Clinical practice models in nursing education: implication for students' mobility

Abstract

A wider discussion is needed regarding nursing student exchange and internalization of clinical education in placements across European and non-European countries. A clear strategy for nursing education accreditation and harmonization of patterns of organization of clinical training at placements, as well as strategies of student assessment during this training, are recommended. There is also a need to develop international ethical guidelines for undergraduate nursing students gaining international experience.

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

“…For final‐year nursing students to develop professional standards and patient safety, it is essential to achieve clinical competency (Kim, ). The nature of nursing practice is diverse, and as a result, clinical assessment is a complex process (Dobrowolska et al , ). A systematic review recommended that a process guided by assessment tools provides an objective and fair assessment, with such tools serving as a basis to discuss student development (Wu et al , ).…”

“…In fact, this regular visit promotes dialogue among students, preceptors, CNLs, and academics, and provides opportunities to discuss clinical teaching pedagogy, concerns in clinical practice, and areas for professional growth. This clinical supervision model, which focuses on the close collaboration of preceptors, CNLs, and academics, is widely practiced in Asia, Europe and North American countries (Butler et al , ; DeBourgh, ; Hsu et al , ; Dobrowolska et al , ).…”

The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue

“…In consider when student exchange and, more significantly, potential mobility of the global nursing workforce are considered (Dobrowolska et al 2015). This may be particularly pertinent to countries reliant on a migrant workforce to sustain the nursing workforce.…”

Shaping nursing profession regulation through history – a systematic review

“…In Europe, for instance, despite the reforms in nursing education, after the beginning of the Bologna process in 1999, there is still a strong need for harmonizing education across different countries (Dobrowolska et al. ; Rautiainen & Vallimies‐Patomäki ) and this is true for many regional areas of the world. Even in the United States, there remain at least three education pathways to registration (diploma, associate degree and baccalaureate degree).…”