Final clinical practicum shapes the transition experience and occupational commitment of newly graduated nurses in Europe—A longitudinal study

Kaihlanen, Anu‐Marja; Gluschkoff, Kia; Koskinen, Sanna; Salminen, Leena; Strandell‐Laine, Camilla; Linares, Pilar; Sveinsdóttir, Herdís; Fatkulina, Natalja; Chianáin, Linda Ní; Stubner, Juliane; Leino‐Kilpi, Helena

doi:10.1111/jan.15060

Cited by 24 publications

(27 citation statements)

References 67 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The graduating nursing students (GNSs) are welcoming the transition of their role from a student to a nurse in their final semester ( Järvinen et al, 2018 ). Their professional commitment right before the labor market entry and how they perceive tied to the nursing profession can immediately affect their career decision-making of whether to be actively involved in the nursing field; it also has a lasting effect on their work experience and long-term career development ( Kaihlanen et al, 2021 ; Wang et al, 2018 ; Guerrero et al, 2017 ). Therefore, the GNSs' professional commitment deserves considerable attention.…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, the GNSs deserve specific attention, as they have finished both the school-based courses and hospital-based practice and formed a relatively stable recognition on nursing professionalization ( Järvinen et al, 2018 ; Flott and Linden, 2016 ). The professional commitment of GNSs can provide feedback on the whole process of college education and a reference for new nurse training programs ( Kaihlanen et al, 2021 ; Wang et al, 2018 ; Guerrero et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

Hua

Fang

Lin

et al. 2022

Nurse Education Today

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

Hua

Fang

Lin

et al. 2022

Nurse Education Today

View full text Add to dashboard Cite

“…The final clinical practicum experiences of graduating nursing students (hereafter GNSs) are found to be important for the development of the nursing identity, motivation for nursing as a career [1] and its successful start [1][2][3][4]. Nursing students' clinical practicums are dispensed under the supervision of a mentor from the clinical practice and pedagogical cooperation of a nurse teacher (hereafter NT) from the educational institution [5,6].…”

Section: Introductionmentioning

confidence: 99%

The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

et al. 2022

Self Cite

View full text Add to dashboard Cite

Background A supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students’ clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher’s cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries. Methods A cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher’s pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018–2019. The data were analyzed using a Chi-Square test, Pearson’s correlation coefficients, and linear models. Results A total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher’s pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher’s pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country. Conclusions This study reveals that nurse teachers play an essential role in supporting and guiding nursing students’ final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers’ pedagogical cooperation role within the clinical learning environment.

show abstract

“…There is substantial research on RNs learning during clinical practice in hospital contexts [84][85][86], and an expanding body of research from the educational systems of paramedicine [68]. Experiential learning and clinical experiences are fundamental for supporting the intertwining of theory and practice, the development of a professional identity, and a situated professional competence [81,87].…”

Section: Clinical Practice In the Ambulance Servicementioning

confidence: 99%

“…There is no national data on the preceptors' educational background in the Swedish educational system for SANs, but governmental reports claim a lack of competence for preceptors in healthcare education [4,73]. This is problematical, since the preceptors have a major influence on the developing of attitudes, values, knowledge, skills, and an understanding of the professional role in their transition to their work life among students [68,81,86]. This is evidently important since role clarity and the ways healthcare professionals understand their work affects both their way of performing it and how they strive to develop new competence as professionals [87].…”

Section: The Preceptors In the Ambulance Servicementioning

confidence: 99%

Balancing structure and flexibility in the ambulance service: the pursuit of professional judgement in caring and learning

Wallin¹

View full text Add to dashboard Cite

The overall aim of this thesis was to describe the conditions for learning inthe ambulance service during clinical practice, and to develop an understanding of how to support the professional development of caring in this context. The findings of this thesis are based on four qualitative interview studies.The study group consisted of 28 specialist ambulance nursing students (I), 20 preceptors (II), 27 preceptors (III), and 16 specialist ambulance nursingstudents (IV), from all parts of Sweden. The data were collected by individual, dyadic, and focus group interviews. The study designs and analytical approach were guided by the critical incident technique, latent content analysis, reflexive thematic analysis, and a phenomenographic approach. The findings indicate that the contextual complexities of ambulance care contradict the students’ fundamental need to independently care for the patients in their development of all domains of knowledge. Caring and learning in the ambulance service requires a structured approach in medical, technical, and practical aspects to create a basic security for preceptors and students in dealing with the diversity in care situations, patient needs, and student needs. However, this structured approach may hinder an individualized and situationally adapted approach unless the preceptors and students develop a flexible and reflective questioning approach in the phronetic domains of knowledge. The support, educational strategies, and learning objectives needed for enhancing educational clarity and quality during clinical practice in ambulance care are presented at an organizational, environmental, situational, and interpersonal level. It is proposed in the conclusions that a reflective questioning approach and an embodied understanding of ambulance service work supported by critical reflections are fundamental to support professional development in this field. Higher education institutions and the ambulance departments should address the professional development as a mutual concern, where supporting the development of a caring competence should be viewed as a lifelong continuum of learning. The expanding scope of ambulance care requires professional judgement to manage the ethical complexities of clinical decision-making to safeguard the patient perspective in ambulance care.

show abstract

Final clinical practicum shapes the transition experience and occupational commitment of newly graduated nurses in Europe—A longitudinal study

Cited by 24 publications

References 67 publications

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

Balancing structure and flexibility in the ambulance service: the pursuit of professional judgement in caring and learning

Contact Info

Product

Resources

About