Clinical nurse leaders' and academics' perspectives in clinical assessment of final‐year nursing students: A qualitative study

Abstract

The nature of nursing practice is diverse; therefore, clinical assessment is a complex process. This study explores the perceptions of clinical nurse leaders and academics on clinical assessment for undergraduate nursing education during transition to practice. An explorative qualitative approach was applied. Eight nurse managers, six clinical nurse educators, and eight academics from two tertiary hospitals and a university in Singapore participated in four focus group discussions. Thematic analysis was conducted. Four overriding themes were revealed: the need for a valid and reliable clinical assessment tool, preceptors' competency in clinical assessment, challenges encountered by the students in clinical assessment, and the need for close academic and clinical collaboration to support preceptors and students. Closer academic-clinical partnership is recommended to review the clinical education curriculum. Clinical and educational institutions need to work closely to design a learning program to enhance preceptors' competence in clinical pedagogy and assessment. Furthermore, a stress management program could build students' resiliency in coping with unfamiliar clinical environments. Ongoing support needs to be provided for both preceptors and students to enrich the preceptorship and learning experiences.

Enhancing student nurses’ clinical education in aged care homes: a qualitative study of challenges perceived by faculty staff

“…This challenge is not unique to aged care homes or to Norway. Research into clinical nurse and academic perspectives on student clinical assessment in Singapore suggests that the lack of a valid and reliable assessment tool, limited mentor competence in assessment, and limited academic-clinical collaboration were common issues [ 42 ]. A systematic review of student competence assessment found that the use of a valid and reliable assessment tool, with clearly identified criteria, and continued education and support for mentors are critical to quality learning [ 43 ].…”

Academic‐practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views

“…The findings revealed discrepancies in the clinical competency evaluation between academic educators and preceptors thus highlighting their differing expectations of level of competency. Inconsistencies in clinical assessment practices were reported in previous studies which indicates a lack of a valid and reliable clinical assessment tool (Wu, Enskär, Heng, Pua, & Wang, 2016; Wu, Enskar, Pua, Heng, & Wang, 2017), and understanding of the assessment tool and process by preceptors (Helminen, Coco, Johnson, Turunen, & Tossavainen, 2016). Although the preceptors in our study had undertaken preceptorship courses conducted by their hospitals, it seems that the courses did not adequately prepare them for the assessment process and evaluation forms.…”

Adverse events witnessed by nursing students during clinical learning experiences: Findings from a longitudinal study

“…Collecting data regarding PS incidents that occurred during clinical placements might also affect nursing program revision and development. According to our findings, combining multiple teaching and learning strategies aimed at supporting nursing students to develop confidence on PS issues, by also developing a closer academic–clinical partnership, has been considered to increase immediate disclosure, and therefore, debriefing sessions on PS events (Wu, Enskär, Pua, Heng, & Wang, ). Moreover, it is also important to adopt well‐established teaching and learning methods for PS competence improvement by ensuring that PS disclosure is embodied among nursing professional standards, current legislation, and nursing responsibility (Tella et al, ).…”