Evaluation of process‐oriented supervision of student nurses: A Swedish case study

Abstract

The value of supervision that is provided to student nurses during their education is high. The aim of this study was to evaluate the organizational changes in an educational program for Swedish student nurses, focusing on the content and quality of process-oriented supervision. The research question was: Do the organizational changes pertaining to the student nurses' supervision (its reduced frequency and mandatory nature) influence its content and quality and, if so, in which ways? The data were collected by focus group discussions and were analyzed by a qualitative content analysis. Three themes emerged: difficulties with the new organization, the content and learning outcomes of supervision, and the nurse supervisors' intentions. Supervision is recommended in order to achieve the goal of nursing education and to ensure that student nurses gain an understanding of their experiences, thus equipping them with the professional skills and competence that are required to meet patients' needs.

Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

“…Well prepared clinical teachers, whether faculty or clinical agency staff, are required to expose students to challenging direct patient care opportunities in order to develop their professional clinical competencies. [19] Effective clinical teachers stimulate students to integrate evidence-based theoretical knowledge into high quality, safe patient care. [20] Learning about researchbased pedagogy motivates clinical teachers to use innovative teaching strategies to achieve the goals of clinical education.…”

Conceptualisations and perceptions of the nurse preceptor's role: A scoping review

“…Close reading revealed that the study focus and/or type of preceptor did not meet our inclusion criteria. For example, Lindquist et al (2012) were excluded as the clinical educators in the study were employed by the university, while Zahner (2006) was excluded as the study focused on a programme evaluation and included no information about the supervisors' perception of their own practices. Overall, 25 studies met all inclusion criteria and included research pertaining to nursing preceptorship in countries as varied as Australia, Botswana, Cameroon, Canada, Finland, Honduras, Ireland, New Zealand, Sweden and the United States, see Table 2 Overview of Included Research Articles.…”

Främjande faktorer för professionell utveckling i processorienterad omvårdnadshandledning i grupp — Sjuksköterskors erfarenheter ett år efter avslutad sjuksköterskeutbildning

“…Den processorienterade pedagogiken fördjupar deltagarnas medvetenhet om upplevda erfarenheter genom att ge möjlighet att reflektera vårdsituationer ur olika perspektiv med en vårdvetenskaplig förankring. Erfarenheter ges på så vis ny innebörd och utvecklas till förtrogenhetskunskap med fördjupat fokus på patientens perspektiv, vilket också stöds av tidigare studier (25,26).…”