Key influences identified by first year undergraduate nursing students as impacting on the quality of clinical placement: A qualitative study

Cooper, J. F.; Courtney‐Pratt, Helen; Fitzgerald, Mary

doi:10.1016/j.nedt.2015.03.009

Cited by 56 publications

(54 citation statements)

References 24 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

“…Likewise, attitudes and values mediated the effect of adequate area orientation to skills. These findings may be attributed to one's disposition towards learning theoretical and practical concepts (Cooper et al, ). The negative feelings previously stipulated deter learning (Levett‐Jones et al, ; Wallin et al, ); thus, a good area orientation provides avenue to clarify pre‐conceived misconceptions (Sun et al, ) and to raise inquiries (Hunter & Arthur, ), allowing easier transmission of knowledge and application of skills.…”

Section: Discussionmentioning

confidence: 99%

“…These feelings may be due to the numerous, yet unclear expectations they have to meet (Haraldseid et al, 2015) and the lack of understanding on how to function in the new unit (Sun et al, 2016). Hence, adequate pre-area orientation is essential to prime students of what to expect in the critical care units (Cooper, Courtney-Pratt, & Fitzgerald, 2015). It was even recommended that pre-ward orientations must be extensive and given in advance, approximately 1 week before the clinical placement (Grace & O'Niel, 2014), to adequately prepare students.…”

Section: Emerging Modelmentioning

confidence: 99%

“…The memorandum also expects that student nurses can render basic nursing care to acute and critically ill patients (CHED, ). However, in 2012, the methodologies of delivering these courses were changed from competency‐based to outcomes‐based learning (Commission on Higher Education ), creating a paradigm shift in the pedagogical strategies, including clinical placement.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Characteristics of a critical care clinical placement programme affecting critical care nursing competency of baccalaureate nursing students: A structural equation modelling

Bongar

Pangan

Macindo

2019

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aim and objectives To evaluate and determine the characteristics of a critical care clinical placement programme affecting the critical care nursing competency of baccalaureate nursing students. Background The increase in global demand for competent critical care services and human resources translates to an educational focus in preparing students for their eventual role as critical care health professionals. Albeit clinical placement in critical care units can promote competency, evidence supporting such claim remains inadequate. Design Cross‐sectional, descriptive correlational design. Method Employing structural equation modelling, 236 randomly selected baccalaureate nursing students from a clinically intensive university in the Philippines were recruited from January–March 2016. A three‐part online survey, composed of the robotfoto, Critical Care Nursing Rotation Evaluation Questionnaire, and Intensive and Critical Care Nursing Competence Scale, was completed. The STROBE checklist was followed in reporting this study. Results Five characteristics of clinical placement were extracted as follows: sufficient clinical exposure, adequate area orientation, supportive clinical instructor, diversified medical cases and supplemental learning resources. Four characteristics affected critical care nursing competency and built a good model (χ2/df = 1.52; comparative fit index = 0.94; parsimonious normal fit index = 0.77; root mean square error of approximation = 0.047). Adequate area orientation had the most diverse influence on all competency domains, while supportive clinical instructor had the strongest positive influence on critical care nursing skill (β = 0.30, p = 0.005). Conclusion The model highlights the characteristics of a critical care clinical placement programme which influences critical care nursing competency among nursing students. It emphasised the importance of a supportive clinical instructor and adequate area orientation in promoting critical care nursing skills and values and attitude. Relevance to clinical practice The proposed model highlights the role of clinical instructors and appropriate orientation which provides impetus in improving the clinical placement design to maximise competency development.

show abstract

“…For example, the EBP profiles of academic and clinic based teaching staff may differ (Upton et al, 2015). Furthermore, climate in practice will impact on nursing students' learning of EBP, which may in turn affect the effectiveness of curriculum design for students' learning (Cooper, Courtney-Pratt & Fitzgerald, 2015). Research exploring the impact of clinical placement on students' EBP learning experiences is therefore required.…”

Section: Future Researchmentioning

confidence: 99%

To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students

Scurlock-Evans

Upton

Rouse

et al. 2017

Nurse Education Today

View full text Add to dashboard Cite

Taking a modular or embedded approach to EBP may have little impact on students' final EBP profiles. However, careful consideration should be given to the timing of related course features which may play a key role in students' perceptions of their knowledge and skills in its application. Further research should explore how curriculum-design might build on students' initial positive attitudes towards EBP and its use in their practice.

show abstract

Key influences identified by first year undergraduate nursing students as impacting on the quality of clinical placement: A qualitative study

Cited by 56 publications

References 24 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

Characteristics of a critical care clinical placement programme affecting critical care nursing competency of baccalaureate nursing students: A structural equation modelling

To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students

Contact Info

Product

Resources

About