The use of practice education facilitators to strengthen the clinical learning environment for nursing students: A realist review

Mathisen, Cathrine; Heyn, Lena Günterberg; Jacobsen, Turid-Irén; Bjørk, Ida Torunn; Hansen, Elisabeth Holm

doi:10.1016/j.ijnurstu.2022.104258

Cited by 13 publications

(11 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Nursing students’ responsibilities mirror, albeit to a lesser degree, the ones they will have as professionals, such as taking care of patients’ physiopsychosocial needs, providing emotional support and education to patients and their families, and working in highly competitive environments ( Abudu-Birresborn et al, 2019 ; Chang et al, 2021 ; Labrague et al, 2018 ; Mathisen et al, 2022 ; Oliveira Silva et al, 2022 ; Suikkala et al, 2018 ; Sun et al, 2016 ; Usher et al, 2018 ). If that was not enough, as other students, nursing students also have academic concerns like class assignments, getting along with peers and professors, examinations, and both their own and others’ expectations regarding academic achievement.…”

Section: Introductionmentioning

confidence: 99%

Nursing students' personality (Temperament and Character), burnout symptoms, and health and well-being

Garcia,

Kazemitabar,

Björk

et al. 2024

International Journal of Nursing Studies Advances

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Nursing students' personality (Temperament and Character), burnout symptoms, and health and well-being

Garcia,

Kazemitabar,

Björk

et al. 2024

International Journal of Nursing Studies Advances

View full text Add to dashboard Cite

“…To ensure a certain level of knowledge and skills, assessment of student competence is an important part of the education in placement [ 10 – 14 ]. Nurse educators play a key role in the assessment approaches [ 15 ], but the complexity of assessment can be challenging for educators [ 13 , 16 , 17 ]. Moreover, as postgraduate students are already qualified nurses, it can be difficult to assess which nursing competency is at a more advanced level [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

Pass or fail: Teachers’ experience of assessment of postgraduate critical care nursing students’ competence in placement. A qualitative study

Øvrebø,

Dyrstad,

Hansen

2024

BMC Nurs

View full text Add to dashboard Cite

Background Learning in placement is essential to postgraduate critical care nursing students’ education. Assessment of students’ competence in placement is important to ensure highly qualified postgraduate critical care nurses. The placement model applied in Norway involves students being assessed by a preceptor in practice and a teacher from the university. The teacher has a more distant role in placement, and the aim of this study was to explore how the teachers experience the assessment of postgraduate critical care nursing students’ competence in placement. Additionally, to explore the content of assessment documents used for postgraduate critical care nursing placement education in Norway. Methods This study has a qualitative design with main data collection from individual interviews with 10 teachers from eight universities and colleges in Norway. Additionally, we performed a document analysis of assessment documents from all 10 universities and colleges providing postgraduate critical care nursing education in Norway. We followed the Consolidated Criteria for Reporting Qualitative Research. Results The teachers experienced the assessment of postgraduate critical care nursing students’ competence in placement as important but complex, and some found it difficult to determine what critical care nursing competence is at advanced level. A thematic analysis resulted in one main theme: “Teacher facilitates the bridging between education and practice.” Furthermore, three themes were identified: “Assessment based on trust and shared responsibility”; “The teacher’s dual role as judge and supervisor”; and “A need for common, clear and relevant assessment criteria”. Conclusions Teachers have a key role in placement as they contribute to the bridging between education and practice by providing valuable pedagogical and academic input to the assessment process. We suggest that more teachers should be employed in joint university and clinical positions to enhance the collaboration between practice and education. Clear and relevant assessment criteria are essential for providing assessment support for both students and educators. Education and practice should collaborate on developing assessment criteria. Further, there is a need to collaborate on developing, both nationally and internationally, common, clear, relevant and user-friendly assessment tools.

show abstract

“…These competencies should be trained from the time of nursing students experiencing clinical practice, and there is a need to educate and improve the competency to select an integrated and accurate interventions for patients. The improvement of competency begins with the use of standardized nursing interventions in clinical practice [6][7][8].…”

Section: Introductionmentioning

confidence: 99%

Identifying nursing interventions captured in patients with stroke by Korean nursing students: Nursing interventions classification study

Park

2023

J Korean Gerontol Nurs

View full text Add to dashboard Cite

Purpose: This study aimed to identify nursing interventions captured in patients with stroke by Korean nursing students for the categorization of nursing care tailored to the characteristics of stroke patients.Methods: To identify nursing interventions, a descriptive data analysis was conducted using case scenarios written by nursing students during clinical practice in rehabilitation care settings. The case scenarios were analyzed using the standard terminology classification system, nursing interventions classification (NIC), to identify and categorize interventions for patients with stroke.Results: As the result of analysis, we identified 10 most frequent NIC interventions. The most frequent NIC intervention was vital signs monitoring (N=244, 8.6%). The 89 nursing interventions were classified into 7 domains and 24 classes of the NIC system.Conclusion: The results of this study can be used as a basis for a list of nursing interventions tailored to the characteristics of patients with stroke and furthermore calculating nursing fees through the analysis of nursing interventions for these patients.

show abstract

The use of practice education facilitators to strengthen the clinical learning environment for nursing students: A realist review

Cited by 13 publications

References 50 publications

Nursing students' personality (Temperament and Character), burnout symptoms, and health and well-being

Nursing students' personality (Temperament and Character), burnout symptoms, and health and well-being

Pass or fail: Teachers’ experience of assessment of postgraduate critical care nursing students’ competence in placement. A qualitative study

Identifying nursing interventions captured in patients with stroke by Korean nursing students: Nursing interventions classification study

Contact Info

Product

Resources

About