Nursing Students’ and Preceptors’ Experiences with Using an Assessment Tool for Feedback and Reflection in Supervision of Clinical Skills: A Qualitative Pilot Study

Abstract

Background. There is a need to improve students’ learning in clinical practice. Undergraduate students need guidance when it comes to transferring knowledge from the classroom to clinical practice in community health services. Competence Development of Practical Procedures (COPPs), a simulation assessment tool, was used to explore students’ and preceptors’ experiences with feedback and reflection during the supervision of clinical skills in real practice. Method. This was a pilot study with a qualitative exploratory and descriptive research design. Four students in their first year of a bachelor’s programme in nursing and four preceptors participated. Data were collected from eight clinical skills performance assessments, audio recordings of supervision, and open-ended questionnaires. Data were systematized, categorized, and analysed using qualitative content analysis. Findings. Participants’ experiences were divided into five categories: “learning environment, an atmosphere of respect, acceptance, and encouragement,” “students’ reflections on their own personal learning,” “students’ reflections on various care situations,” and “students’ and preceptors’ assessment and feedback.” Participants found COPPs easy to use and providing structure for assessment, feedback, and reflection during supervision. Concepts related to learning clinical skills became visible for both students and preceptors and helped students assess their performance of clinical skills. Through verbalization and reflection in supervision, participants established a consensus around what students knew and what they needed to learn. Conclusions. The students and preceptors experienced the tool as a supportive structure to enhance feedback and reflection for the learning of clinical skills in municipal healthcare services. COPPs filled a gap in practice by providing a language for students and preceptors to articulate their knowledge and increasing students’ awareness of what constitutes a good performance. The tool supported the coherence of concepts, enhanced clinical reasoning, and promoted deeper thinking and reflection, and the students gained insight into their own needs related to learning clinical skills.

Nurse preceptors' experiences of promoting and teaching fundamental care to undergraduate nursing students: A qualitative study

“…However, with the increased need for educating competent nurses who can meet patients with complex health needs, several studies focusing on preceptorship in the context of primary care have been conducted (Frøiland et al, 2021;Gonella et al, 2019;Ong et al, 2021;Plathe et al, 2021). Although these studies convey the idea that nursing homes offer students learning opportunities, none described fundamental care as the content of the learning activities during students' first-year clinical placement.…”

“…Several studies focusing on nurse preceptorship have been conducted in specialized units or acute care within a hospital context (Macey et al, 2021; Widiawati et al, 2021) or mental care setting (Vuckovic et al, 2019; Vuckovic & Landgren, 2021). However, with the increased need for educating competent nurses who can meet patients with complex health needs, several studies focusing on preceptorship in the context of primary care have been conducted (Frøiland et al, 2021; Gonella et al, 2019; Ong et al, 2021; Plathe et al, 2021). Although these studies convey the idea that nursing homes offer students learning opportunities, none described fundamental care as the content of the learning activities during students' first‐year clinical placement.…”

Content Analysis of Feedback Journals for New Nurses From Preceptor Nurses Using Text Network Analysis

“…This work burden has a negative effect on their relationships with new nurses 7 ; as a result, new nurses may not receive adequate support from their preceptors, which may increase their turnover 8 . In fact, preceptor feedback in the clinical field provides new nurses with opportunities for self-reflection and helps them learn more effectively 12 . Although receiving appropriate feedback on their strengths and weaknesses may help new nurses better adapt to their clinical environments, 13 studies have found that new nurses do not often receive such feedback 14 .…”

“…Furthermore, for preceptor nurses to perform their roles optimally, it is necessary for them to recognize new nurses as adult learners, provide regular evaluations and feedback, and increase their level of empathy and consideration 13,15,16 . Preceptor nurses may contribute to new nurses' positive learning experiences and growth by sharing their experiences with new nurses in addition to them giving formal direction and constructive feedback 12 …”

“…13,15,16 Preceptor nurses may contribute to new nurses' positive learning experiences and growth by sharing their experiences with new nurses in addition to them giving formal direction and constructive feedback. 12 Although several studies have been conducted on role recognition, 11 job stress and workload, 17 and educational behavior evaluation among preceptor nurses, 7 as well as on preceptorship programs, 2,3 no studies have been done on the feedback that preceptor nurses give to new nurses. In response to this gap, this study conducted a text network analysis to determine what kind of feedback preceptor nurses gave new nurses during the preceptorship period.…”