Professional roles and communications in clinical placements: A qualitative study of nursing students’ perceptions and some models for practice

Nursing students’ perceptions of peer learning as a learning model in clinical practice and students’ learning through peer learning - an evaluation study

“…Kunnskap etterspørres i praksis, men vår erfaring er at studentene er mer tilbakeholdne med å dele sin kunnskap i et tradisjonelt veiledningsforhold med en kontaktsykepleier. Dette kan ses i sammenheng med det Andrews et al (2006) hevder om den såkalte mester-svenn-tradisjonen, der «å bli fortalt» er mer typisk enn at studentene selv søker kunnskap og utvikler ferdigheter mer selvstendig. I studiene til Christiansen og Bell (2010) og Secomb (2006) hevdes det at når vurderingselementet er borte -slik det er når studenter som er på samme nivå i utdanningen, samarbeider -kan det se ut som om studentene tør stille spørsmål uten å vaere redd for at de kan virke uvitende.…”

“…Den tjente også som et veiledningsgrunnlag og et «sjekkpunkt» for veilederne. At studentene selv søker informasjon i stedet for å få alt forklart av veilederen, er ifølge Andrews et al (2006) et viktig veiledningsprinsipp. I andre studier nevnes en dagsplan som studentene lagde selv, og som de benyttet for å gi tilbakemeldinger til hverandre (Drange 2011), og en progresjonsplan med operasjonaliserte mål fra laereplanen (Alexandersen et al 2014).…”

Clinical Teaching of Nurses in Southern Chile Hospitals: Practical Wisdom and Inter subjectivity

“…In addition to this, the enactment of the General Technical Regulation which operationalizes the nursing care management in public hospitals is added, giving it a great responsibility and numerous functions and attributions that strengthen and deepen the professional role of nursing [5]. The field of clinical teaching, as part of the training process, gives the student opportunities for reflection on professional action and a critical view of the dynamics of existing relationships in the environment, which favor the theoretical and practical integration, provide the development of new knowledge, and influence the attitudinal, conceptual and procedural formation [6]. Therefore, in clinical practice, the student is confronted with his/her new formative reality, starting an experiential learning process in which he/she is trained from the practical wisdom and the technical-instrumental nature of the process to integrate himself/herself as a beginner professional [7].…”

“…All these variables converge to determine that nursing has different roles within the clinical teaching: a) task performance, b) appropriate care delivery to the patient at the required time, c) appropriate care delivery to the patient focused on the achievement of individual outcomes for the patient, and d) collaboration in the delivery of that appropriate care [6][7][8][9][10][11][12].…”

“…For the development of professional competences, the students require support, supervision and teaching to facilitate their learning outcomes achievement during their clinical placements [6]. The professional process formation is considered as a teacher-learner relationship, in which both teach and learn enriching each other.…”