Quality clinical placements for undergraduate nursing students: a cross‐sectional survey of undergraduates and supervising nurses

Abstract

The results are indicative of the professional commitment of nursing staff to support the next generation of nurses. The findings also give a mechanism to communicate outcomes of undergraduate support to nurses in practice, and highlight steps which can be taken to ensure high quality clinical placement continues.

Learning in the traditional-faculty supervised teaching Model: PART 1-The nursing students’ perspective

“…These findings are consistent with those reported in previous studies that the characteristics of the CI [22][23][24][25] and the quality of the clinical learning environment [26][27][28] are among the two most influential factors on student learning. Therefore, it is important that CIs know and recognize the impact they have not only on the students' current clinical learning experience but also on their future nursing practice.…”

“…These include demonstrating clinical and teaching knowledge expertise; [29][30][31] being available and accessible; [23,28,32] being approachable [23] open and understanding, [25,33] and being nonjudgemental [25] such that students could feel free to ask questions, and allowed students to learn from mistakes; [29,32] possessing good time management and organization skills; [22,33] having good communication skills, and providing students clear communication of expectations. [22,29,32,34] In addition, students appreciated CIs who demonstrated motivation and enthusiasm for teaching and their profession; [24,29,32,33] who were supportive and encouraging, [23,32] empowering [34,35] and took initiative to seek learning opportunities for students.…”

A Delphi study to determine the European core curriculum for Master programmes in genetic counselling

“…In keeping with other health professions such as medicine 11 and nursing, 12 there is a clear need for clinical placements to be incorporated into the educational pathway to professional practice. The recommendation that 50% of the programme should be based in practice is consistent with educational programmes in nursing, 13 but there are of course financial implications of such a programme for both institutions and students.…”

Hvordan utvikle og kontrollere prosesskvalitet?

“…For det tredje fremstår relasjonen mellom studentene og praksisveilederen, og veilederens veiledningskompetanse og evne til å skape en trygg laeresituasjon, som avgjørende for en god opplevelse av praksisperioden (Bogo, 2004;Courtney-Pratt, FitzGerald, Ford, Marsden, & Marlow, 2012;Zeichner, 2002). For det fjerde fremheves muligheten til å observere gode rollemodeller på yrkesutøvelse for slik å få anledning til å se hvordan god profesjonsutøvelse faktisk kan arte seg, som sentralt for kvaliteten på praksisopplaeringen (Grossman et al, 2009;Edwards, Smith, Courtney, Finlayson, & Chapman, 2004;Bogo, 2006).…”