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Objective: The clinical learning environment and supervision are crucial for the development of a professional stance and identity as well as for ensuring patient safety. This study aims to investigate the influence of clinical supervision provided to nursing students by nurse facilitators in hospital settings. An additional objective was to report the relationship between clinical supervision and patient safety. Methods: In this cross-sectional study, the sample consisted of 66 nursing students recruited after their clinical placement during the second year of the bachelor programme. Data were collected by means of questionnaires and analysed using a descriptive and explorative method. Results: Regarding the impact of clinical supervision, a moderately significant relationship was found between the three factors "Increased patient participation and problem solving", "User involvement in terms of patient integrity" (r = 0.48) and "Enabling patient and family member participation" (r = 0.42) and the following Effects of Supervision Scale (ESS) factors; "Interpersonal skills" (r = 0.47), "Professional skills" (r = 0.50) and "Communication skills" (r = 0.59). There was also a moderately significant relationship between the factors "Trust/Rapport" and "Influence of supervision" for the item "Supportive yet challenging relationships" (r = 0.60). In addition, there was a strong correlation between the factors "Supervision advice/support issues" and "Influence of supervision" (r = 0.73). The former correlated weakly with "User involvement", i.e., maintaining integrity (r = 0.33). Conclusions: The nursing students reported increased awareness and a strong improvement related to interpersonal, professional and communication skills. These findings emphasize the potential of clinical supervision to contribute to personal growth and a caring attitude towards patients, thereby strengthening the development of skills essential for patient safety care. A practical implication of the findings is that nursing students' clinical placement and clinical supervision can be better utilized to achieve the overall aim of nursing education, i.e., ensuring patient safety.

Bachelor of Science Nursing (BSN) students' education comprises both theories and practical aspects. Access to resources is required for the development of a professional identity, which includes gaining technical knowledge and receiving feedback, guidance as well as social and emotional support from clinical supervisors. The aim of this study was to evaluate BSN students' views of professional development after clinical supervision (CS) during their undergraduate education. An additional aim was to illuminate how competence development was related to the WHO Patient Safety Educational Model. A cross-sectional study was conducted, in which CS was measured as part of a survey completed by a sample of nursing students after their clinical placement at two time-points, namely 2012 and 2013. Statistical descriptive and inferential analyses were used and differences in the responses between Time 1 and Time 2 compared. The benefit of CS for nursing students' competence development revealed a positive significant relationship between students' Interpersonal skills and the factor Improved care/skills. There were differences in terms of variables related to the Importance value of CS and Professional skills. The results can be used to inform undergraduate nursing education leaders, teachers and practice partners on individual, group and organisational level in order to enhance patient safety and highlight the importance of CS for BSN students' professional development.

Aims and objectivesTo explore students' experiences from a pilot project testing out a model for active, collaborative learning in first‐year placement at a nursing home.BackgroundThere is a need for innovative learning activities and projects to improve clinical education in nursing homes. Active, collaborative approaches in placement learning may enhance students learning outcome.DesignThe study had a qualitative and explorative design, in which the experiences of students participating in the pilot were investigated through paired interviews at the end of their placement.MethodsTwenty‐two students participated in the study, and data from paired interviews were analysed using qualitative content analysis. COREQ reporting guidelines were used.ResultsThree themes emerged from the analysis: (1) The learning cell as facilitator for learning; (2) Discovering learning possibilities in nursing homes and (3) Applying tools and resources for learning.ConclusionsThe model could reduce tension and anxiety while helping the students focus on learning options and use their environment more actively for learning. Working with a learning partner seems to increase student learning through common planning, feedback and reflection. The study emphasises the importance of facilitating active learning through the scaffolding structures and configuration of the students' learning space.Relevance to clinical practiceThis study indicates the potential for introducing active and collaborative pedagogical models in clinical placement. The model can promote nursing homes as a conducive learning arena for nursing students and help prepare students for a future work role in a rapidly changing health care field.Patient or public contributionThe result of the research is shared and discussed with stakeholders prior to finalising the article.

Vurdering av kompetanse i praksisstudier er en kjent utfordring i sykepleierutdanninger både i Norge og internasjonalt. Denne studien utforsker sykepleierstudenters erfaringer med det nye lærings- og vurderingsverktøyet Respons. Studien har en kvalitativ tilnærming med et beskrivende og utforskende design. Det var 27 sykepleierstudenter fra tre læresteder som deltok i utprøving av det nye verktøyet, 21 av disse møtte til påfølgende intervju i fokusgrupper. Dataanalysen er gjennomført i tråd med prinsipper for kvalitativ innholdsanalyse og ledet til to kategorier: Styrket eierskap og framdrift i læringsprosessen og Økt tillit til vurderingens kvalitet. Mange av informantene beskrev en mer aktiv holdning til egen læring og tettere samhandling med sine praksisveiledere. Flere var opptatt av at Respons i større grad enn tidligere vurderingsverktøy bidro til løpende vurdering. Informantene la også vekt på at Respons sikrer en felles standard for vurdering. Studien understøtter behovet for å utforske hvordan læringsutbyttestyrt pedagogikk utspiller seg i praksishverdagen. Abstract Assessment of competence in clinical studies is a well-known challenge in nursing education both in Norway and internationally. The aim of this study was to investigate nursing students' experiences with the new learning and assessment tool Response. The study has a qualitative approach with a descriptive and exploratory design. The new tool was tested by 27 nursing students. The following interviews in focus groups included 21 students. A process of content analysis identified two categories: Strengthened ownership and progress in the learning process and increased confidence in the quality of assessment. The findings revealed experiences of a more active attitude to the students’ own learning process and a closer interaction with their supervisors. Furthermore, the students reported that the new assessment tool contributed to ongoing assessment and ensured a common standard for assessment. Finally, the study supports the need to explore how learning outcome-driven policy unfolds in everyday practice.