Nurse teacher models in clinical education from the perspective of student nurses — A mixed method study

Internship Nurses' Satisfaction with Clinical Learning Environment in Intensive Care Unit

“…This result was augmented by Levett-Jones et al (28) who approved that students need feedback and to maintain open communications with their faculty trainers. Researches (29,30) revealed that nurse preceptor is considered to be a nurse who is in charge for alert designing of the practical placements, and hence consistent appointments improved INs' practical experience because those appointments confirmed that intended learning outcomes were successfully completed in exact approach.…”

Effectiveness of mobile cooperation intervention on students’ clinical learning outcomes: A randomized controlled trial

“…The cooperation between students and their teacher plays a central role alongside mentor supervision in meeting the multiple challenges of clinical learning (Gustafsson, Kullén Engström, Ohlsson, Sundler, & Bisholt, ; Papastavrou, Dimitriadou, Tsangari, & Andreou, ). This cooperation influences the competence (Lauder, Watson, et al., ; Löfmark, Thorkildsen, Råholm, & Natvig, ; O'Connor & Andrews, ) and self‐efficacy of students (Kenny, Van Neste‐Kenny, Burton, Park, & Qayyum, ; Lauder, Watson, et al., ; Rowbotham & Schmitz, ).…”

“…Support from others, for example, peers and teachers, is a key source in improving student self‐efficacy (Bandura, , p. 226, 234; Chesser‐Smyth & Long, ; Lauder, Holland, et al., ). Hence, students consider teacher support an important clinical learning resource (Gustafsson et al., ; Papastavrou et al., ) but it is often unattainable (Gidman, McIntosh, Melling, & Smith, ; Killam & Heerschap, ; Price, Hastie, Duffy, Ness, & McCallum, ).…”

“…Since the transfer of nursing education to HEIs in the early 1990s in Europe, the cooperation between students and teacher in promoting clinical learning (Löfmark et al., ; O'Connor & Andrews, ) has become complicated (Salminen et al., ) and conducted at a distance from the HEIs (Mikkonen, Elo, Miettunen, Saarikoski, & Kääriäinen, ; Saarikoski et al., ). It is evident, that there is no superior pedagogical method for this cooperation (Bloomfield, While, & Roberts, ; Forber et al., ; Gustafsson et al., ; Saarikoski et al., ). However, the existing methods do not match student needs for teacher support (Foster, Ooms, & Marks‐Maran, ; Saarikoski et al., ) or take advantage of mobile technologies (O'Connor & Andrews, ; Strandell‐Laine, Stolt, Leino‐Kilpi, & Saarikoski, ).…”

Implementation of the Integrality Principle in Technical Nursing Courses at Schools in the Sus Network

“…When discussing the technical nursing education at the ETSUSs, students are described who are already working in the area, some of whom for many years, granting them considerable practical experience. In that sense, education moves beyond a role interwoven in teaching as mere scientific, pedagogical and didactical recycling, 18 looking for the possibility to favor spaces of participation, reflec-tion and education to allow the student to learn and adapt to the changes in the care process. 13 The valuation of experience-based knowledge seems to be a way to take a position in practice, as this knowledge is constituted exactly in daily professional practice, based on work, derives from and is validated by experience.…”