The support, supervision and instruction of nurse learners in clinical areas: a literature review

118

102

Section: Interpersonal Relationshipsmentioning

confidence: 99%

Section: Nursing Competencementioning

confidence: 99%

Nursing students' and clinical educators' perceptions of characteristics of effective clinical educators in an Australian university school of nursing

Lee

Cholowski

Williams

2002

118

102

“…There are suggestions that the learning which occurs in the clinical area is the most influential ( French 1992), and the clinical input of nurse teachers has been noted as a way of offering a distinctive and unique role in higher education ( Clifford 1995). Some research, however, has found that students have a low opinion of teachers as role models in the clinical area ( Marriott 1991). This may be due to nurse teachers’ lack of involvement in the practice setting ( Gerrish 1992) and resulting lack of clinical credibility ( Crotty 1993, Bewley 1995).…”

Section: Origins Of the Lecturer Practitioner Rolementioning

confidence: 99%

Lecturer practitioners: a literature review

Fairbrother

Ford

1998

Much of the existing literature on lecturer practitioners to date is comprised of the perspectives of individuals within the role and how they function in their specific setting. It is surprisingly difficult from this work, however, to define the role of lecturer practitioner. The authors were commissioned by a regional health authority to undertake a study of lecturer practitioners within that region. In the process of undertaking this study, a literature review was carried out. Whilst the authors found an abundance of literature surrounding the theory and practice gap, and the development of the lecturer practitioner role as one possible solution, they were not able to find a comprehensive review of the multifaceted aspects of the lecturer practitioner role. This paper is an attempt to provide such a review, and will address the following aspects: the need for lecturer practitioners; their origin within nursing and midwifery education; the development of the lecturer practitioner role; the debate surrounding academic and clinical credibility; and finally, the current situation for lecturer practitioners.

“…Clinical placements were found to be more stressful than the educational setting ( Lindop 1991), and a picture of stress that resulted from learning to care in a pressured clinical environment, and negative attitudes of other nurses, emerged as major contributory factors in the termination of nurse training ( Birch 1978, West & Rushton 1986, Lindop 1988, 1989, Parkes 1985). Discordance between learnt theory and care, the quality of the ward as a learning environment, and the mentorship needs of nurse learners were important institutional foci for research in the 1980s ( Marriott 1991).…”

Section: Introductionmentioning

confidence: 99%

Pre‐registration diploma students: a quantitative study of entry characteristics and course outcomes

Kevern

Ricketts

Webb

1999

Nurse education has been transformed over the last decade and continuing change is likely. Nurse educators are responsible for meeting the quality assurance standards of local stakeholders and student retention and progress are important aspects of this process. As part of a monitoring exercise, an enquiry was set up to review pre-registration selection and recruitment strategies and to establish if there were any significant relationships between the characteristics of pre-registration diploma entrants and their academic achievement or completion rates. A multi-factorial tree-based technique was used for this purpose. This is one of the first British studies to consider both academic performance and completion rates for pre-registration diploma students. Four cohorts (N = 355) were studied. There was marked heterogeneity in student characteristics with a wide age distribution, a significant proportion of mature entrants with previous care experience, and considerable diversity in terms of education. Education and age were significant predictors of academic achievement: entrants with a minimum of two A levels and mature women with recent study experience did particularly well. Younger recruits with modest educational qualifications on entry performed less well in their assessments of theoretical knowledge. Younger students tended to leave more regularly, and well-qualified entrants showed a greater tendency to complete, although these relationships were not statistically significant. Multi-factorial analysis demonstrated that organisational and course characteristics have a conjoint influence on course outcomes. Although the study is concerned with Project 2000 in the United Kingdom, there are lessons to be drawn concerning the selection and support of non-traditional recruits into nursing.