«Sjuksköterskestudenters erfarenheter av sin första kliniska utbildningsperiod — en nordisk kvantitativ studie»

Abstract

Background: Differences in quality of clinical education and support to students occur and there are demands for a unification of higher education in Europe. Aim: The aim of the study was to describe the nursing students' experiences of their first clinical education period in relation to learning and professional development. Methods: The sample consisted of 139 nursing students from Finland and Sweden. The data was collected by questionnaire and analyzed statistically. Findings: Students' experiences of clinical competence were examined from four perspectives: clinical preception, learning, learning objectives and reflection. Overall, students rated highly, however there were statistically significant differences among the students concerning nationality and length of clinical education. Students did not always get a clear picture of what was expected of them in clinical education and there were deficits in continuing feedback. Students' clinical learning was associated with the length of clinical education. Conclusions:Clinical preceptoring as a catalyst in student's understanding and learning is central. Students rated learning of tasks and skills higher than abilities that require more reflection and consideration, which may indicate a more task-centered preception. A conscious didactic approach would help students to reflect and develop into professionals in nursing and caring science.

Nursing students’ learning experiences in clinical placements or simulation–A qualitative study

“…They interpreted that this was a sign of supervision focused on the tasks. [19] Our findings in the current study indicated that this task-oriented approach to learning seemed to arise especially when the supervision was about tasks unknown to the first-year students. Two studies suggested supervision based on topics with learning outcomes, as it could support both students and supervisors to focus on the substance and not only on how to carry out the tasks.…”

“…Two studies suggested supervision based on topics with learning outcomes, as it could support both students and supervisors to focus on the substance and not only on how to carry out the tasks. [19,22] We agree that preceptors become aware of their influence on students' learning process through their training in didactics and nursing science. Thus, when a preceptor meets a student who needs to learn a new nursing skill, she can more easily combine a rehearsal of the nursing skill with learning of critical thinking and arguments about how to adapt the skill to the current patient situation.…”

“…[17] Although the findings from the current study showed that there was a lot of competent supervision, they also revealed the importance of supervisors' training, as the students' theoretical knowledge of correct procedures could easily be overruled by learning incorrect procedures in practice. Other studies [18][19][20][21] also argued that preceptors need to be properly trained to facilitate nursing students' achievement of competencies to provide safe patient care. In a review focusing on preceptorship, Duteau [18] argued that the benefits of clinical experience in nursing education cannot be overemphasized.…”