Providing support to nursing students in the clinical environment: a nursing standard requirement

Anderson, Carina; Moxham, Lorna; Broadbent, Marc

doi:10.1080/10376178.2016.1215774

Cited by 12 publications

(6 citation statements)

References 19 publications

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“…This will allow NQPNs to apply theory and practice under the supervision of an ICU-trained professional nurse. Mentoring and empowerment give them the space to refine their clinical skills, receive guidance and demonstrate their abilities in evaluating patients’ conditions comprehensively following cardiac surgery (Anderson, Moxham & Broadbent 2016 :638).…”

Section: Discussionmentioning

confidence: 99%

Newly qualified professional nurses’ experiences providing postoperative care to children in CTICU

Mehlape,

Matlala

2024

Curationis

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Background: It is challenging for newly qualified professional nurses (NQPNs) to care for children with congenital heart abnormalities following cardiac surgery in cardiothoracic critical care units. This population of nurses is allocated to critically ill children in the cardiothoracic intensive care unit (CTICU) even though they lack sufficient knowledge, experience and skills to care for these patients.Objectives: This study explored, described and made recommendations to support NQPNs who provide postoperative care to children in a CTICU.Method: A qualitative, exploratory, descriptive and contextual research design was used. Purposive sampling was employed, and in-depth individual phenomenological interviews were conducted with 10 NQPNs. Data were analysed according to Giorgio’s descriptive phenomenological method, and measures to ensure trustworthiness and ethical principles were followed.Results: The NQPNs cited their lack of knowledge and mentoring as the primary contributors to their perceived challenges. This population requires motivation, mentoring and empowerment to address this phenomenon.Conclusion: Professional nurses in CTICUs require a supportive work environment, with encouragement from colleagues, management and doctors. A lack of support compromises patient care outcomes and safety, resulting in litigation.Contribution: Recommendations are provided for nursing education, research and practice to empower NQPNs with knowledge and skills to work with children following cardiac surgery to avoid adverse events in the CTICU.

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Section: Discussionmentioning

confidence: 99%

Newly qualified professional nurses’ experiences providing postoperative care to children in CTICU

Mehlape,

Matlala

2024

Curationis

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“…This sentiment was also shared by D’Souza et al ( 2015 ) who further stated that in such learning environments, the quality of student teaching, nursing and patient care improves. A positive clinical learning environment that offers positive interactions and support between the students and clinical staff is significant in promoting learning and professional socialisation contrary to the clinical environment where there are poor relations and absence of mutual respect (Anderson, Moxham & Broadbent 2016 ; Arkan, Ordin & Yılmaz 2018 ; Kuivila et al 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Facilitators of professional socialisation of learners in the clinical learning areas: A qualitative systematic review

2022

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Objectives: To present a review of the factors that facilitate professional socialisation among undergraduate nursing learners. Method: A systematic review was conducted on literature from 2008 to 2018. The literature search focused on factors that facilitate professional socialisation of learner nurses. A search of databases was conducted in CINAHL, MEDLINE, Google Scholar and Science Direct. The search focused on literature on professional socialisation of learner nurses published from 2008 to 2018. The search resulted in 3035 articles which were further reduced to 13 after further synthesis. Critical appraisal skills programme was used to assess the quality of the studies. Results: Three main themes emerged. Learner factors, factors in the clinical learning areas and interpersonal factors were identified as the factors that facilitate professional socialisation of learners. Conclusion:Learners should have self-motivation and be supported and assisted to develop a positive professional identity. The clinical learning environment should have effective communication that fosters learning. Professional nurses should act as exemplary role models so that learners can emulate the conduct and practice. The review brought to light that the professional socialisation of learners is affected by the learner factors, clinical learning areas and personal factors.

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“…According to Anderson et al 22 and Ekebergh, 21 the supervision relationship is formed among nursing students, supervisors and the teachers of the nurse education institution according to the basic motive of caring. The core idea in this motive is a true and real supervision relationship characterized by dignity, warmth and closeness.…”

Section: Previous Studiesmentioning

confidence: 99%

Nursing students’ perspective on a caring relationship in clinical supervision

Honkavuo

2019

Nurs Ethics

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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.

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Providing support to nursing students in the clinical environment: a nursing standard requirement

Abstract: Factors exist which can enable or deter Registered Nurses from carrying out the licence requirement to provide clinical education and support to nursing students.

Cited by 12 publications

References 19 publications

Newly qualified professional nurses’ experiences providing postoperative care to children in CTICU

Newly qualified professional nurses’ experiences providing postoperative care to children in CTICU

Facilitators of professional socialisation of learners in the clinical learning areas: A qualitative systematic review

Nursing students’ perspective on a caring relationship in clinical supervision

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