Nursing students’ evaluation of quality indicators during learning in clinical practice

Jansson, Inger; Ene, Kerstin W

doi:10.1016/j.nepr.2016.06.002

Cited by 53 publications

(46 citation statements)

References 22 publications

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“…More collaboration, clear clinical objectives, and supportive clinical teaching and learning environments would improve students' learning outcomes in relation to critical thinking skills, clinical competencies, interpersonal communication, self-confidence, and willingness to ask questions. [24,[26][27][28][29] While issues identified as challenging for effective clinical supervision in Ghana were similar to those in the literature, the intensity of challenges appears to exceed what is reported in more economically advantaged countries. What was not found in the literature was the need for reduced travel time for students to get to the clinical practice settings.…”

Section: Discussionsupporting

confidence: 59%

“…Studies have shown that prompt constructive feedback, allowing students to construct learning objectives, and involving them in clinical evaluation are important for learning. [23,24] Participants of this study suggested that clinical evaluation reform may be a priority for which consensus may be achieved fairly easily. Participants indicated the need for more collaboration between schools and clinical settings.…”

Section: Discussionmentioning

confidence: 99%

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Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

Asirifi

Ogilvie

Barton

et al. 2017

JNEP

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Background: A 2010 study of preceptorship as a clinical teaching model in Ghana revealed weaknesses related to high student-preceptor ratios and inadequate support from faculty in the educational institution. A four-cycle community-based participatory action research study was designed to further delineate clinical teaching and learning issues and partner with Ghanaian stakeholders in critical analysis of possibilities for positive change in clinical nursing education. The purpose of this paper, taken from Cycle One of the study, is to provide understanding of the challenges of the current clinical teaching model(s) used in the study institution from the perspectives of students and faculty. Early engagement of external stakeholders is described. Methods: Each university target group was invited to complete a semi-structured questionnaire. Interviews were conducted with representatives from the Ministry of Health, the Nursing and Midwifery Council of Ghana, and the Ghana Registered Nurses' and Midwives' Association. Clinical documents were examined. Results: Clinical teaching and learning issues identified included the need for: a) more effective clinical teaching and supervision; b) adequate equipment for practice; c) meaningful evaluation of performance; d) enhanced collaboration between the school and clinical settings; and, e) reduced travel time to clinical opportunities. External stakeholders became aware and supportive of the research endeavour. Conclusions: Participants acknowledged changes are needed in order to improve clinical nursing education in Ghana. Clinical teaching and learning issues were identified and formed a baseline from which more in-depth discussion of resources, constraints and possibilities for change could ensue in subsequent cycles of the study.

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Section: Discussionsupporting

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

Asirifi

Ogilvie

Barton

et al. 2017

JNEP

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“…Mentors must also work with stakeholders by involving them in students' clinical learning (Flott & Linden, 2016), because, for example, nurse teachers have deeper knowledge of curricula while clinical mentors' strength is in clinical competence (Helminen, Coco, Johnson, Turunen, & Tossavainen, 2016). Mentors play important pedagogical roles in supporting students (Manninen, Welin Henriksson, Scheja, & Silén, 2015;Papastavrou et al, 2016;Sandvik et al, 2014), and they can enhance students' professionalism by assessing their performance and giving feedback (Jansson & Ene, 2016;Jokelainen et al, 2011;McSharry & Lathlean, 2017;Sandvik et al, 2014). However, mentors need pedagogical support from nurse teachers, especially in challenging situations (Jokelainen et al, 2013).…”

mentioning

confidence: 99%

“…Mentors must balance time spent caring for patients and mentoring students, often with tight time constraints (Helminen et al, 2016;Huybrecht, Loeckx, Quaeyhaegens, De Tobel, & Mistiaen, 2011;Jokelainen et al, 2013;O'Brien et al, 2014). Partly for this reason, many mentors reportedly experience stressful situations connected to mentorship (Jansson & Ene, 2016). They also need specific competences and help in supporting unmotivated students (Courtney-Pratt et al, 2012), assessing students' level of competence and giving feedback (Almalkawi, Jester, & Terry, 2018;Helminen et al, 2016).…”

mentioning

confidence: 99%

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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“…Selection criteria may also include nurses who are skillful, have attended a preceptor course, or who possess excellent nursing judgment (Omer et al, 2016). It is little wonder that many research studies outline the need for more definitive selection criteria and propose qualities for a good clinical preceptor (Jansson & Ene, 2016). Some of the criteria include a bachelor's degree or higher education (Oermann, 1996), experience as a staff nurse (Oermann, 1996), continuity, adequate time, a positive attitude toward teaching and learning (Jansson & Ene, 2016), professional values and communication skills (Rodrigues & Witt, 2013), and the ability to stimulate critical thinking (Myrick & Yonge, 2002).…”

Section: Introductionmentioning

confidence: 99%

Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors

L’Ecuyer¹,

Lancken²,

Malloy³

et al. 2018

J Nurs Educ

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Nursing students’ evaluation of quality indicators during learning in clinical practice

Cited by 53 publications

References 22 publications

Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

Assessing challenges of clinical education in a baccalaureate nursing program in Ghana

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors

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