Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review

Hardie, Philip; Darley, Andrew; Langan, Lisa; Lafferty, Attracta; Jarvis, Suzanne P.; Redmond, Catherine

doi:10.1016/j.nepr.2022.103482

Cited by 12 publications

(8 citation statements)

References 74 publications

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“…This mechanism of learning through and in relation with others might be explained by the importance of constructive professional relationships in the nursing profession characterized by teamwork (WHO, 2021). Furthermore, a fundamental component in the development of nursing competencies is learning through others (e.g., Hardie et al., 2022). During internships and preceptorships, a professional relationship is installed between the mentor or preceptor and the student or the newly embarked staff nurse.…”

Section: Discussionmentioning

confidence: 99%

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Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review

Duprez,

Dhont,

van der Cingel

et al. 2023

Journal of Advanced Nursing

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AimTo identify strategies that develop clinical nursing leadership competencies among staff nurses, and to explain the contextual elements and mechanisms that underpin the development of clinical nursing leadership competencies.DesignRealist review according to the Realist and Meta‐narrative Evidence Syntheses—Evolving Standards (RAMESES).Data SourcesPubMed, Embase, CINAHL, Web of Science, Wiley Online Library, PsycInfo and ProQuest were searched from January 2000 until October 2022.Review MethodsThree iterative phases: (1) development of initial programme theory, (2) structured searches for relevant published and grey literature and (3) data synthesis and interpretation by researchers and theory triangulation, and discussions within the research group.ResultsMultiple context–mechanism–outcome configurations were extracted from 10 reports that explain how, under what circumstances and why strategies can facilitate (or discourage) staff nurses to act as clinical leaders. Reports were both quantitative and qualitative in design, originating from English‐speaking countries only.ConclusionsA logic model was developed and suggests four contexts and five mechanisms underlying the development of clinical nursing leadership. Growth in clinical nursing leadership was mainly experienced through experiential learning, which was enhanced by a supportive relationship with a coach or mentor, the use of reflective practices and modelling from other leaders. Furthermore, a supportive work environment triggers ownership, confidence and motivation, and thereby growth in clinical nursing leadership competencies.ImpactFostering competencies for clinical leadership among staff nurses requires multifaceted strategies. Strategies are successful if, and only if, they combine learning by doing, by knowing and by observing, and establish a responsive work environment. Hospital policy should ensure that staff nurses have access to reciprocal relationships with role models or a coach. In order to grow as clinical nurse leader, ownership and self‐reflection on own leadership behaviour need to be facilitated.No Patient or Public ContributionProspero ID CRD42021292290.

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Section: Discussionmentioning

confidence: 99%

“…Furthermore, a fundamental component in the development of nursing competencies is learning through others (e.g., Hardie et al, 2022).…”

Section: Configurations With Organizational Culture As Contextmentioning

confidence: 99%

Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review

Duprez,

Dhont,

van der Cingel

et al. 2023

Journal of Advanced Nursing

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“…The ideological and political elements contained in the comprehensive nursing training course allow the cultivation of students’ ideological beliefs, political awareness, and moral and cultural qualities throughout the entire teaching course as well as during effect evaluation. ‘Internet+’ comprehensive nursing practice teaching was employed using the network, which improved the nursing students’ cognition, teaching research, implementation, and response to the ‘Internet+’ teaching mode ( 31 ). As a new teaching method, it can effectively improve the enthusiasm and subjective initiative of nursing students, strengthen their curiosity about this teaching mode, and enhance their learning.…”

Section: Discussionmentioning

confidence: 99%

‘Internet+’ comprehensive nursing training course in the post-epidemic era—an exploration of the mixed teaching mode: a randomized trial

Wang

Liu

et al. 2023

Front. Med.

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ObjectiveTo explore the effect of the application of the ‘Internet+’ nursing teaching mode on the comprehensive teaching ‘Fundamentals of Nursing’.Trial designParallel design and convenient sampling were used to select vocational nursing students from the Nursing College of Capital Medical University.MethodsSelected students were randomly divided into two groups. The control group consisted of 30 students in Grade 2020 higher vocational nursing education (traditional teaching mode). The observation group consisted of 30 students in Grade 2021 higher vocational nursing education (Internet+ mixed teaching mode). Training assessment results, automatic learning ability, professional identity, and satisfaction were compared between the two groups.ResultsCompared with the control group, the students in the observation group scored higher in the following operation practices: venous blood sampling, intradermal injection, cardiopulmonary resuscitation (CPR), sputum aspiration, and putting on and taking off robes (84.01 ± 0.87 vs. 92.14 ± 1.23; 91.41 ± 0.82 vs. 96.86 ± 0.27; 87.56 ± 0.31 vs. 93.91 ± 2.79; 88.11 ± 0.51 vs. 93.75 ± 0.29; and 82.29 ± 0.29 vs. 90.96 ± 0.34, respectively, with p < 0.05 for all scores). The total scores for autonomous learning ability and subjective satisfaction were also higher in the observation group compared with the control group (82.98 ± 4.72 vs. 93.17 ± 5.01 and 96.67% vs. 90.00%, respectively, with p < 0.05 for all scores).ConclusionIn the post-epidemic era, the ‘Internet+ hybrid teaching mode’ was applied to comprehensive nursing teaching. This changed the traditional education mode, which focuses only on professional knowledge. The ‘Internet+’ teaching mode results showed that the professional, ideological, and political courses exhibited the same value guidance, which improved students’ independent learning ability, practical operation ability, professional identity, and satisfaction.

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“…Una definición más detallada la presenta Martin (2002), al afirmar que, al examinar las organizaciones desde una perspectiva cultural, es necesario relacionar aspectos de la vida organizacional que a lo largo de la historia han sido ignorados o poco abordados, y que implican, entre otros aspectos, las historias que los colaboradores antiguos cuentan a los que acaban de llegar sobre "cómo se hacen las cosas por aquí", la manera como está organizada la empresa, los objetos personales, el ambiente de trabajo y las relaciones interpersonales (Hardie et al, 2022).…”

Section: Cultura Organizacionalunclassified

Perspectivas interdisciplinarias de la sostenibilidad volumen III

Saiz Ucross,

Torres Moreno,

Chaparro Africano

et al. 2024

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Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review

Cited by 12 publications

References 74 publications

Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review

Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review

‘Internet+’ comprehensive nursing training course in the post-epidemic era—an exploration of the mixed teaching mode: a randomized trial

Perspectivas interdisciplinarias de la sostenibilidad volumen III

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