Building capacity for the clinical placement of nursing students

Barnett, Tony; Cross, Merylin; Jacob, Élisabeth; Shahwan-Akl, Lina; Welch, Anthony; Caldwell, Alison; R, Berry

doi:10.1016/j.colegn.2008.02.002

Cited by 63 publications

(70 citation statements)

References 16 publications

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“…Effectively this means that an increasing number of students are seeking placements within a fairly constant number of acute facilities. At the same time, an increasing retirement rate amongst nursing staff who have the expertise to supervise undergraduate students further reduces the ability of the practice setting to take on nursing students (Barnett et al 2008). Exacerbating placement difficulties is the large casual workforce, shorter lengths of hospital stays and changes in models of health service delivery all of which generate competition for placement amongst academic institutions (Hall 2006).…”

Section: Introductionmentioning

confidence: 99%

Practice nurses experiences of mentoring undergraduate nursing students in Australian general practice

Halcomb¹,

Peters²,

McInnes³

2012

Nurse Education Today

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Internationally, the delivery of health services has shifted from secondary to primary care, necessitating an exponential growth of the nursing workforce and expansion of the nursing role in general practice. This growth, and the subsequent need to develop this workforce, has created a need to expose undergraduate nurses to general practice nursing as a viable career option. Concurrently, universities are struggling to find sufficient clinical places for their undergraduate students to gain clinical experience. It is logical, therefore, to increase the number of undergraduate nursing student placements in general practice. Through qualitative research methods, this paper seeks to explore the experiences of practice nurses mentoring undergraduate students on clinical placements within the general practice setting. Findings are presented in the following three themes: (1) Promoting Practice Nursing: We really need to get students in, (2) Mentoring future coworkers: Patience and reassurance, and (3) Reciprocity in learning: It's a bit of a two way street, which show the benefits of such placements. Clinical placements in general practice settings can be mutually beneficial in terms of providing quality teaching and learning experiences for students. Conversely, the experience provides an impetus for practice nurses to maintain currency of their clinical skills and knowledge through mentoring student nurses.

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Section: Introductionmentioning

confidence: 99%

Practice nurses experiences of mentoring undergraduate nursing students in Australian general practice

Halcomb¹,

Peters²,

McInnes³

2012

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…Furthermore, mentors from both countries considered the assessment of students challenging depending on, for example, the difficulties to use of the evaluation forms and criteria. Corroborating this observation is the finding that the lack of consistency in evaluation documents creates a barrier to student placement learning [22] . Therefore, closer co-operation with clinical and educational stakeholders to plan and work together and develop the assessment of students is necessary in order to provide also competent workforce to the future.…”

Section: The Current Mentorship Provision For Student Nursesmentioning

confidence: 95%

“…Yet in Finland, there were lots of issues that need development in student mentorship, such as having national guidelines, adequate resources and support, more joint activities with teachers and unified mentor preparation programme. Also, it has been presented that confusion and a lack of preparation for the role of mentor was seen as a barrier to students' mentorship [22] . In addition, the recommendations have been expressed that the current healthcare placements have to pay more attention to student mentorship.…”

Section: The Current Mentorship Provision For Student Nursesmentioning

confidence: 99%

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Mentorship provision for student nurses: Conceptions of Finnish and British mentors in healthcare placements

Jokelainen

Jamookeeah

Tossavainen

et al. 2012

JNEP

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Background: The unification process for clinical education in Europe seeks to standardise the attainment of competencies by students and effective mentorship is central to this.Aim: This paper is a report on a study describing Finnish and British mentors' conceptions of mentorship provision for pre-registration nursing students during placement learning in healthcare settings. Methods:This qualitative study adopted a phenomenographical approach, which focused on the different ways mentorship provision for student nurses were experienced. Conceptions data from Finnish (n=22) and British (n=17) mentors were collected from nine focus group interviews between 2007 and 2008. Findings:The mentors' conceptions consisted of dimensions of organisational, environmental, educational and personal provisions, which connected to three categories of description: workable, insufficient and improvement-requiring mentorship. The workable student mentorship included efficient organisations, well-equipped learning environments, co-operative partnerships and the mentors' personal and professional competence. The insufficient student mentorship was characterised by deficient managerial investments, overloaded placements with stressed staff, unsatisfying co-operation with stakeholders and lack of resources and personal skills of mentors. The improvement-requiring mentorship emphasized higher status and clearer guidelines for mentorship, appropriate placement allocation with joint involvement of stakeholders, better level of student preparedness, and more educational and personal resources for mentors. Conclusion:There is a need to create a systematic, collaborative and highly valued strategy for mentorship provision for pre-registration nursing students in the healthcare settings. This would increase the quality of placement learning, enhance recruitment of the nursing workforce and also harmonise clinical education in Europe.

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“…From the agency perspective, do partnerships facilitate increased capacity in any significant way? There was some suggestion in this study that partnerships could expand capacity for clinical placements, a finding shared by Barnett et al (2008). In their Australian study, implementation of a collaborative learning model resulted in major increase (58%) in the number of students placed.…”

Section: Partnershipsmentioning

confidence: 99%

Host Agency Perspectives on Facilitating Community-Based Clinical Experiences for Nursing Students

Reimer‐Kirkham¹,

Terblanche²,

Sawatzky³

et al. 2016

Quality Advancement in Nursing Education - Avancées en formatio

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Building capacity for the clinical placement of nursing students

Cited by 63 publications

References 16 publications

Practice nurses experiences of mentoring undergraduate nursing students in Australian general practice

Practice nurses experiences of mentoring undergraduate nursing students in Australian general practice

Mentorship provision for student nurses: Conceptions of Finnish and British mentors in healthcare placements

Host Agency Perspectives on Facilitating Community-Based Clinical Experiences for Nursing Students

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