Nursing students’ perspective on a caring relationship in clinical supervision

Abstract

Background: Nursing students spend approximately half of their time in clinical practice. It is important that clinical supervisors understand nursing students’ path of learning and can support their growth and development during the different and multifaceted learning situations offered in the clinical-practice period. Objective: Based on nursing students’ perspective and rooted in the didactics of caring science, to examine how a learning and constructive caring relationship between nursing students and supervisors in clinical practice can be formed. Design: Qualitative and quantitative concurrent triangulation design of mixed methods. Methods: Focus group interviews with Finnish nursing students (n = 21) in the qualitative part of the study. In the quantitative part, a closed questionnaire with closed answers was analysed using descriptive statistics. The analysis process was conducted using inductive content analysis. Ethical considerations: Ethical issues were considered throughout the research process according to ethical principles and scientific guidelines. Informed consent was obtained from the informants, confidentiality regarding the data material was guaranteed and quotations were anonymized. Results: A caring relationship between nursing students and supervisors is based on mutual respect, the ethos of responsibility, motivation, willingness and professionalism. Dignity and a caring ethical approach, where nursing students feel they belong, are recognized, seen and heard enables learning and professional development. It is also significant that the supervisor’s actions and reflections are ethically defensible, equal and protect nursing students from suffering and various power relationships in clinical practice. Conclusion: A good cooperative relationship and shared responsibility between the nurse education institution, which offers theory and prepares nursing students for the encounter with clinical practice and the healthcare organizations is crucial for enabling a caring relationship in clinical supervision.

Addressing a Critical Voice in Clinical Practice: Experiences of Nursing Students, Teachers, and Supervisors—A Qualitative Study

“…Previous studies focusing on students’ learning experiences in clinical practice have identified several factors that influence their learning process. These include the necessity of a close and trustful relationship with their supervisors [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 ]. A safe relationship supports students’ professional development, protects, and assists them in times of difficulty, and guides their learning throughout clinical practice [ 8 ].…”

“…These include the necessity of a close and trustful relationship with their supervisors [ 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 ]. A safe relationship supports students’ professional development, protects, and assists them in times of difficulty, and guides their learning throughout clinical practice [ 8 ]. Honkavuo’s qualitative study of the perspective of Finnish nursing students regarding a caring relationship with their supervisor revealed that a relationship built on mutual respect and having supervisors well versed in research-based pedagogical techniques was of utmost significance.…”

“…Honkavuo’s qualitative study of the perspective of Finnish nursing students regarding a caring relationship with their supervisor revealed that a relationship built on mutual respect and having supervisors well versed in research-based pedagogical techniques was of utmost significance. This implied that supervisors possessed insight into optimizing students’ learning experiences [ 8 ].…”

“…Several studies have explored the dynamics of student–supervisor interactions within clinical practice, spanning various countries such as Norway [ 7 , 12 , 13 ], Finland [ 8 ], Denmark [ 9 ], Australia [ 5 ], South Africa [ 10 ], England [ 11 ], and Sweden [ 14 ]. However, few studies have delved into the student–supervisor relationship’s power asymmetry and its repercussions for their interactions, including its impact on students’ ability to reflect on both their own and others’ clinical performances.…”

Undergraduate nursing student's attitudes to learning during clinical practice in different semesters when using a conceptual learning model grounded in a caritative caring perspective – A cross‐sectional study

“…Well-functioning cooperation, where responsibility for conscious strategies for the mission of education are taken, between the universities and the healthcare organisations is crucial for interlinking caring and learning [9]. The feeling of being part of the same mission is essential if a caring relationship, built on caring ethical values and approaches, is to develop between the supervisor and the student during clinical practice [10].…”