The role of the nurse teacher in clinical practice: An empirical study of Finnish student nurse experiences

Saarikoski, Mikko; Warne, Tony; Kaila, Päivi; Leino‐Kilpi, Helena

doi:10.1016/j.nedt.2009.01.005

Cited by 79 publications

(66 citation statements)

References 48 publications

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“…Señalan que por lo general, la retroalimentación de la enfermera tutora es negativa, con mala comunicación, o lo que es peor, en ocasiones inexistente. Convendría, por lo tanto, incentivar una retroalimentación constructiva que ayudaría a los estudiantes a reflexionar y comprender la teoría, la práctica y su experiencia de aprendizaje y socialización (9,10,29) .…”

Section: Discussionunclassified

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Vizcaya-Moreno¹,

Pérez-Cañaveras²,

Jiménez‐Ruiz³

et al. 2018

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Objetivo: Analizar las percepciones de los estudiantes de enfermería sobre la relación de supervisión y ambiente de aprendizaje clínico durante sus prácticas clínicas. Metodología: Se utilizó un diseño cualitativo con un enfoque fenomenológico. Los datos se recogieron a través de entrevistas semiestructuradas de grupos focales. Se realizó un muestro intencionado y se conformó una muestra de 48 estudiantes de Enfermería de la Universidad de Alicante (España). Las entrevistas fueron transcritas textualmente y analizadas utilizando el método "Stage by stage". A partir del análisis surgió una estructura en forma de árbol con cuatro categorías: individualización, innovación en enseñanza clínica, participación de los estudiantes y relación entre enfermera tutora-estudiante de enfermería. Resultados: El estudio muestra que no hay individualización en el proceso de aprendizaje clínico. La participación de los estudiantes en las actividades de la unidad depende de su experiencia, de las características de la unidad, del equipo de enfermería y del tutor. Los estudiantes sienten que el papel del tutor de prácticas no está claramente definido. La ansiedad, la vulnerabilidad y los sentimientos de ser "trabajadores temporales" son comunes entre los estudiantes de enfermería. Conclusiones: Estos resultados deben conducir a reflexiones más profundas sobre los elementos estudiados del proceso de supervisión y del entorno de aprendizaje clínico. Más concretamente en los aspectos de individualización, participación de los estudiantes, sentimientos y la elucidación del papel del enfermero tutor.Palabras clave: Entorno de aprendizaje clínico; Supervisión de los estudiantes; Educación en enfermería; Investigación cualitativa; Enfermería

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Section: Discussionunclassified

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Vizcaya-Moreno¹,

Pérez-Cañaveras²,

Jiménez‐Ruiz³

et al. 2018

eglobal

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“…The CLES+T scale (Saarikoski et al, 2009) consists of 34 items grouped into five domains: pedagogical atmosphere on the ward (nine items); supervisory relationships (eight items); leadership style of ward managers (four items); healthcare on the ward (four items); and the role of the teacher (nine items). Students evaluated each item on the questionnaire using the five-point Likert scale (1 = "strongly disagree", 5 = "strongly agree").…”

Section: Data Collectionmentioning

confidence: 99%

“…The CLES+T scale has commonly been used as an audit instrument for measuring the quality of clinical education in higher nursing education (Sirkka et al, 2015). The instrument was developed on content analysis of the results arising from a number of empirical studies, audit instruments and systematic literature reviews, and is primarily used to evaluate nursing teachers' pedagogical and social role-dimensions in the clinical practice of student nurses and the impact of different supervision models (Saarikoski et al, 2009) on students' perceptions of clinical learning enviroment. The CLES+T scale is a modified and improved version of the Clinical Learning Environment and Supervision (CLES) scale (Saarikoski, Leino-Kilpi, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…The CLES has been used more often in Sloviakia than the recent versionthe CLES+T scale. The psychometric properties of this widely used instrument are well established (Saarikoski et al, 2009;Papastavrou et al, 2016). The study was supported by Grant KEGA: Evaluation of clinical learning enviroment in nursing pregradual education (016PU-4/2015).…”

Section: Introductionmentioning

confidence: 99%

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Factors influencing the effectiveness of clinical learning environment in nursing education

Gurková¹,

Žiaková²,

Cibríková³

et al. 2016

Cent Eur J Nurs Midw

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Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T), was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

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“…Furthermore, the core components in facilitating effective clinical teaching are found in the relationships between the student, mentor, and NT. [7] While literature emphasised that normative standards, as the National League for Nursing (NLN) Core Competencies for Nurse Educators (The NLN has systematized competencies as those facilitating learning, aiding learner development and socialization, employing assessment and evaluation strategies, participating in curriculum design and evaluation of program outcomes, functioning as a change agent and leader, pursuing continuous quality improvement in the nurse educator role, engaging in scholarship, and functioning within the educational environment. [9] ), and the Australian NT professional practice standards (The ANTS [10] outlined competency standards as teaching and learning, communication, professional practice, advanced nursing knowledge and expertise in the context of teaching, management and leadership skills in shaping and implementing change, and commitment to research and scholarship.…”

Section: Introductionmentioning

confidence: 99%

Nurse teachers’ perceived competencies in the context of students’ first clinical placements: A qualitative study

Zlatanovic

Havnes

Tveiten

2016

JNEP

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This study seeks to illuminate the competencies of nurse teachers (NTs) and their operationalization in the context of clinical placement by exploring the challenges of being an NT, as experienced and articulated by diverse groups of interacting agents: NTs, mentors, and students. To gain insight into this area, we employed an interpretative qualitative approach, and applied data source and methodology triangulation: Focus group discussions with nurse mentors and students and e-mail interviews with NTs responsible for the placement learning were performed. Five main themes were revealed: NTs' personal and professional mastery, mastery of student support, mastery of mentor support, mastery of learning/teaching environment, and mastery of conditions while in the clinical placement. In addition, NTs emerged as coordinators, mediators, and moderators of a complex system. Within this system, the complex interplay of diverse components can have various facilitating or obstructing effects. Considering this complexity, we argue that part of those effects is directly connected to individual NTs' characteristics, combination of professional competencies, and application of these competencies in specific situations. We also propose that institutional and departmental contexts, as well as professional contexts of nursing practice and education, influence both teachers and students. Our research draws attention to the further development of organized and structured cooperation within and across institutions in establishing and maintaining links among different contexts of nursing education. With regard to placement learning, the complementary competencies of NTs and mentors, which mesh across fields and domains of expertise, appear to be a possible solution.

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The role of the nurse teacher in clinical practice: An empirical study of Finnish student nurse experiences

Cited by 79 publications

References 48 publications

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Student nurse perceptions of supervision and clinical learning environment: a phenomenological research study

Factors influencing the effectiveness of clinical learning environment in nursing education

Nurse teachers’ perceived competencies in the context of students’ first clinical placements: A qualitative study

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