented under three major themes: time‐consuming, lack of recognition and need extra support. Further research is required in the mental health clinical setting to effectively explore the impact of relationships between preceptors and the preceptees. Conclusion Preceptors reported supervising students in the clinical area has many benefits. However, some challenges they raised were increase in workload, requiring some guidance and acknowledgement from the organization.

show abstract

Section: Discussionmentioning

confidence: 99%

A systematic review of preceptor's experience in supervising undergraduate nursing students: Lessons learned for mental health nursing

2022

View full text Add to dashboard Cite

show abstract

“…The administrative requirements of the job, completing students' clinical assessments, preceptor fatigue, poor recognition of the role and the disparity between stakeholder expectations of the role, were commonly reported. 17,21,22 Role preparation, learning the role experientially, drawing on tacit knowledge, and working part-time in the role were also acknowledged as challenges for preceptors. 19,23 Such expectations require the RN clinical supervisor to negotiate, sometimes at an advanced level, with peers and nursing managers, in order to keep students and patients safe.…”

Section: Australian Clinical Supervisors' Challenges Supporting Stude...mentioning

confidence: 99%

“…International works [14][15][16] invariably conclude there is a need for further effort in preparing clinical supervisors for their role: a phenomenon generating recent interest in Australia. 6,11,[17][18][19] Thus, actioning this recommendation should now become a priority.…”

Section: Introductionmentioning

confidence: 99%

Upskilling Australian registered nurses to enhance students’ clinical placement experiences: a contemporary discussion

Ryan¹,

Cant²,

Hughes³

et al. 2022

AJAN

View full text Add to dashboard Cite

Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements.Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students' learning. Study design and methods:This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities.Discussion: Nursing students' placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses' education capabilities and to better support students' clinical learning. Conclusion:Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice:Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students' clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students' clinical placement and supervisor experiences.

show abstract

“…Para alguns autores a supervisão clínica permite aos profissionais desenvolver suas habilidades (Cusack et al, 2020;Mahasneh et al, 2020;Sarnkhaowkhom & Suwathanpornkul, 2020). A supervisão clínica é crucial para a qualidade da assistência de enfermagem e é um mecanismo importante para apoiar os enfermeiros na sua prática clínica (Scammell et al, 2020).…”

Section: Introductionunclassified

“…Here, "clinical supervision" was defined as a formal process that allows professionals to develop knowledge and skills, be accountable for their practice, and increase care safety in complex situations (Department of Health, 1993). Some authors advocate that clinical supervision allows professionals to develop their skills (Cusack et al, 2020;Mahasneh et al, 2020;Sarnkhaowkhom & Suwathanpornkul, 2020). In addition, clinical supervision is crucial to the quality of nursing care and an important mechanism to support nurses in their clinical practice (Scammell et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Supervision of clinical practice indicators: evidence-based practice in the context of the surgical patient

et al. 2021

View full text Add to dashboard Cite

A supervisão clínica e a Prática Baseada na Evidência (PBE) devem ser entendidas como complementares e indissociáveis pelos resultados positivos que produzem na qualidade em saúde. Objetivos: Avaliar a predisposição do enfermeiro para incorporar a PBE nos cuidados e identificar barreiras à implementação da PBE no seu local de trabalho. Material e Métodos: Estudo exploratório-descritivo, realizado numa unidade de cirurgia de ambulatório de um Hospital Universitário do Porto, Portugal. Na colheita de dados foi usado o Questionário de Eficácia Clínica e Prática Baseada em Evidências (QECPBE-20), sendo a amostra, não probabilística intencional, constituída por quarenta e nove enfermeiros. Resultados: Os enfermeiros são favoráveis à PBE na dimensão "Atitudes" (M = 5,36) atingindo a maior pontuação média, seguida de "Conhecimentos, Habilidades e Competências" (M = 5,08) e, finalmente, a dimensão "Práticas" (M = 4,89). Os participantes com treino em Supervisão Clínica apresentam valores mais altos na dimensão "Conhecimentos, Habilidades e Competências" do que os participantes sem treino em Supervisão Clínica e os enfermeiros com especialidade apresentam valores mais altos na dimensão "Atitudes". As barreiras identificadas pelos enfermeiros resumem-se em quatro níveis: organizacional, profissional, liderança e evidência. Conclusões:Os enfermeiros apresentam conhecimentos e uma atitude positiva em relação à PBE, contudo mostram uma baixa taxa de utilização da PBE na sua prática diária. A falta de tempo, processos de gestão não facilitadores por parte das chefias e a dificuldade no acesso à evidência científica são algumas das dificuldades identificadas pelos participantes. A supervisão clínica apresenta-se como um fator-chave para o desenvolvimento da competência em PBE.Palavras-chave: prática baseada em evidências, enfermeiros, segurança do paciente, garantia de qualidade, cuidados de saúde, enfermagem perioperatória, procedimentos cirúrgicos ambulatoriais.

show abstract

Are nurses recognised, prepared and supported to teach nursing students: Mixed methods study

Cited by 21 publications

References 14 publications

A systematic review of preceptor's experience in supervising undergraduate nursing students: Lessons learned for mental health nursing

A systematic review of preceptor's experience in supervising undergraduate nursing students: Lessons learned for mental health nursing

Upskilling Australian registered nurses to enhance students’ clinical placement experiences: a contemporary discussion

Supervision of clinical practice indicators: evidence-based practice in the context of the surgical patient

Contact Info

Product

Resources

About