The role of academic-practice partnerships from perspectives of nursing students: A cross -sectional study

Yi, Yeo Jin; Lee, Hanyi

doi:10.1016/j.nedt.2020.104419

Cited by 13 publications

(9 citation statements)

References 33 publications

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“…Kim et al (2020) found that the practical impact in the first clinical practice had a negative impact and the teacher-student relationship had an intermediary effect between the two [ 36 ]. Yi et al (2020) also found that academic practice partnerships can facilitate professional self-concept among nursing students [ 37 ] ( Table 2 ).…”

Section: Resultsmentioning

confidence: 99%

Literature review of the research on nursing students’ professional self-concept

Liang

et al. 2022

Medical Education Online

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Objective To understand the current situation and progress of nursing students’ professional self-concept, this review aimed to perform a general analysis of research related to the connotation of professional self-concept, measurement tools, influencing factors, effects, and intervention experiments. Methods Three databases (Web of Science, PubMed, and CNKI) were searched for relevant articles. Research articles that met specific criteria were included, with identified articles initially screened by title and keyword. Then the abstracts were screened for relevance, and the full text was read for validation before inclusion. Descriptive analysis was performed with relevant findings from data retrieved from various sources. Results Finally, 54 articles that met the criteria were included, which organised the connotation of self-concept of nursing speciality, and introduced six measurement scales, such as Professional Self-Concept of Nurses Instrument and Nurse’s Self-Concept Questionnaire. A total of 16 investigations on influencing factors were described, and the results showed that there were internal individual and external environmental factors. The professional self-concept was formed by analysing both factors. This paper described 17 effect surveys and found that professional self-concept had an important impact on students’ mental health, academic performance, and professional values, and so on. Eight intervention experiments including attribution training and hierarchical teaching were evaluated. Conclusions Research articles on the professional self-concept included in this review were rich. These articles clarified the basic connotation of the concept, developed relatively mature measurement tools, found many influencing factors and effects, and proposed effective intervention strategies. They were of great value for understanding the professional self-concept and could provide a reference for scholars to conduct relevant research and practice. It also presents research prospects in this field, aiming to inspire future research.

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Section: Resultsmentioning

confidence: 99%

Literature review of the research on nursing students’ professional self-concept

Liang

et al. 2022

Medical Education Online

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“…While ccollaborations between academic institutions and clinical settings have been reported to improve student learning, the collaboration has been reported at a macro level [ 79 ]. This study explored the collaboration at a micro level revealing the different levels at which the collaborations work well and where they fail.…”

Section: Discussionmentioning

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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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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“…As reuniões com os professores, em que está presente o compromisso e uma boa relação interpessoal e interprofissional, influenciam a qualidade da preceptoria e facilitam o ambiente positivo e a aprendizagem efetiva dos estudantes 21,24,28,30 . Esta parceria, que deve ser demonstrada e incentivada pelos professores, influencia o autoconceito, a motivação, a socialização e valoriza a qualificação dos Declaração do autor CRediT enfermeiros preceptores 28,31 . Lethale et al 21 referem que o tipo de suporte solicitado ao professor difere de acordo com o estádio do enfermeiro: um enfermeiro iniciante procura apoio para identificar situações de aprendizagem, enquanto um enfermeiro competente solicita apoio para fornecer feedback e ser incluído nas atividades educacionais.…”

Section: Professorunclassified

Resources mobilized in nursing preceptorship: a study in Grounded Theory

Amaral

Figueiredo

2022

Mundo Saúde

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Os enfermeiros em contexto da prática clínica colaboram no exercício da sua profissão, no ensino com a academia, partilhando a responsabilidade da preceptoria de estudantes de Enfermagem em ensino clínico com os professores das instituições de ensino 1 .Durante o ensino clínico o estudante tem oportunidade de adquirir conhecimentos e de desenvolver atitudes e competências im-prescindíveis para o exercício profissional. Este aspeto é reforçado por Mikkonen et al. 2 que referem que a função do enfermeiro preceptor na preceptoria de estudantes é fundamental no seu desenvolvimento profissional, nomeadamente nos seus conhecimentos e competências.A integração cognitiva de conhecimentos e de competências transferíveis para a prática clínica é evidenciada por Ignacio e Chen 3 ResumoO desenvolvimento de competências implica a mobilização de recursos considerando a aprendizagem pessoal, a formação educacional e a experiência profissional. A qualidade das competências depende da combinação de recursos pessoais e do meio ambiente. O objetivo deste estudo foi identificar os recursos que são mobilizados no desenvolvimento de competências do enfermeiro preceptor. Foi realizado um estudo qualitativo com base na Grounded Theory. O estudo decorreu em dois serviços de um hospital da área metropolitana de Lisboa, de novembro de 2018 a dezembro de 2019. As entrevistas foram realizadas a enfermeiros em diferentes estádios do Modelo de Desenvolvimento Sócio-Profissional de Patrícia Benner e com diferentes experiências na orientação de estudantes de Enfermagem. A amostragem teórica foi conduzida de acordo com as necessidades identificadas na codificação dos dados. A análise e tratamento dos dados foi realizada de acordo com a metodologia da Grounded Theory. Os recursos mobilizados no desenvolvimento de competências do enfermeiro preceptor foram caracterizados como endógenos e exógenos. Os endógenos referem-se às características individuais, habilidades e experiências vividas. Os exógenos são a equipe de Enfermagem e o professor. Os enfermeiros, suportados pela equipa de Enfermagem, mobilizam caraterísticas individuais e habilidades no seu desenvolvimento de competências enquanto preceptores. A identificação destes recursos poderá definir indicadores para o perfil de preceptor e contribuir para a capacitação de enfermeiros preceptores.

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The role of academic-practice partnerships from perspectives of nursing students: A cross -sectional study

Cited by 13 publications

References 33 publications

Literature review of the research on nursing students’ professional self-concept

Literature review of the research on nursing students’ professional self-concept

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

Resources mobilized in nursing preceptorship: a study in Grounded Theory

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