Clinical supervision in primary health care; experiences of district nurses as clinical supervisors - a qualitative study

Abstract

BackgroundLearning in the clinical environment is an important part of nursing education. Several recent studies focusing on clinical learning have been based on hospital settings. Little is known about primary health care (PHC) as clinical environment where district nurses (DNs) or nurses supervise students. It is important to understand more about opportunities and difficulties in supervising in this area in order to develop PHC as an optimal learning environment for nursing students. The main objective of this study was to gain an understanding of supervisors’ experiences of supervising undergraduate students at PHC units.MethodsA qualitative research approach was used to collect data and analyse supervisors’ experiences. Six focus groups were carried out with 24 supervisors. Focus group data were audio-taped. The data were analysed using an inductive content analysis.ResultsThree themes illustrated supervisors’ experiences: abandonment, ambivalence and sharing the holistic approach. Supervisors felt abandoned by their managers, colleagues and nurse teachers from universities. They experienced ambivalence due to simultaneously being supervisors for students and carrying out their daily work with patients. At the same time, they were proud to be DNs and willing to share their unique role to apply a holistic approach and continuity in patient care with students.ConclusionWhen supervising students in PHC, social support and communication between supervisors and their colleagues and management as well as nurse teachers need to be taken into consideration both at universities and at primary health care units.

Nurses' experiences of their competence at mentoring nursing students during clinical practice: A systematic review of qualitative studies

“…The third category, 'creating a reciprocal relationship with the student', was supported by five findings. Nurses explained that their role as a mentor is not only important for creating a reciprocal and mutual relationship with students (Bos et al, 2015;Carlson et al, 2009b;Hilli et al, 2014b;Jokelainen et al, 2013b), but also for mutual respect with other stakeholders, i.e. patients, management, and fellow staff members (Hilli et al, 2014b;Jokelainen et al, 2013b).…”

“…The fourth category, 'able to J o u r n a l P r e -p r o o f reflect during mentoring', was supported by five findings. In general, mentors grasped the importance of reflection and discussion with students during clinical practice (Bos et al, 2015;Carlson ym., 2009;Hilli et al, 2014a;Landmark et al 2003;Jokelainen et al, 2013b).…”

Challenges in Assessment Situations in Clinical Studies: How do Nurse Mentors in Home-Based Health Care Services Experience Assessment Situations in Supervision of 2nd Year Bachelor Nursing Students?

“…Students` supervision in nursing clinical studies is through the peer study model and/or one-to one style of supervision [20]. An alternative study model called peer study model is developed [20], since the traditional one to one style of supervision seem impossible to realize as continues changes in health services become more extensive in the clinical areas and less numbers of nurse mentors make students` supervision difficult to meet. The peer study model means that two students go together, guide, support and assess each other in the learning process.…”

“…The peer study model means that two students go together, guide, support and assess each other in the learning process. However, nurse mentor in practice is the one that has "control" with both students [20]. As mentioned before, assessment is a core element of supervision [6].…”

Yonder: Appraisal, district nurses, problem gambling, and Nora Batty

“…One way of improving this may be to encourage newlyqualified nurses to consider it as a career, and a Swedish study recently sought to understand the experiences of DNs who act as supervisors to undergraduate nursing students. 2 Data from six focus groups demonstrated that, although participants felt proud to be DNs and were keen to share the holistic approach and ongoing care they can offer, they also felt abandoned by their managers, colleagues, and fellow nurse teachers at the universities. The authors suggest improving social support, and communication between DN supervisors should be a priority at both university and practice level.…”