Dedicated Educational Nursing Unit: Clinical Instructors Role Perceptions and Learning Needs

Glynn, Donna M.; McVey, Cecilia; Wendt, Judith; Russell, Bonnie

doi:10.1016/j.profnurs.2016.08.005

Cited by 30 publications

(49 citation statements)

References 8 publications

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“…Mentors are internationally referred to as facilitators, peer instructors, preceptors , clinical guiders , clinical instructors and/or supervisors . In this study, a mentor is defined as a Registered Nurse who supports, teaches and assesses undergraduate nursing students during their clinical practice.…”

Section: Introductionmentioning

confidence: 99%

How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’

Tuomikoski¹,

Ruotsalainen

Mikkonen

et al. 2019

Scandinavian Caring Sciences

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Background Mentors need diverse competencies, sources of motivation and characteristics to successfully mentor nursing students and support students’ learning processes. Effective mentoring education can benefit future nursing professionals, students’ satisfaction and learning, as well as the general perception of the nursing profession. Objective The purpose of this study was to evaluate how an educational intervention affects nurse mentors’ competence in mentoring nursing students during clinical practice. Design A quasi‐experimental study design with pre‐ and post‐tests was used. Settings Educational interventions were conducted in one university hospital and two central hospitals in Finland between 2013 and 2017. The intervention was conducted twice per year with a duration of 3 months for each group. The inclusion criteria for the participants were as follows: volunteer participation to mentor education employment at the university hospital or central hospitals in Northern Finland. Methods The intervention aimed to increase Registered Nurses’ competence in mentoring nursing students. The education lasted 3 months and included online learning as well as three face‐to‐face teaching sessions. A total of 120 nurse mentors completed the Mentor Competence Instrument (MCI), which includes 10 subscales that describe various competence areas, before and after the education. Results Nurse mentors’ mentoring competence increased across all mentoring competence areas after the educational intervention. More specifically, the participating nurses showed a statistically significant increase in their competence regarding knowledge of mentoring practices in the workplace, student‐centred evaluation, identifying student needs, mentoring practices between mentor and student, supporting students’ learning processes, goal orientation in mentoring and constructive feedback. Conclusions On an international level, nurse mentors are not typically required to have completed mentoring education prior to the mentoring of nurse students. Since mentoring education increased nurses’ competence at mentoring nursing students, we recommend that all nurse degree programs include mentoring education to prepare future nurses for the important future role in mentoring.

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Section: Introductionmentioning

confidence: 99%

How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’

Tuomikoski¹,

Ruotsalainen

Mikkonen

et al. 2019

Scandinavian Caring Sciences

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“…Professionals' perception of gratifying experience in the DEU was reported in several studies [7][8][9] and the impact on patient care and the health system of nurses' confidence and satisfaction with their skills, knowledge and teaching role is shown [29]. As in the study by Glynn et al [30], participants stated that effective communication between educational and healthcare organizations is necessary to provide nurses with educational role skills, role expectations and clarification. Likewise, it is known that sustaining this kind of educational-service collaboration is indispensable in supporting professionals, reinforcing new organizational structures and offering recognition and reward for all parties involved [30,31].…”

Section: Discussionmentioning

confidence: 96%

“…As in the study by Glynn et al [30], participants stated that effective communication between educational and healthcare organizations is necessary to provide nurses with educational role skills, role expectations and clarification. Likewise, it is known that sustaining this kind of educational-service collaboration is indispensable in supporting professionals, reinforcing new organizational structures and offering recognition and reward for all parties involved [30,31].…”

Section: Discussionmentioning

confidence: 99%

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

et al. 2021

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Background Undergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions. Results Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.

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“…Clear expectations for students, preceptors, and faculty were noted for success in a DEU, as well as having a team approach of learning as a shared experience (Bentin et al, 2012;Rusch et al, 2018). Faculty have an important role in preparing and training professionals to become effective preceptors as well as role modeling appropriate behaviors and skills that are conducive to precepting (Glynn, Mcvey, Wendt, & Russell, 2017;Rhodes, Meyers, & Underhill, 2012;Seibert & Bonham, 2016). The adaptation of the DEU allows preceptors to step in as the primary educators for students in the clinical setting and supports faculty stepping into a coordinating role.…”

Section: Backg Rou N Dmentioning

confidence: 99%

The implementation of a dedicated education unit in a public health setting

Frie

Prochnow

Meiers

et al. 2020

Public Health Nursing

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Introduction The dedicated education unit (DEU) is an innovative clinical model that prepares preceptors for success in clinical settings with nursing students. Though the DEU is mostly used in acute‐care settings, this project explores the implementation of a DEU in a public health setting. Objectives Better preparation of public health nurses and social workers as clinical preceptors for nursing students with the implementation of a DEU in a public health setting. Design IRB approved, pre/post survey with participant comments. Measurements Clinical Nurse Teacher Survey was assessed pre/post intervention with registered nurses and social work staff (n = 13). Paired t‐tests analysis was used to determine significance. The Clinical Learning Environment and Nurse Teacher (CLES+T) scale completed postimplementation by nursing students (n = 8) after the clinical rotation. Results Clinical Nurse Teacher Survey mean scores preintervention was 4.56 and increased postintervention to 4.89, though not statistically significant (p‐value .11). CLES+T showing 100% fully agree or agree that the Public Health DEU is an effective learning environment. Conclusions The DEU model in a public health setting is an opportunity to improve lived clinical experiences of preceptors and nursing students, which may increase nursing students’ positive perceptions of, and increase interest in serving as a public health nurse after graduation.

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Dedicated Educational Nursing Unit: Clinical Instructors Role Perceptions and Learning Needs

Cited by 30 publications

References 8 publications

How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’

How mentoring education affects nurse mentors’ competence in mentoring students during clinical practice – A quasi‐experimental study’

Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements

The implementation of a dedicated education unit in a public health setting

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