‘Thinking like a nurse’. Changing the culture of nursing students′ clinical learning: Implementing collaborative learning in practice

Williamson, Graham R.; Kane, Adele; Plowright, Hayley; Bunce, Jane; Clarke, Danny; Jamison, Caroline

doi:10.1016/j.nepr.2020.102742

Cited by 22 publications

(25 citation statements)

References 36 publications

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“…In the present study, the feeling of being supported and involved in the team on the ward, created a nurturing learning environment which is in line with Crawford et al (2018). Furthermore, taking responsibility for a small group of patients gave the nursing students insight into the 'real word' of nursing, as found in previous research (Williamson et al, 2020).…”

Section: Discussionsupporting

confidence: 64%

‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

Vuckovic

Carlson

Sunnqvist

2021

Issues in Mental Health Nursing

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Although the concept of clinical education wards has shown encouraging outcomes regarding nursing students' satisfaction with clinical placements in somatic care, the existing research in a psychiatric context is sparse. This study aims to explore nursing students' experience during clinical education at a psychiatric clinical education ward. A qualitive descriptive study with content analysis, using interviews with 16 bachelor's degree nursing students was conducted. The results indicated that an enriched and adapted learning environment focusing on psychiatric nursing with peer learning supported independence and progression into the future nursing role.

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Section: Discussionsupporting

confidence: 64%

‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

Vuckovic

Carlson

Sunnqvist

2021

Issues in Mental Health Nursing

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“…The fifth and sixth subgroups are placement model approaches trialled in the UK. The subgroup Collaborative Learning in Practice (CLIP; Harvey & Uren, 2019; Hill et al, 2020; Tweedie et al, 2019; Underwood et al, 2019; Williamson, Kane, et al, 2020) as well as the subgroup Coaching and peer‐assisted learning (C‐PAL; Wareing et al, 2018) utilise a coaching approach by the educators. Educators support a small group of students from mixed levels (i.e.…”

Section: Resultsmentioning

confidence: 99%

“…The CLIP model has been piloted and implemented in the UK with only five studies published so far (Harvey & Uren, 2019; Hill et al, 2020; Tweedie et al, 2019; Underwood et al, 2019; Williamson, Kane, et al, 2020). Evidence for this approach is still inconclusive, albeit with promising results.…”

Section: Resultsmentioning

confidence: 99%

“…The key disadvantages recorded were the ‘right mix of students’ as well as sufficient student, staff and patient numbers (Hill et al, 2020). Williamson, Kane, et al (2020) and Williamson, Plowright, et al (2020) captured the views of 40 students and 13 educators not only on the model itself, but also on preparatory experiences for implementing CLIP. They found despite introductory sessions to CLIP for students and staff, many did not remember the meaning of CLIP, that rostering the students afforded considerable amount of planning and that the staff and patient ratio had to be observed to ensure the students’ supernumerary status (Williamson, Kane, et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

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Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature

Markowski

Bower

Essex

et al. 2021

Journal of Clinical Nursing

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Aims To summarise the international empirical literature to provide a comprehensive overview of peer learning and collaborative practice placement models in health care and to synthesise their benefits and challenges. Background Practical placements for students are in high demand due to the need for an increased nursing, midwifery and health professional workforce, thus collaborative placement models are an attractive solution to potentially increase placement capacity and enhance the student learning experience. Design A systematic search of the literature and qualitative data synthesis using the PRISMA checklist and ENTREQ guidelines. Review methods MEDLINE and CINAHL searched in March 2020. Quality appraisal of studies conducted. Collaborative models and empirical findings summarised. Reported benefits, challenges and implementation recommendations synthesised. Two tables developed for data representation. Results 172 studies were identified by the search strategy. Of these, 47 articles were included for appraisal and synthesis. 30 articles employed qualitative, seven quantitative and ten mixed‐methods approaches. Research took place in eight countries. The majority of studies employed focus groups, interviews as well as questionnaire design. The total participant sample was 3462 consisting of students and educators. Conclusions This review confirmed that any peer learning is beneficial in supporting students’ confidence and team working skills. It is especially helpful when pairing first year with third‐year students. The latter can demonstrate their clinical skills and prepare for working in practice. Simultaneously, expert‐led learning is important for role modelling and for the recognition of acquired skills. Evidence on the optimal placement experience is inconclusive; however, it can be concluded that any form of collaborative placement model requires careful planning and continuous preparation for staff and students. Relevance to clinical practice Decision makers should consider implementing at least some form of peer learning to assist students with peer support, and ideally work towards a collaborative learning environment.

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“…The positive ward atmosphere and the supervisory relationship were factors that influenced students' perceptions of CLEs [2]. Conversely, the characteristics of challenging CLEs were unwelcoming nursing staff, clinical faculty's lack of expertise in the clinical area or a lack of fit between students' abilities and patient acuity [6]. In the last decade, significant changes in undergraduate nursing education have emphasized students' experiences and learning in the clinical environment [7,8].…”

Section: Introductionmentioning

confidence: 99%

Nursing Students’ Perception of the Clinical Learning Environment

Alammar¹,

Ahmad²,

Almutairi³

et al. 2020

TONURSJ

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Introduction: Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting. Methods: A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale. Results: Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not. Conclusion: Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.

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‘Thinking like a nurse’. Changing the culture of nursing students′ clinical learning: Implementing collaborative learning in practice

Cited by 22 publications

References 36 publications

‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

‘Working as a Real Nurse’: Nursing Students’ Experiences of a Clinical Education Ward in Psychiatric Care

Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature

Nursing Students’ Perception of the Clinical Learning Environment

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