The importance of dialogue in student nurses' clinical education

Haugan, Grethe; Sørensen, Ann-Hallfrid; Hanssen, Ingrid

doi:10.1016/j.nedt.2011.03.011

Cited by 15 publications

(9 citation statements)

References 14 publications

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“…Clinical learning environment (CLE) is viewed as an invaluable resource in familiarizing students with the reality of their professional role ( Henderson, Cooke, Creedy, & Walker, 2012 ). Students being exposed to a range of clinical experiences ( Edwards, Smith, Courtney, Finlayson, & Chapman, 2004 ) helps to broaden and deepen both cognitive and psychomotor skills ( Souza, Venkatesaperumal, & Radhakrishnan, 2013 ), develop caring relationships and aid nurses in their professional evolution, as embodied within the attitudes of the nursing workforce ( Haugan, Sørensen, & Hanssen, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

Psychometric Testing of the Greek Version of the Clinical Learning Environment-Teacher (CLES+T)

Papastavrou¹,

Dimitriadou²,

Tsangari³

2015

GJHS

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Clinical practice is an important part of nursing education, and robust instruments are required to evaluate the effectiveness of the hospital setting as a learning environment. The study aim is the psychometric test of the Clinical Learning Environment+Teacher (CLES+T) scale-Greek version.: 463 students practicing in acute care hospitals participated in the study. The reliability of the instrument was estimated with Cronbach’s alpha coefficients. The construct validity was evaluated using exploratory factor analysis (EFA) with Varimax rotation. Convergent validity was examined by measuring the bivariate correlations between the scale/subscales. Content, validity and semantic equivalence were examined through reviews by a panel of experts. The total scale showed high internal consistency (α=0.95). EFA was identical to the original scale, had eigen values larger than one and explained a total of 67.4% of the variance. The factor with the highest eigen value and the largest percentage of variance explained was “supervisory relationship”, with an original eigenvalue of 13.1 (6.8 after Varimax rotation) and an explanation of around 38% of the variance (or 20% after rotation). Convergent validity was examined by measuring the bivariate correlations between the scale and a question that measured the general satisfaction. The Greek version of the CLES+T is a valid and reliable instrument that can be used to examine students’ perceptions of the clinical learning environment.

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Section: Introductionmentioning

confidence: 99%

Psychometric Testing of the Greek Version of the Clinical Learning Environment-Teacher (CLES+T)

Papastavrou¹,

Dimitriadou²,

Tsangari³

2015

GJHS

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“…KPV justerer sin veilederstil basert på flere faktorer: tema, pasientenes behov, samarbeidet mellom studentene og studentenes individuelle nivå. På tospannsdager er det viktig å vektlegge samarbeidslaering, det vil si at studentene bruker hverandre som ressurs og samarbeider aktivt for å utøve god sykepleie, oppleve mestring og nå felles mål (2,11).…”

Section: Kvps Rolleunclassified

Koordinerende praksisveileder på sykehus gir mer fornøyde studenter

Henriksen¹,

Espeland²,

Blasko³

2018

Sykepleien

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“…However, the competence level of supervisors varies and Jonsén et al [24] noted the lack of opportunities for students to reflect together with their supervisors. Reflective practice is an integral part of learning [25] [26] and essential for professional development [6]. Universities in Norway have little influence on which nurses are appointed to supervise BSN students during their clinical practice.…”

Section: Improved Development After Csmentioning

confidence: 99%

Evaluation Nursing Students’ Views of Improved Competence Development after Clinical Supervision: An Educative Approach to the WHO Patient Safety Model

Lyberg¹,

Amsrud²,

Severinsson³

2015

OJN

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Bachelor of Science Nursing (BSN) students' education comprises both theories and practical aspects. Access to resources is required for the development of a professional identity, which includes gaining technical knowledge and receiving feedback, guidance as well as social and emotional support from clinical supervisors. The aim of this study was to evaluate BSN students' views of professional development after clinical supervision (CS) during their undergraduate education. An additional aim was to illuminate how competence development was related to the WHO Patient Safety Educational Model. A cross-sectional study was conducted, in which CS was measured as part of a survey completed by a sample of nursing students after their clinical placement at two time-points, namely 2012 and 2013. Statistical descriptive and inferential analyses were used and differences in the responses between Time 1 and Time 2 compared. The benefit of CS for nursing students' competence development revealed a positive significant relationship between students' Interpersonal skills and the factor Improved care/skills. There were differences in terms of variables related to the Importance value of CS and Professional skills. The results can be used to inform undergraduate nursing education leaders, teachers and practice partners on individual, group and organisational level in order to enhance patient safety and highlight the importance of CS for BSN students' professional development.

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The importance of dialogue in student nurses' clinical education

Cited by 15 publications

References 14 publications

Psychometric Testing of the Greek Version of the Clinical Learning Environment-Teacher (CLES+T)

Psychometric Testing of the Greek Version of the Clinical Learning Environment-Teacher (CLES+T)

Koordinerende praksisveileder på sykehus gir mer fornøyde studenter

Evaluation Nursing Students’ Views of Improved Competence Development after Clinical Supervision: An Educative Approach to the WHO Patient Safety Model

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