Clinical support and the Project 2000 nursing student: factors influencing this process

Abstract

This paper reports on research commissioned by the English National Board for Nursing, Midwifery and Health Visiting into mentorship and clinical support arrangements for Project 2000 nursing students in the adult and mental health branches. Interviews and observation data were gathered from staff and students in three of the demonstration centres. Findings showed that the terms 'mentorship', 'assessor' and 'supervisor' were used interchangeably and covered diverse roles in both clinical and community settings. Generally there was an impression that staff were willing to help students learn from their experience but felt unprepared for the 'new nursing students'. Several factors emerged which seemed either to promote satisfactory experiences for students or inhibit their learning and enjoyment of the placement. These are discussed under the themes 'supernumerary status', 'team spirit', 'theory and practice', 'diploma level practice' and 'organization of nursing teams'.

An exploration of the clinical learning experience of nursing students in nine European countries

“…This is achieved in an environment, in which the atmosphere is fair and where students learn to solve problems in a culture that tolerates faults and mistakes as part of the learning process (Neville and French, 1991;Dunn and Hansford, 1997;Warne and McAndrew, 2008). In such ontologically secure working environments the students can also influence and improve the professional development of qualified nurses as new learning opportunities are developed (Wilson-Barnett et al, 1995;Saarikoski, 2002).…”

Relasjonen til veileder betyr mye for sykepleierstudenter i sykehuspraksis

“…Våre resultater tyder på at veiledere i ulik grad gir studenter ansvar. Selv i komplekse kliniske situasjoner med stor arbeidsbelastning er det veiledere som klarer å gi studenter et tilpasset ansvar (5). Studenter kan ha urealistiske forestillinger om at veiledere i utgangspunktet vet hva passe ansvar for studenten er (45).…”

“…Praksisstudiene foregår i et miljø som for de fleste sykepleierstudenter er ukjent og de møter mange stressfaktorer. Erkjennelsen av at egne handlinger kan få stor betydning for andre mennesker er en slik faktor (5).…”

“…Praksisveileders dobbeltrolle som støttespiller og den som evaluerer kan gjøre studenter usikre i veiledningsforholdet (2,5,6). Relasjonen til veileder påvirker studenters opplevelse av å lykkes i praksisstudiene (7,8).…”

“…Likevel viser studier at også sykepleierstudenter kan oppleve symptomer på utbrenthet (15,16). Støtte fra veilederne gir økt selvtillit og faerre slike tegn (5).…”