Preceptorship of clinical learning in nursing homes – A qualitative study of influences of an interprofessional team intervention

Sørø, Vera Louise; Aglen, Bjørg; Orvik, Arne; Söderström, Sylvia; Haugan, Gørill

doi:10.1016/j.nedt.2021.104986

Cited by 5 publications

(3 citation statements)

References 28 publications

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“…Therefore, it is necessary to develop clear job descriptions of the care RNs are to provide to nursing home residents as healthcare professionals. We think that education using the preceptor system will be helpful, facilitating new RNs' access to the residents and helping them to work independently (Carlson & Bengtsson, 2014 ; Sørø et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Registered Nurses' perspective of systemic factors affecting nursing home care quality decline: A qualitative descriptive study

Park

Min

2022

Nursing Open

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Aim A growing number of older people are living in nursing homes worldwide, but their safety and quality of care are not guaranteed. This study explores registered nurses' (RNs) perspectives on systemic factors affecting the quality of care and safety decline of nursing home. Design Qualitative descriptive study. Methods In this study, semi‐structured interviews were conducted with 10 RNs working in six nursing homes, who were chosen through purposive sampling. Data were collected from 1 August–19 September 2019, and analysed using thematic analysis. Results The following five themes were derived: lack of sufficient number of RNs, poor work conditions, unclear job descriptions for RNs, no official position of nursing director and absence of transition care system. Patient or Public Contribution All reports of RNs affecting resident safety and quality of care decline were related to systemic factors. Therefore, improving quality of care in nursing homes should be supported by changes in systemic factors, such as maintaining an appropriate number of RNs and improving their working conditions.

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Section: Discussionmentioning

confidence: 99%

Registered Nurses' perspective of systemic factors affecting nursing home care quality decline: A qualitative descriptive study

Park

Min

2022

Nursing Open

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“…Thus, circumstances, such as high patient acuity, understaffing and a high workload, are barriers for clinical supervisors’ provision of a supportive clinical learning environment for nursing students [ 1 , 8 ]. Many clinical supervisors lack formal training in their role, which may affect the quality of both the supervision and the assessment provided to students [ 9 , 10 ]. Another challenge is that students’ access to relevant learning situations varies due to a high degree of specialisation in health care services [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

Practice education facilitators perceptions and experiences of their role in the clinical learning environment for nursing students: a qualitative study

et al. 2023

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Background Clinical placement is recognised as essential for nursing students’ development of clinical competence. However, difficulties in providing supportive clinical learning environments are a well-known challenge in nursing education. In Norway, the use of nurse educators in joint university and clinical roles has been recommended as an initiative to strengthen the clinical learning environment and enhance the educational quality. In this study we use the term practice education facilitator in a generic sense for these roles. The aim of this study was to explore how practice education facilitators can contribute to strengthen the clinical learning environments for nursing students. Methods This study has a qualitative explorative design with a purposive sample of practice education facilitators affiliated to three different universities located in southeast, mid-, and northern Norway. Individual in-depth interviews with 12 participants were conducted during spring 2021. Results A thematic analysis resulted in four themes: “coherence between theory and practice”; “student support and guidance during placement”; “supporting the supervisors to support the students” and “factors influencing the practice education facilitators’ performance in their role”. The participants experienced that the practice education facilitator role contributed to strengthened clinical learning environments. However, their performance in the role was found to be contingent upon factors such as time allocated for the role, personal and professional attributes of the post holder, and a common understanding within the organisations regarding practice learning and role remits for the practice education facilitator. Conclusions Findings indicate that the practice education facilitator role can be a valuable resource for clinical supervisors and nursing students in clinical placement. Moreover, nurse educators who are familiar with the clinical area, and who are insiders in both settings, are ideally placed to contribute to bridge the theory-practice gap. The benefits of using these roles, however, were influenced by personal attributes of the post holder, time allocated for the role and the number of practice education facilitators positions, and management anchorage. Thus, to achieve the full potential of these roles, efforts to reduce these barriers should be considered.

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“…The managers had to establish the IPLTs and make it possible for preceptors to attend them. More details about this intervention is provided elsewhere (29) .…”

Section: Context Participants and Settingsmentioning

confidence: 99%

How Do Managers Influence the Caring and Learning Environment in Nursing Homes? A Qualitative Study

Aglen¹,

Söderström²,

Sørø³

et al. 2023

Preprint

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The nursing home (NH) population becomes increasingly frail, suffering several chronic ill-nesses, high symptom severity, and short remaining lifespan after admission; all this requires skilled, well-organized professional care. Little is known about how NH managers influence the caring and learning environment (CLE) to ensure competencies in meeting NH patients’ needs. The aim of this study is to explore how NH managers influence the CLE to provide basic nursing education for students and apprentices, in order to improve it. This study applies a qualitative design, using multiple methods and focusing on NHs as a context involving complex adaptive systems and on basic nursing as a complex issue. NH managers express a constant struggle to keep workloads manageable, and NHs come across as exhausted organizations with little surplus. Both managers and staff look for ways to execute the work with as little effort as pos-sible and mainly stick to well-established routines. Not participating directly in either daily caring or placement learning, NH managers influence the CLE indirectly through taming and coping strategies, largely using taming strategies that lead to serious unintended outcomes. Coping strategies involve leading collaborative processes in holding environments that are feasible with their workload and roles as managers.

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Preceptorship of clinical learning in nursing homes – A qualitative study of influences of an interprofessional team intervention

Cited by 5 publications

References 28 publications

Registered Nurses' perspective of systemic factors affecting nursing home care quality decline: A qualitative descriptive study

Registered Nurses' perspective of systemic factors affecting nursing home care quality decline: A qualitative descriptive study

Practice education facilitators perceptions and experiences of their role in the clinical learning environment for nursing students: a qualitative study

How Do Managers Influence the Caring and Learning Environment in Nursing Homes? A Qualitative Study

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