Managing at risk nursing students: The clinical instructor experience

Rodger, Kathleen; Juckes, Karen

doi:10.1016/j.nedt.2021.105036

Cited by 9 publications

(7 citation statements)

References 30 publications

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“…The conceptions in this study could provide an explanation on why the collaboration among health institutions, and academic institutions have not always been successful. Those directly involved in the teaching and learning of nursing students do not always view and comprehend their roles in a complementary and collaborative way [ 10 , 20 , 69 ].…”

Section: Discussionmentioning

confidence: 99%

“…In cases where the nurse educator works at the university only, they are complemented by clinical placement coordinators/clinical supervisors/clinical instructors [ 9 ]. Clinical instructors are employed by the academic institution and provide clinical teaching [ 10 ]. In addition to the nurse educators and clinical instructors, there are preceptors (nurses) who are employed by the hospitals for provision of nursing care but have a teaching role which they are either formally trained for or not [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

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A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

Munangatire

McInerney

2022

BMC Med Educ

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Background Nursing education involves a number of stakeholders in the teaching and learning process, and these are student nurses, lecturers, clinical instructors and nurses. The role that each of these parties play in the teaching and learning process is dependent on each other and is key to the development of competence among student nurses. However, there is scanty literature on the discourse of how these stakeholders conceptualise their roles to maximise student learning. The objective of this study was to explore the conceptions of stakeholders on their teaching and learning roles in nursing education. Methods Thirty-eight semi-structured interviews and three focus group discussions were conducted with nursing students, lecturers, clinical educators at a Namibian nursing college and nurses at teaching hospitals. Phenomenographic data analysis approach was applied. Results Four conceptions were constructed that described the level of involvement of the different parties in teaching and learning. These were initiating, supporting, becoming part of and owning the teaching and learning role. Three dimensions of variation marked the differences among the conceptions: responsibility and accountability, priorities and level of collaboration. Conclusions The parties involved in the teaching and learning in nursing education have qualitatively different understating of their roles and those of others. There is a pattern transcending from being at the periphery of teaching and learning to taking ownership of teaching and learning. And a movement from limited responsibility and collaboration to that of being responsible, accountable and high level of collaboration in the teaching and learning of nursing students. The conceptions in this study add more ways of enhancing collaboration between theoretical and clinical sites in nursing education, by ensuring that those involved are aware of their role and that of others and work collaboratively at the micro-level.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

Munangatire

McInerney

2022

BMC Med Educ

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“…Specific reasons for these differences may be attributed to different major backgrounds of students and assessment tools of wellbeing. The implementation of clinical curriculum programs for nursing students in their second and third year of study may also contribute to the high prevalence of low-level wellbeing because of the risk of failure for nursing students in a professional clinical course [ 26 ]. In addition, increasing fierce competition after graduation may be a potential factor reducing the second-year and third-year nursing college students’ wellbeing [ 3 ].…”

Section: Discussionmentioning

confidence: 99%

A Latent Profile Analysis of PERMA: Associations with Physical Activity and Psychological Distress among Chinese Nursing College Students

Sun

Zhao

et al. 2022

IJERPH

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Background: The wellbeing of college students is an important concern for public health, and may have associations with insufficient physical activity and psychological distress. This study aimed to identify the latent classes of wellbeing based on the PERMA (i.e., positive emotions, engagement, relationships, meaning, and accomplishments) wellbeing framework, and to explore their associations with levels of physical activity and psychological distress. Methods: A cross-sectional online survey was conducted. A latent profile analysis was performed to characterize the different classes of wellbeing of nursing college students. Results: A group of 1741 nursing college students in China completed the study. Three wellbeing classes were identified in the final model (i.e., low-level wellbeing, moderate-level wellbeing, and high-level wellbeing). Significant differences were found between the three classes in terms of gender (p = 0.002) and year of study (p = 0.038). Low levels of physical activity participation were significantly associated with lower odds of being in the high-level wellbeing class compared with the moderate-level wellbeing class (OR = 1.398, 95%CI [1.023, 1.910], p = 0.035). Lower levels of psychological distress were also associated with greater wellbeing among the three wellbeing classes (p < 0.05). Conclusions: Effective strategies are needed to increase college students’ physical activity participation and decrease the severity of psychological distress to improve their health and wellbeing in China.

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“…Psychologically safe learning environments permit students to seek clarification or help to answer questions or demonstrate skills workout fear of judgement or humiliation [ 18 ]. It is important to highlight that while preceptors should create an environment where students can make mistakes without being judged or punished, they must ensure patient safety throughout their practice placement [ 19 ]. Having a psychologically safe environment does not mean that there is a lack of accountability [ 10 ].…”

Section: Methodsmentioning

confidence: 99%

Key tips to providing a psychologically safe learning environment in the clinical setting

Hardie

O’Donovan²,

Jarvis

et al. 2022

BMC Med Educ

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Having psychological safety embedded in preceptorship relationships facilitates positive interpersonal and educational experiences for students. Psychological safety refers to a student’s belief as to whether or not it is safe for them to take interpersonal risks, such as asking questions, sharing an idea for improvement or speaking up to maintain patient safety. Having psychological safety leads to collaboration, positive student learning experiences and effective patient care. This article presents key guidelines for preceptors to provide a psychologically safe learning environment for their students. Guidelines fall under four categories 1) before meeting students, 2) first meeting students, 3) continued relationship with students, and 4) general rules. These guidelines are informed by current literature on psychological safety and preceptorship and the author's clinical expertise in nursing preceptorship. We conceptualise psychological safety in a nursing preceptorship for preceptors to denote the experience of inclusivity, empowerment, and well-being of students within the social, cultural and physical clinical learning environment. A crucial attribute to cultivating a psychologically safe environment involves being an accessible and approachable preceptor.

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Managing at risk nursing students: The clinical instructor experience

Cited by 9 publications

References 30 publications

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

A Latent Profile Analysis of PERMA: Associations with Physical Activity and Psychological Distress among Chinese Nursing College Students

Key tips to providing a psychologically safe learning environment in the clinical setting

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