Importance of public health nurses precepting students in clinical practice: A qualitative study

Nursing Students Achieving Community Health Competencies through Undergraduate Clinical Experiences: A Gap Analysis

“…Most of the literature assessing undergraduate nursing students' achievement of community health competencies is qualitative or merely descriptive (Bouchaud, 2011;Brosnan, 2005;Ciesielka, 2008;Francis-Baldesari, 2008;Hjälmhult, Haaland, & Litland, 2013;Laplante, 2007;Lasater, 2007;Ravella, 2001;Reimer Kirkham et al, 2005;Van Doren, 2012). No quantitative studies have been published that determine the degree to which nursing students are prepared for community health practice through their undergraduate community health clinical experiences.…”

Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements

“…The results show that in order to fulfil many of the aspects outlined above, a certain willingness and interest in teaching on the part of the clinical supervisor is required. Several studies postulate that there must be a genuine willingness and mutual interest in learning, considering that the greater the interest in teaching, the better the learning outcomes [ 13 , 29 , 32 ].…”

“…Both clinical supervisors and students of health sciences agree that there are several factors that affect the supervision process of clinical placements, from the student’s motivation to learn and the supervisor’s interest in teaching, to others such as interpersonal relationships, communication skills, the learning environment and excessive workload. Each of these factors will largely affect the quality perceived by students in terms of learning and supervision in clinical placements [ 7 , 12 , 13 ]. We must not forget that the supervision of clinical placements is a collective responsibility between students and supervisors, with active involvement by both parties where the clinical supervisor is not limited to the mere transmission of knowledge and professional experience but guides their students in the construction of this knowledge, encouraging critical thinking, autonomy and self-learning [ 3 , 14 ].…”

Preceptor Education for Specialty Community-Based Nurses: A Pre- and Postevaluation

“…Lyon and Peach (2001) highlighted that preceptors demonstrated good will by their continued willingness to preceptor and noted that taking on a preceptorship role often conflicted with their organization's drive for productivity. Hjälmhult, Haaland, and Litland (2013), in their grounded theory inquiry into the role of Norwegian public health nurses as preceptors, found that nurses were concerned with a lack of recognition of their preceptor role.…”