Nurses' perspectives on technical skill requirements in primary and tertiary healthcare services

Leonardsen, Ann‐Chatrin Linqvist; Blågestad, Ina Kristin; Brynhildsen, Siri; Olsen, Richard; Gunheim-Hatland, Lars; Gregersen, Anne-Grethe; Kvarsnes, Anne Herwander; Hansen, Wenche Charlotte; Andreassen, Hilde Marie; Martinsen, Mona; Hansen, Mette Tindvik; Hjelmeland, Inger; Grøndahl, Vigdis Abrahamsen

doi:10.1002/nop2.513

Cited by 8 publications

(7 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Still, integrating physical assessment subjects in the undergraduate nursing curriculum remains challenging (Byermoen et al, 2021; Douglas et al, 2015). A recent study found that nurses perceive that students should learn both basic and advanced technical skills in the educational institution and then practise further in clinical practice (Leonardsen et al, 2020). In contrast, nurses report to receive training in technical procedures such as handling of ventilators, tracheostomia, palliation or dialysis, at work (Leonardsen et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

et al. 2022

Self Cite

View full text Add to dashboard Cite

Aim Simulation‐based nursing education interventions have a strong educational effect on psychomotoric skills, but students may experience physiological stress and anxiety during simulation. The aims of this study were to explore (1) nursing students' perceived stress, self‐efficacy, control and evaluation before and after simulation as part a structured course in physical assessment, (2) whether factors such as gender, age or previous work experience were associated with perceived stress during simulation and (3) nursing students evaluation of the course. Design An observational, cross‐sectional study before and after simulation and a course in physical assessment. Methods We utilized “the Self‐Assessment Manikin for measuring emotion” before and after simulation, a questionnaire to identify symptoms of stress after simulation, and a questionnaire to evaluate the physical assessment course. Results A total of 59 students participated. Students perceived stress before simulation but reported a lower degree of activation, a more positive mood, increased feeling of control and self‐efficacy after the simulation. They also felt more secure about their assessments. Even though students reported of several symptoms of stress before simluation, the course increased students' self‐reported competence and feeling of security.

show abstract

Section: Introductionmentioning

confidence: 99%

Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

et al. 2022

Self Cite

View full text Add to dashboard Cite

show abstract

“…Supervisors described that students needed to learn both basic and advanced technical skills, as well as both general and arena specific skills when in clinical practice. A recent study found that RNs and IDNs perceive that students should learn both basic and advanced technical skills in the university college, and then practice further in clinical practice [ 28 ]. Moreover, another study showed that RNs in primary healthcare receive training in specific technical procedures such as handling of ventilators, tracheostomia, palliation or dialysis [ 9 ].…”

Section: Discussionmentioning

confidence: 99%

Supervising students in a complex nursing practice- a focus group study in Norway

et al. 2021

Self Cite

View full text Add to dashboard Cite

Background The supervisory role of registered nurses and intellectual disability nurses will be even more essential in the future, to support the education of competent newly graduated candidates. To our knowledge few studies have explored nursing student supervisors’ perspectives on supervision across primary- and hospital healthcare services and also across nurse educational programs. The aim of the current study was to investigate supervisors’ perspectives on supervising from different clinical settings, and across registered nurses’ and intellectual disability nurses’ clinical practice. Methods The study had an exploratory and descriptive design. The study was conducted within one university college catchment area in Southeastern-Norway. Eight focous group interviews were conducted in primary healthcare (n = 4) and hospital (n = 4) wards. A total of 31 registered nurses and three intellectual disability nurses participated. Hsieh and Shannon’s conventional content analysis was used to analyze the data. Results Participants across primary- and hospital healthcare agreed that clinical practice was complex, and required that students gained competence in both technical and non-technical skills. Moreover, needed skills were described both as general and arena specific, and as both basic and advanced. Participants perceived that technical and non-technical skills together, ideally should lead to students being able to «see the person» behind the patient. Conclusions Supervisors emphasized the challenges of supervising students in a complex nursing practice. Students should gain both procedural competence and an ability to provide person-centred care, and this challenged the supervisors’ own competence. Our findings indicate a need to support supervisors, to enable them to meet these challenges.

show abstract

“…The supervisors expected the university college to provide students with both theoretical knowledge and practical training relevant for the specific clinical placement. In a recent study across primary and tertiary healthcare in the same county, we found that RNs/IDNs perceived that students should learn technical skills in the university college first, and then get more training in clinical placement [ 32 ]. This was supported by findings from the focus group discussions in the current study.…”

Section: Discussionmentioning

confidence: 99%

Nursing supervisors’ perspectives on student preparedness before clinical placements- a focus group study

et al. 2021

Self Cite

View full text Add to dashboard Cite

Clinical placements and supervision is an integral part of nursing education internationally. There are significant differences between students’ expectations of clinical learning and their fulfillment. Few studies have focused on supervisors’ perspectives on clinical placements. The objective of this study was to explore nursing supervisors’ perspectives on students’ preparedness for clinical placements. Methods The study was conducted in a county in Southeastern-Norway, with 317.000 inhabitants, and within one hospital and one university college catchment area. Focus group interviews were conducted in the periode August to December 2018. Data were analyzed using Hsieh and Shannon’s conventional content analysis. Results 34 nursing supervisors participated, three intellectual disability nurses and 31 registered nurses, working in four different primary healthcare wards and four different hospital wards. Participants’ age ranged from 23 to 58 years, one male only. Through the analysis we derived the category ‘Shared responsibility for preparation’ with subcategories a) Individual initiative, and b) University college facilitation. Conclusions Findings indicate that there is a gap between nursing supervisors’ expectations and reality regarding students’ preparedness for clinical placements. Moreover, nursing supervisors did not seem to focus on their own role in student preparedness.

show abstract

Nurses' perspectives on technical skill requirements in primary and tertiary healthcare services

Cited by 8 publications

References 23 publications

Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

Nursing students' perceived stress, self‐efficacy, control and evaluation of a course in systematic clinical observation, physical assessment and decision‐making: An observational study in Norway

Supervising students in a complex nursing practice- a focus group study in Norway

Nursing supervisors’ perspectives on student preparedness before clinical placements- a focus group study

Contact Info

Product

Resources

About