The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward

Abstract

Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.

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The Listening Project: A Qualitative Study on the Experiences of Pre-Registered Nurses During the COVID-19 Pandemic in Scotland

“…Nevertheless, the students described the knowledge and experience they have gained as useful in filling knowledge gap, and acquisition of missed practical skills opportunities. Bøe & Debesay, (2021) highlighted that clinical placement is an important aspect in developing competencies of student nurses where a good learning environment and learning outcomes of the students is highly dependent on the collaboration and support of the staffs on mentoring and supervision. Therefore, to ensure the quality of clinical placements of students, it is paramount to pay attention to the factors affecting their learning and address barriers to facilitate learning through working with practice partners to identify gaps in their knowledge and skills and implement simulation and practice-based learning.…”