Quality clinical placements: The perspectives of undergraduate nursing students and their supervising nurses

Ford, Karen; Courtney‐Pratt, Helen; Marlow, Annette; Cooper, J. F.; Williams, Danielle; Mason, Ron

doi:10.1016/j.nedt.2015.11.013

Cited by 137 publications

(105 citation statements)

References 22 publications

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“…[2,12] This is in line with our findings that support the view that educational institutions should provide information on how to use the assessment tool, particularly how to be prepared for an assessment dialogue with respect to the learning goals and the assessment criteria.…”

Section: Facilitation or Hindrance In Assessmentsupporting

confidence: 88%

“…[30] Implementing support for the supervisor such as understanding nursing curriculum and its requirements helps to reduce the barriers to effective supervision and facilitates that feedback to nursing students can be given in a correct and critical manner. [2,12,30] Trust is another important aspect of learning in a clinical context [31] and a sense of trust between students and supervisors in the assessment process was found to be especially important in our study. The findings also show that students felt trust in supervisors if they had had ongoing contact and continuity regarding their supervision during the clinical placement.…”

Section: Authenticity and Trustmentioning

confidence: 54%

“…Having clear aims and learning goals also stimulates a positive assessment process and learning environment [4,12] and reduces the void between education and the work environment. Nevertheless, such clear definitions of learning goals should also match the reality of clinical practice.…”

Section: Authenticity and Trustmentioning

confidence: 99%

“…[11] A break down gives rise to clear aims and learning outcomes thus stimulating a positive assessment process and learning environment. [4,12] While it is important to have clear assessment objectives and learning outcomes to facilitate the assessment of nursing competencies within clinical practice, it is equally important that nursing students acknowledge their own learning needs. Each nursing student has individual learning needs and styles [5] it is therefore important to harvest student awareness of learning strategies concerning why and how they learn.…”

Section: Introductionmentioning

confidence: 99%

“…[13] Equally important is the supervisor's role in creating learning opportunities so that the nursing student is more aware of what needs and skill level is required. [12] Nursing students should take charge of their own individual learning needs by writing personal strategies [11] and be accountable for their own learning needs. [8] Enabling nursing students to write personal learning strategies helps promote the development of meaningful learning.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of nursing students in clinical practice - An intervention study of a modified process

Baumgartner

Ståhl²,

Manninen³

et al. 2017

JNEP

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Objective: To evaluate an intervention of a modified assessment process for nursing students in clinical practice and how this process was experienced by the nursing students and their supervisors. Methods: An intervention study with a descriptive approach. The data collection was conducted in two phases with a survey and follow-up group interviews. Participants were second-year nursing students and their nursing supervisors. Descriptive statistics were used for the quantitative data (survey) and qualitative content analysis for the qualitative data (tape-record and transcribed interviews). Mixed method was used to integrate all data. Findings: The survey response rate was 65% (n = 41 students) and 100% (n = 9 supervisors). Students and supervisors found the assessment tool applicable for the assessment process. Assessment through dialogue and Supportive learning environment, describe how the modified assessment process was experienced. Conclusions and implication for clinical practice: It is important that the supervisors understand the learning goals and assessment criteria and how to use the assessment tool. Clear structures based on learning goals and assessment criteria as well as their own strategies to reach their goals benefit student learning. Strategies need to be developed to facilitate the assessment process when the teachers from the university have a consulative role. The new assessment tool and changing the university teachers' involvement can be seen as a form of professional development of the supervisors' group as they take greater responsibility in conducting the assessment of nursing students in clinical practice.

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Section: Facilitation or Hindrance In Assessmentsupporting

confidence: 88%