Healthcare students' evaluation of the clinical learning environment and supervision – a cross-sectional study

Pitkänen, Salla; Kääriäinen, Maria; Oikarainen, Ashlee; Tuomikoski, Anna-Maria; Elo, Satu; Ruotsalainen, Heidi; Saarikoski, Mikko; Kärsämänoja, Taina; Mikkonen, Kristina

doi:10.1016/j.nedt.2018.01.005

Cited by 101 publications

(113 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Possibly for this reason, in the interviews reported here educators from vocational colleges discussed their role in clinical practice and collaboration with clinical mentors to a greater extent than educators from universities of applied sciences. In several previous studies (Mikkonen, Elo, Miettunen, Saarikoski, & Kääriäinen, ; Oikarainen et al, ; Pitkänen et al, ; Warne et al, ) problems caused by cuts in resources for clinical practice of healthcare students have been raised and discussed, with suggestions to strengthen educational collaboration. Similarly, we suggest that educational leadership needs to establish, maintain and strengthen collaborative strategies to provide effective, adaptable support systems, involving educators and students, in their working practices.…”

Section: Discussionmentioning

confidence: 99%

Qualitative study of social and healthcare educators’ perceptions of their competence in education

Mikkonen

Koskinen

et al. 2019

Health Soc Care Community

Self Cite

View full text Add to dashboard Cite

Competent educators are needed to ensure that social and healthcare professionals are effective and highly competent. However, there is too little evidence‐based knowledge of current and required enhancements of educators' competences in this field. The aim of this study was to describe social and healthcare educators’ perceptions of their competence in education. The study had a qualitative design, based on interviews with educators and rooted in critical realism. Forty‐eight participants were recruited from seven universities of applied sciences and two vocational colleges in Finland, with the assistance of contact persons nominated by the institutions. The inclusion criterion for participation was employment by an educational institution as a part‐time or full‐time, social and/or healthcare educator. Data were collected in the period February–April 2018. The participants were interviewed in 16 focus groups with two to five participants per group. The acquired data were subjected to inductive content analysis, which yielded 506 open codes, 48 sub‐categories, nine categories and one main category. The educators’ competence was defined as a multidimensional construct, including categories of educators’ competences in practicing as an educator, subject, ethics, pedagogy, management and organisation, innovation and development, collaboration, handling cultural and linguistic diversity, and continuous professional development. Educators recognised the need for developing competence in innovation to meet rapid changes in a competitive and increasingly global sociopolitical environment. Enhancement of adaptability to rapid changes was recognised as a necessity. The findings have social value in identifying requirements to improve social and healthcare educators' competence by helping educational leadership to improve educational standards, construct a continuous education framework and create national and/or international curricula for teacher education degree programs to enhance the quality of education. We also suggest that educational leadership needs to establish, maintain and strengthen collaborative strategies to provide effective, adaptable support systems, involving educators and students, in their working practices.

show abstract

Section: Discussionmentioning

confidence: 99%

Qualitative study of social and healthcare educators’ perceptions of their competence in education

Mikkonen

Koskinen

et al. 2019

Health Soc Care Community

Self Cite

View full text Add to dashboard Cite

show abstract

“…Ward managers are commonly responsible for allocating resources, designing nursing care delivery in the ward, and (hence) setting the time available for mentoring by managing mentors’ workloads, and scheduling students' clinical learning activities (Pohjamies, Haapa, Seilola, & Meretoja, ). However, Pitkänen et al () found that nursing students rated the ward manager's role in clinical learning less highly than other healthcare students. This was at least partly because the students had difficulties in perceiving the ward manager's role, which could be tacit or hidden from students.…”

Section: Discussionmentioning

confidence: 99%

“…Now, both clinical mentors and nurse teachers are responsible for supporting students' learning, and consequently, mentor's workloads have increased (Dobrowolska et al, ; Omansky, ). However, in most EU countries there are no specific educational requirements or education for clinical mentors (Dobrowolska et al, ), although they need targeted education to increase their competence in mentoring nursing students (Hvalič‐Touzery et al, ; Jack et al, ; Pitkänen et al, ). In countries such as Croatia, Czech Republic, Poland, Ireland, the UK and the USA, mentoring practices are regulated by national policies and requirements (Dobrowolska et al, ), which enhances the quality of mentoring practices.…”

Section: Introductionmentioning

confidence: 99%

“…Various terms have been used for mentors, including preceptors (Hilli, Melender, Salmu, & Jonsén, ; McSharry & Lathlean, ; O'Brien et al, ), clinical facilitators (Courtney‐Pratt, FitzGerald, Ford, Marsden, & Marlow, ) and supervisors (Pitkänen et al, ). However, regardless of the term used, the core element of the role is to take charge of students' clinical learning (Saarikoski, ).…”

Section: Introductionmentioning

confidence: 99%

“…They also need specific competences and help in supporting unmotivated students (Courtney‐Pratt et al, ), assessing students' level of competence and giving feedback (Almalkawi, Jester, & Terry, ; Helminen et al, ). Having the same clinical mentor during a clinical practice may be pedagogically beneficial for students (Pitkänen et al, ; Sundler et al, ). Potentially, this may also be generally true for mentors, especially if there are diverse groups of students, with varied needs, to mentor.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

Self Cite

View full text Add to dashboard Cite

Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

show abstract

Nurse educators' suggestions for a digital educational resource suitable for undergraduate student nurses' placement studies: Qualitative empirical research

et al. 2023

View full text Add to dashboard Cite

Aims To explore and describe nurse educators' suggestions regarding a digital educational resource addressing quality in placement studies for first‐year student nurses in nursing homes. Design A qualitative, explorative, and descriptive research design. Methods Focus group interviews with eight nurse educators and individual interviews with six nurse educators. The interviews were audio‐recorded and transcribed verbatim; subsequently, data were analysed in lines with content analysis as described by Graneheim and Lundman. Results The analysis revealed three main categories: ‘Suggestions for a digital educational resource to strengthen and support nurse educators’ role in follow‐up students', ‘Suggestions for a digital educational resource to complement and support interaction between stakeholders in placement’, and ‘Suggestions for a digital educational resource to facilitate student nurses' learning processes’. The categories were captured by the overarching theme, ‘A digital educational resource facilitating interaction between stakeholders and students' learning processes. Conclusion This study revealed nurse educators' suggestions regarding design elements, content, and use of a digital educational resource addressing placement studies for first‐year student nurses' in nursing homes. Implications for the profession and/or patient care: Nurse educators should be involved in designing, developing, and implementing digital educational resources aiming to support student learning in nursing education placement studies. Impact This study explored nurse educators' suggestions for a digital educational resource. They suggested a digital educational resource to strengthen and support their role, support interaction between stakeholders, and facilitate student nurses' learning processes. Further, they suggested a digital educational resource to be used as a supplement rather than as a replacement for nurse educators' physical presence in placements. Reporting method The Consolidated Criteria for Reporting Qualitative Research reporting guidelines were used. No Patient or Public Contribution.

show abstract

Healthcare students' evaluation of the clinical learning environment and supervision – a cross-sectional study

Cited by 101 publications

References 24 publications

Qualitative study of social and healthcare educators’ perceptions of their competence in education

Qualitative study of social and healthcare educators’ perceptions of their competence in education

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Nurse educators' suggestions for a digital educational resource suitable for undergraduate student nurses' placement studies: Qualitative empirical research

Contact Info

Product

Resources

About