Nursing students' evaluation of clinical practice placements using the Clinical Learning Environment, Supervision and Nurse Teacher scale – A systematic review

Cant, Robyn; Ryan, Colleen; Cooper, Simon

doi:10.1016/j.nedt.2021.104983

Cited by 53 publications

(58 citation statements)

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“…The overall goal of collaboration between lecturers and clinical teachers should be assimilating theory and practice to promote learning [ 2 ]. According to Pedregosa et al, [ 11 ] and Cant et al, [ 31 ] the roles of nurse educators, clinical teachers and the clinical managers should be complementary in a way that support clinical learning. Similar sentiments were expressed in studies by Panda et al, [ 32 ] and (Cervera-Gasch et al, [ 33 ] suggesting that the attitudes of nursing staff and clinical instructors towards their roles impact on student learning.…”

Section: Introductionmentioning

confidence: 99%

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

Munangatire

McInerney

2022

BMC Med Educ

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Background Nursing education involves a number of stakeholders in the teaching and learning process, and these are student nurses, lecturers, clinical instructors and nurses. The role that each of these parties play in the teaching and learning process is dependent on each other and is key to the development of competence among student nurses. However, there is scanty literature on the discourse of how these stakeholders conceptualise their roles to maximise student learning. The objective of this study was to explore the conceptions of stakeholders on their teaching and learning roles in nursing education. Methods Thirty-eight semi-structured interviews and three focus group discussions were conducted with nursing students, lecturers, clinical educators at a Namibian nursing college and nurses at teaching hospitals. Phenomenographic data analysis approach was applied. Results Four conceptions were constructed that described the level of involvement of the different parties in teaching and learning. These were initiating, supporting, becoming part of and owning the teaching and learning role. Three dimensions of variation marked the differences among the conceptions: responsibility and accountability, priorities and level of collaboration. Conclusions The parties involved in the teaching and learning in nursing education have qualitatively different understating of their roles and those of others. There is a pattern transcending from being at the periphery of teaching and learning to taking ownership of teaching and learning. And a movement from limited responsibility and collaboration to that of being responsible, accountable and high level of collaboration in the teaching and learning of nursing students. The conceptions in this study add more ways of enhancing collaboration between theoretical and clinical sites in nursing education, by ensuring that those involved are aware of their role and that of others and work collaboratively at the micro-level.

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Section: Introductionmentioning

confidence: 99%

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

Munangatire

McInerney

2022

BMC Med Educ

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“…The pedagogical cooperation of an NT refers to the cooperation between the students and teacher during the clinical practicum, which aims to support students clinical learning [ 7 ]. Therefore, graduating students’ experiences of the NT’s pedagogical cooperation with students in promoting the clinical learning of students [ 7 ] (hereafter NT cooperation), the clinical learning environment (hereafter CLE) in terms of pedagogical atmosphere, leadership style of the ward manager and premises of care on the ward as well as mentor supervision in their final clinical practicum are essential contributors toward ensuring sufficiency and adequacy of the future nursing workforce [ 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, a long clinical practicum [ 6 , 24 , 34 , 38 ] and high-quality theoretical pre-practicum studies [ 19 ] are of essential importance. Furthermore, the leadership style of the ward manager in the practicum placement [ 24 , 25 , 39 ] and students’ self-reported theoretical knowledge and practical skills at the beginning of the clinical practicum [ 8 ] are seen to be associated with a positive clinical practicum experience.…”

Section: Introductionmentioning

confidence: 99%

“…In this light, it becomes evident that students require a student-centric [ 3 , 24 ], positive and supportive CLE [ 3 ]. In general, European nursing students have reported clinical practicum as being a positive experience [ 8 , 24 ]. Despite this, there are several studies reporting variations in students’ clinical practicum experiences between countries, especially NT cooperation and factors associated with it, which remain underexposed in the literature [ 8 , 17 , 24 , 36 ].…”

Section: Introductionmentioning

confidence: 99%

“…In general, European nursing students have reported clinical practicum as being a positive experience [ 8 , 24 ]. Despite this, there are several studies reporting variations in students’ clinical practicum experiences between countries, especially NT cooperation and factors associated with it, which remain underexposed in the literature [ 8 , 17 , 24 , 36 ]. Therefore, the aim of this study was to explore and compare GNSs’ experiences of NT cooperation, the CLE and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries.…”

Section: Introductionmentioning

confidence: 99%

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The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

et al. 2022

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Background A supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students’ clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher’s cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries. Methods A cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher’s pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018–2019. The data were analyzed using a Chi-Square test, Pearson’s correlation coefficients, and linear models. Results A total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher’s pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher’s pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country. Conclusions This study reveals that nurse teachers play an essential role in supporting and guiding nursing students’ final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers’ pedagogical cooperation role within the clinical learning environment.

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Enhancing educational technology practical course: Designing and validating tools for evaluating knowledge, performance, and satisfaction of public health students

Darabi,

Karimian

2024

Health Science Reports

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BackgroundThe present study was conducted with the aim of designing and validating questionnaires for evaluating the public health students' knowledge, performance, and satisfaction (KPS) in the course of educational technology.MethodsThe present study was conducted with qualitative‐quantitative approach. Qualitative stage was done based on experts' opinion and related articles and questionnaires for developing, designing, and validating the tools. For validating the tools, face validity and content validity was done based on the opinion of the 10 expert panel. In quantitative stage, all initial validated tools were implemented on 50 students of public health for determining the reliability. The reliability of the tools was calculated using the internal consistency method of the items with Cronbach's ⍺ coefficient, and Kuder–Richardson. All analyses were conducted using SPSS‐19 software.ResultsIn the field of qualitative research, an assessment tool consisting of 20 four‐option questions was designed. The content validity of this tool was confirmed based on the opinions of 10 educational experts, with CVI Total = 0.862 and CVR = 0.885. Additionally, the reliability of the tool was validated through testing on 50 public health students, resulting in a reliability coefficient of r = 0.780. Furthermore, for performance evaluation, four assessment tools each comprising 20 questions (totaling 80 questions) were designed. The validity values for these tools in the areas of PowerPoint (CVI = 0.981, CVR = 0.960), pamphlet (CVI = 0.866, CVR = 0.877), poster (CVI = 0.871, CVR = 0.906), role‐playing (CVI = 0.871, CVR = 0.980), and the reliability of the tools with Cronbach's ⍺ r > 0.80 were confirmed. In the satisfaction assessment section, a researcher‐made questionnaire consisting of 18 questions across seven domains was designed, with confirmed content validity (CVI = 0.949, CVR = 0.861) and reliability (r = 0.928).ConclusionsIt seems that this tool can be used to measure the KPS of students from the educational technology course of the health field and similar fields.

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Nursing students' evaluation of clinical practice placements using the Clinical Learning Environment, Supervision and Nurse Teacher scale – A systematic review

Cited by 53 publications

References 40 publications

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

A phenomenographic study exploring the conceptions of stakeholders on their teaching and learning roles in nursing education

The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

Enhancing educational technology practical course: Designing and validating tools for evaluating knowledge, performance, and satisfaction of public health students

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