Improving Clinical Competence and Confidence of Senior Nursing Students through Clinical Preceptorship

Kim, Kimberly H.; Lee, Andrew Young; Eudey, Lynn; Dea, Marlene Wong

doi:10.15640/ijn.v1n2a14

Cited by 27 publications

(25 citation statements)

References 30 publications

(34 reference statements)

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“…A finding that concurred with Brehaut, Turik and Wade [34] and Yonge and Trojan's [35] work who found that preceptored students scored a higher percentage in relation to independent practice than the non-preceptored students , an element they related to ongoing contact with preceptors. Besides, students in Kim et al [36] pre and post preceptorship experience responses had differed markedly with students' perceived level of competency and confidence in providing nursing care showing higher scores in post-survey responses.…”

Section: Discussionmentioning

confidence: 96%

Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

Busebaia

O’Neill²

2017

CNS

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Background: Different models of teaching and learning are used to produce competent skilled clinical nurses. Some are traditional clinical teaching methods while others are grounded in preceptorship principles of mentoring. Knowledge regarding student nurses' experiences of preceptorship and its meaning for them can enhance the understanding of stakeholders in academia and practice to the needs of senior nursing students' and can offer them guidance to construct a more efficient approach to clinical teaching. Objective: The aim of the study was to explore the lived experiences of senior student nurses of preceptorship, while on clinical placements , with the objectives of describing their experiences and their relations with preceptors and also to illustrate the factors that facilitated or hindered the clinical learning process. Methods: A phenomenological hermeneutical inquiry was utilized. Data collection was conducted using semi-structured interviews with ten purposively chosen senior nursing students. Smith's Interpretative Phenomenological Analysis (IPA) was used as a framework for data analysis. Results: Students' lived experiences of preceptorship were mainly positive. Three main themes were identified: (1) Role Model Identification; (2) Team Integration; (3) Interpersonal Professional and Structural Challenges. The findings showed that preceptor relationships shaped the acquisition of skills and knowledge of student nurses' during their clinical placements. Conclusions: The findings illustrate the importance of collaboration between the academy and practice in providing support for student nurses and their preceptors. In addition, careful selection, comprehensive training and rewards for preceptors can enhance and facilitate student nurses' learning.

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Section: Discussionmentioning

confidence: 96%

Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

Busebaia

O’Neill²

2017

CNS

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“…In their research, Kim, Lee, Eudey and Wong Dea (2014) find that the level of students' perceived competences was positively correlated with the level of their interaction with the preceptor in clinical settings which lead to reconcile the role between nursing students and employers. Fan, Wang, Chao, Jane and Hsu (2015) state that nursing students must acquire competences in a clinical environment to close the gap between education and practice, and that nursing education should be based on competences-based learning.…”

Section: Employability and Employment Of Nursing Care Graduatesmentioning

confidence: 97%

Employability of Nursing Care Graduates

2015

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Starting points: In Slovenia, the higher education institution for nursing started exploring employability opportunities in nursing care in connection with the achievement of competencies from students' and employers' point of view. This article highlights the importance of monitoring nursing graduates' employability. Its aim is to examine the employability of nursing care graduates based on the self-evaluation of competences obtained during the last study year and to establish a link between the self-evaluation of competences and students' academic performance. Methodology: A questionnaire was distributed to full and part time nursing care students attending the last study year at five different healthcare/health sciences faculties in Slovenia and to employers (healthcare institutions) where the majority of nursing care graduates finds employment. We examined the level of competence achieved by nursing students and the level of competences required by employers. The sample included a total of 485 students. 194 surveys were returned, which represent a 40 percent response. We used Kolmogorov-Smirnov test for each individual joined competence. Further, we compared employability skills of students and employers with Mann-Whitney and Wilcox rank-sum test. For correlation between two variables we used Spearman correlation analysis. Results: The Mann-Whitney and Wilkson Rank test show that employers generally assess competences with a higher average grade in comparison to students and these differences are statistically significant. By applying the Spearman correlation analysis, we established that a statistically significant weak correlation may be observed between the "average grade" and "competences" variables. Discussion and conclusion: Our findings show that a continuous monitoring of general and subject-specific competences gained by students, along with a periodic verification of competences demanded by employers, is necessary. It is very important to monitor the requirements of the labour market in terms of ongoing communication with employers who can best estimate special knowledge needs.

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“…An important component in achieving telementoring effectiveness has time and place-related challenges so that, synchronization needs to be done with the consistency of mentee and open communication. new nurses so that, nurses can work comfortably and securely so that, nurses are able to provide optimal service to patients (Kim et al, 2014).…”

Section: Effective Telementoringmentioning

confidence: 99%

“…So much of the benefits of applying mentoring to the nurse's development, regarding mentee's selfconfidence in making decisions (Kim, Young Lee, Eudey, & Wong Dea, 2014), are able to perform tasks better, and able to plan their careers in the learning process. Moreover, mentoring is also capable of improving job satisfaction, improving the ability to communicate with both patients and with other health workers, and lower stress levels of nurses (Bontrager, Hart, & Mareno, 2016;Lalonde & Mcgillis Hall, 2016).…”

Section: Introductionmentioning

confidence: 99%