An innovative model of supportive clinical teaching and learning for undergraduate nursing students: The cluster model

Bourgeois, Sharon; Drayton, Nicola; Brown, Ann‐Marie

doi:10.1016/j.nepr.2010.11.005

Cited by 60 publications

(58 citation statements)

References 22 publications

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“…Students reported that peer learning opportunities enabled them to share ideas or bounce ideas off each other, to question each other, confirm things and learn from one another. These findings affirm those in previous studies [32,[48][49][50] that through group discussion or peer teaching students are able to question each other and learn from each other's experiences. Houston et al [50] revealed that students preferred working with their peers as they felt less threatened and more receptive to learn.…”

Section: Discussionsupporting

confidence: 90%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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Objective: The purpose of this study was to explore perceptions and experiences of nursing faculty, clinical instructors (CIs) and nursing students within the traditional faculty supervised model of clinical teaching. This article presents findings that explored the strengths and limitations of the traditional model in relation to student learning from the nursing students' perspectives. Methods: A qualitative descriptive design was used. Qualitative data were gathered through individual semi-structured interviews. Transcripts were analyzed using thematic content analysis. Results and conclusions: Seven nursing students participated. Students perceived their experiences with the traditional model positively but noted that their learning experiences were dependent on CIs and the clinical settings. Strengths of the model included peer learning/support and support for novice students. Limitations of the model included high instructor-to-student ratios, missed learning opportunities while waiting for CI, and concerns with the evaluation process. Recommendations for improving the quality of clinical experiences are presented.

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Section: Discussionsupporting

confidence: 90%

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Luhanga

2017

JNEP

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“…(Andrews et al 2006, McKenna andWellard 2004) As universities have increased the number of undergraduate nurses to address issues of nursing workforce shortage, there is growing competition for finite placements in the clinical setting (Andre and Barnes 2010, Bourgeois et al 2011, Courtney-Pratt et al 2012). …”

Section: Introductionmentioning

confidence: 99%

“…The availability of clinical placements is constrained by a combination of organisational, regulatory and educational requirements, as well as the capacity of health services to supervise and mentor undergraduate nurses (Barnett et al 2011, Bourgeois et al 2011). …”

Section: Introductionmentioning

confidence: 99%

Clinical placements in general practice: Relationships between practice nurses and tertiary institutions

Peters

Halcomb

McInnes

2013

Nurse Education in Practice

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As a practice-based discipline a key component of undergraduate nurse education is clinical practice experience. The quality of clinical experiences has a significant impact on the students' ability to function competently post graduation. The relationship between higher education institutions (HEIs) and health service placement providers impacts upon the quality of clinical placements. In Australia, the growth of primary care nursing and the shortage of acute clinical places has prompted HEIs to explore the placement of students in general practice. Given the increasing attention being paid to non-traditional clinical placements, it is timely to explore how universities are establishing relationships and models of clinical placement. This paper uses qualitative research methods to explore the perspectives of 12 Australian general practice nurses who have experience in facilitating undergraduate clinical placements about the relationships between HEIs and nurses. Findings are presented in the following three themes: (1) Appropriate preparation for placement: They don't know what primary health really means, (2) Seeking greater consultation in the organisation of clinical placements: they've got to do it one way for everyone, and (3) Uncertainty and lack of support: I had no contact with the university. Clinical placements in general practice can be an innovative strategy providing non-traditional, yet high quality, teaching and learning experiences for undergraduate nursing students. To optimise the quality of these placements, however, it is essential that HEIs provide appropriate support to the practice nurses mentoring these students.

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“…Participants believed that the model provides opportunities for students to learn from each other, which facilitates learning particularly when the CIs are not readily available. Similarly, several authors [41][42][43] have identified peer learning and peer support as critical aspects of a positive clinical learning experience. Peer learning enables students to share ideas, solve problems, and experience clinical reasoning together, which in turn promotes self-directed learning, [43] a sense of independence, and increases students' confidence and decreases anxiety.…”

Section: Strengths Of the Traditional Modelmentioning

confidence: 99%

The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

Luhanga

2018

JNEP

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Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be "best practice" with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis. Results: Although both faculty and CIs described some positive experiences facilitating nursing students' learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors' familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors' control over students' learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation. Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.

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An innovative model of supportive clinical teaching and learning for undergraduate nursing students: The cluster model

Cited by 60 publications

References 22 publications

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

Clinical placements in general practice: Relationships between practice nurses and tertiary institutions

The traditional-faculty supervised teaching model: Nursing faculty and clinical instructors’ perspectives

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