Nursing students’ and preceptors’ experiences with a structure for feedback and reflection in supervision and learning in clinical practice ‒ a pilot study with a qualitative exploratory and descriptive design.

Abstract

Background: There is a need to improve students’ learning in clinical practice. Undergraduate students may need help transferring knowledge from reflection and feedback in simulation to clinical practice in community health service. Students and preceptors may need to improve feedback and reflection in supervising. Method. The study was a pilot with a qualitative exploratory descriptive research design. It’s aim was to explore students’ and preceptors’ experiences with a structured tool for reflection and feedback during supervision of clinical skills in practice. Four students in their first year of a bachelor’s programme in nursing and four preceptors participated. Data were collected from eight clinical skills performances, audiotaped debriefings, and open-ended questionnaires. Data were analysed by content analysis. Result: The data revealed that participants experienced four categories: “open and honest in debriefing,” “reflections on personal learning,” “reflection on the situation,” and “feedback.” Participants’ experiences supported structure in feedback and reflection. Participants’ experiences of common meaning of concepts supported structure in feedback and reflection. Conclusions : The students and preceptors experienced the clinical tool as an effective supplement to the supervision and learning of clinical skills.