Happy to help/happy to be here: Identifying components of successful clinical placements for undergraduate nursing students

Doyle, Kerrie; Sainsbury, Kathryn; Cleary, Sonja; L, Parkinson; Vindigni, Dein; McGrath, Ian; Cruickshank, Mary

doi:10.1016/j.nedt.2016.11.001

Cited by 92 publications

(51 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Worldwide, academic institutions struggle to find placement opportunities for students (Lamont, Brunero, & Woods, 2015;Smith, Corso, & Cobb, 2010), and pedagogical supervision is often inconsistent from one preceptor to another (Stayt & Merriman, 2013), which may result in inequality in the students' learning. Several studies have stated that the need for proper supervision and support for students in clinical placements was essential to ensure learning (Cooper, Courtney-Pratt, & Fitzgerald, 2015;Doyle et al, 2017). Nonetheless, students are responsible for seizing the opportunities available to them to put their theoretical knowledge and technical skills into practice to foster the integration of their learning and deploy their competencies.…”

Section: Discussionmentioning

confidence: 99%

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Charette

Goudreau

Bourbonnais

2019

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aim To explore the influence of an acute care setting on competency deployment of new graduate nurses (NGNs) from a competency‐based undergraduate programme. Background In the last 15 years, nursing education has shifted to competency‐based education (CBE). Few studies have focused on how NGNs from these reformed programmes use the competencies they have developed. To be paradigmatically coherent with the nature of a competence, studies should also examine how context influences nursing practice and competency deployment. Design A focused ethnography of three acute care units from one academic hospital in Canada. Methods Purposive and snowball sampling strategies were used to recruit 19 participants: NGNs (n = 4), nurse preceptors (n = 2), clinical nurse specialists (n = 9) and nurse managers (n = 4). Data were collected through individual interviews, focus groups, observation and documentation. Data were analysed according to Roper and Shapira (Ethnography in nursing research. Thousand Oaks, CA: Sage Publications, 2000) ethnographic nursing analysis framework. Results Organisational and individual factors were identified as influencing NGNs’ competency deployment. Organisational factors are orientation, stability, workload and the scientific culture of the unit. Personal factors have been linked to groups of professionals: for NGNs, personality and clinical placements during their initial education; for nurses working with NGNs, to be role models, to promote integration and to denounce bullying; and for other health professionals, to recognise nursing expertise. Conclusion One way to smooth the transition from academic to clinical settings for NGNs is by offering transition or orientation programmes that will provide them with stability and a reduced workload, allowing them to progressively deploy their competencies. Relevance to clinical practice Organisational and individual factors influence how new graduate nurses deploy their competencies. Clinical educators and nurse managers can help new nurses by acting on these factors. This study conforms to the COREQ Research Reporting Guidelines for qualitative studies.

show abstract

Section: Discussionmentioning

confidence: 99%

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Charette

Goudreau

Bourbonnais

2019

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…The teaching and learning components involve the process and effectiveness of teaching, supervising and evaluating students in the clinical area by their clinical instructors. Literature shows that students acquire clinical competencies most effectively in the clinical environments where they participate in the provision of care and work alongside healthcare staff that support and encourage learning [13,14]. The process of how the required competencies are acquired needs close monitoring to make sure that the clinical learning program ts the purpose.…”

Section: Introductionmentioning

confidence: 99%

Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

Mbakaya

Kalembo

Zgambo

et al. 2020

Preprint

View full text Add to dashboard Cite

Background The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. The aim of this study was to assess the experiences and perception of nursing and midwifery students of their clinical learning environment in Malawi. Methods A mixed-methods approach was used to collect data from nursing and midwifery students. Data were collected using a questionnaire and focus group discussions. Questionnaire data were collected using the Clinical Learning Environment Inventory (CLEI). Data from focus group discussions were collected using an interview guide which had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression while qualitative data were analysed by thematic analysis Results A total of 126 participants completed the questionnaire data while 30 students participated in the focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while Individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed statistically significant association between Satisfaction with clinical learning environment and Personalization (β = 0.50, p = < 0.001), and Task orientation (β =0.16 p= < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment. Conclusion The findings of this study show that although satisfaction with clinical learning environment had the highest scores, students encountered multifaceted challenges in their clinical learning environment. A collaborative effort from training institutions and hospitals is needed to better support students with their clinical learning.

show abstract

“…will have negative rather than positive effects, so we would prefer. Mentors' attitudes, motivation (Doyle et al, 2017) and work engagement (Tomietto et al, 2016) all affect students' learning.…”

mentioning

confidence: 99%

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

show abstract

Happy to help/happy to be here: Identifying components of successful clinical placements for undergraduate nursing students

Cited by 92 publications

References 40 publications

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Factors influencing the practice of new graduate nurses: A focused ethnography of acute care settings

Nursing and midwifery students’ experiences and perception of their clinical learning environment in Malawi: A mixed method study

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Contact Info

Product

Resources

About