Customising clinical studies for the new nursing generation

Abstract

Nursing education in the Nordic countries follows the European Union directive requirements, and clinical studies for nursing students in the Nordic countries have many similarities. Now a new generation of students with different needs and characteristics is entering the nursing profession. The faculty, teachers and nurses will face challenges in meeting this new generation’s needs. The primary aim of this discussion paper is to explore and compare the current clinical studies in the five Nordic countries. The secondary aim is to find means to address the future challenges with a focus on the new generation. The idea of Objective Structured Clinical Reflection creates the possibility to discuss a new form of evaluation that may enhance the clinical competencies of the new generation entering clinical studies during their nursing education.

Are we prepared to educate the next generation of bachelor nursing students? A discussion paper

“…Designing and applying educational models that support different generations’ learning processes is complex and challenging. We recognise Gunnarsdottir et al's 1 emphasis on structured reflection as a strategy for assessing, yet also teaching and learning clinical nursing skills. However, reflection involves exploring clinical experiences through thoughts, feelings and beliefs, which, though important for professional development, make the reflection subjective.…”

“…Thus, student follow-up and assessments must be interlinked beyond the single period of a clinical placement. Finally, our Nordic colleagues’ 1 suggestions and our reflections have demonstrated that there is a need for longitudinal research exploring different approaches and their suitability for current and future generations of nursing students.…”

“…It is not controversial to assume that such misperceptions of registered nurses’ clinical skills give rise to a mismatch between students’ expectations and experiences, commonly referred to as a theory–practice gap. As argued by our Nordic colleagues, 1 reflection is a key to learn clinical skills and we may add bridging the theory–practice gap. 9…”

“…In a thought-provoking discussion paper – published here in the Nordic Journal of Nursing Research – Nordic colleagues 1 call for new strategies in education to meet the needs of a new generation of bachelor nursing students regarding the development of clinical skills. They propose an Objective Structured Clinical Reflection (OSCR) tool based on or inspired by existing tools for clinical evaluation of students, such as the Objective Structured Clinical Exam (OSCE), Objective Structured Clinical Assessment (OSCA) or Assessment of Clinical Education (AssCE), as a solution.…”

New year, new circumstances, new goals

“…9 In this issue we are also publishing our first Nordic collaborative paper. Gunnarsdottir et al 10 are raising the need to develop and implement different types of strategies for teaching clinical skills among the new generations of bachelor nursing students who have grown up in a digital world. These students will have other needs for learning compared to previous generations.…”