Leadership for learning: a literature study of leadership for learning in clinical practice

Allan, Helen; Smith, Pamela A.; Lorentzon, Maria

doi:10.1111/j.1365-2834.2007.00817.x

Cited by 40 publications

(29 citation statements)

References 80 publications

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“…While this finding is consistent with some work in this area (Thomka, 2001;Kilstoff and Rochester, 2004;Allan et al, 2007), although not all (NMC, 2006;Allan et al, 2007;Mooney, 2007;DH, 2010) this may have been because the wards we selected were those which offered support to NQNs anyway (Baillie, 1999). Tolerance amongst ward managers was also observed directly; in the following observation A the NQN is anxious about pain control for a dying patient and the ward manager re-assures her that she is doing the correct thing:…”

Section: Tolerance For Learning In Liminal Spacessupporting

confidence: 87%

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People, liminal spaces and experience: Understanding recontextualisation of knowledge for newly qualified nurses

Allan

Magnusson

Horton

et al. 2015

Nurse Education Today

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Section: Tolerance For Learning In Liminal Spacessupporting

confidence: 87%

“…In the study described in this paper we were particularly interested in workplace and learner recontextualisation at the point of registration as nurses, when NQNs are supported by preceptors in their first post as a registered nurse (NMC, 2006;Allan et al, 2007;Mooney, 2007;DH, 2010).…”

Section: Introductionmentioning

confidence: 99%

People, liminal spaces and experience: Understanding recontextualisation of knowledge for newly qualified nurses

Allan

Magnusson

Horton

et al. 2015

Nurse Education Today

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“…The students looked to them for reassurance and spoke of the value they placed on this support. Allan, Smith and Lorentzon (2008) go further to say that "mentors provide access to cultural knowledge and practices of the clinical team" page 552 [23] . The relationship that students have with their mentor is known to be fundamental to their learning and perceived emotional aspects and fear of the impact on mentor-student relationships can influence their actions [24].…”

Section: Discussionmentioning

confidence: 99%

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Adamson

2018

J of Compassionate Health Care

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Background: Nursing is emotional work and learning how to manage their emotions is a valuable part of nurse education. As the workforce becomes increasingly mobile nurses will care for people from diverse cultures and backgrounds. The development of cultural competence and a global mind-set is therefore a valuable asset and engagement in study abroad through overseas clinical placement can help to facilitate this. This study set out to explore the experience of student nurses involved in an exchange programme between Scotland and Western Australia. A particular focus was on the emotional aspects of the experience, responding to challenges and provision of care in a different healthcare setting. Methods: A descriptive qualitative strategy of enquiry was used and semi structured interviews undertaken with a sample of 10 student nurses using emotional touch points. The interviews were recorded, transcribed verbatim and subjected to thematic analysis using NVIVO 11. Results: Five main themes were identified. Making it happen, connections, feeling vulnerable, culture and assertiveness and affirmation. Conclusions: This study makes a unique contribution to the nursing student experience of overseas placement as it focuses on the emotional elements. The study shows that the experience of care delivery in an overseas placement has many benefits but also challenges. Management of emotion is required and transition to a different healthcare system can be stressful. Cultural differences were more marked than anticipated but when students responded by questioning, respectful assertiveness and provision of compassionate care there were clear rewards. These manifested as a sense that caring is a privilege and affirmation of career choice.

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“…There is considerable evidence that a one-to-one relationship is of prime importance to the students learning and professional development in clinical practice (Campbell et al, 1994;Crawford et al, 2000;Allan et al, 2008). Confidential supervision sessions are considered important, because they enable the student to talk about their own experiences and feelings (Shatkin, 1995;Saarikoski, 2003).…”

Section: Introductionmentioning

confidence: 99%

An exploration of the clinical learning experience of nursing students in nine European countries

Warne

Johansson

Papastavrou

et al. 2010

Nurse Education Today

266

222

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The overall aim of the study was to develop a composite and comparative view of what factors enhance the learning experiences of student nurses whilst they are in clinical practice. The study involved students undertaking general nurse training programmes in nine Western European countries. The study focused on: (1) student nurse experiences of clinical learning environments, (2) the supervision provided by qualified nurses in clinical placements, and (3) the level of interaction between student and nurse teachers. The study utilised a validated theoretical model: the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. The evaluation scale has a number of sub-dimensions: Pedagogical atmosphere on the ward; Supervisory Relationships; the Leadership Style of Ward Managers; Premises of Nursing; and the Role of the Nurse Teacher. Data (N = 1903) was collected from Cyprus, Belgium, England, Finland, Ireland, Italy, Netherlands, Spain and Sweden using web-based questionnaire [2007][2008]. The findings revealed that respondents were generally satisfied with their clinical placements. There was clear support for the mentorship approach; 57% of respondents had a successful mentorship experience although some 18% of respondents experienced unsuccessful supervision. The most satisfied students studied at a university college, and had at least a seven week clinical placement supported by individualised mentorship relationships. Learning to become a nurse is a multidimensional process that requires both significant time being spent working with patients and a supportive supervisory relationship.

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Leadership for learning: a literature study of leadership for learning in clinical practice

Abstract: Aim: to report a literature study of leadership for learning in clinical practice in the United Kingdom (UK).Background: previous research in the UK showed that the ward sister was central to

Cited by 40 publications

References 80 publications

People, liminal spaces and experience: Understanding recontextualisation of knowledge for newly qualified nurses

People, liminal spaces and experience: Understanding recontextualisation of knowledge for newly qualified nurses

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

An exploration of the clinical learning experience of nursing students in nine European countries

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