Questioning skills of clinical facilitators supporting undergraduate nursing students

Phillips, Nicole M.; Duke, Maxine; Weerasuriya, Rona

doi:10.1111/jocn.13761

Cited by 27 publications

(21 citation statements)

References 12 publications

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“…Whether during clinical placement or simulation-based learning, reflection and reflective learning in health professional education might be facilitated by clinical supervisors or educators. However, in some cases, these individuals might not be experienced at stimulating higher-order reflective thinking with effective questioning (Husebø, Dieckmann, Rystedt, Søreide, & Friberg, 2013;Philips & Duke, 2001;Philips, Duke, & Weerasuriya, 2017). Furthermore, considering when, where, and how debriefing is to occur during an extended period, as is the case for an SCP experience, requires consideration of models, timing, and spaces for debriefing to occur during an SCP that reflect the realities of an authentic clinical placement (Eraut, 2007;Herrington & Oliver, 2000).…”

Section: Debriefing and Reflectionmentioning

confidence: 99%

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Chu

Sheppard

Guinea

et al. 2018

Nursing & Health Sciences

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Simulation is increasingly used to supplement clinical placement in preregistration health professional programs. However, there are no conceptual frameworks to guide the design of these learning experiences when replacing a clinical placement. In the present study, the conceptual framework for simulated clinical placements (CF-SCP) is presented. Evolving from an iterative process of synthesizing learning and simulation theory, findings from the empirical literature, and the perspectives and ideas from experts in occupational therapy practice, education and simulation-based learning, the CF-SCP aligns principles and processes of workplace and simulation learning. The application of the CF-SCP is described in the context of a 1 week full-time SCP. The CF-SCP provides a structure for organizing, understanding, and applying the principles and processes to design a simulated placement to be a "placement replacement" experience. Articulating a conceptual framework for the design of simulated placement experiences to replace actual clinical placement hours in the allied health sector is important if these experiences are to be tested for validity, efficacy, and transferability to a range of occupational therapy practice areas and other health disciplines.

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Section: Debriefing and Reflectionmentioning

confidence: 99%

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Chu

Sheppard

Guinea

et al. 2018

Nursing & Health Sciences

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“…The clinical workplace is a highly complex social environment that provides invaluable experiences for student learning. Nurses are required to facilitate and supervise student learning, in addition to playing a role in assessing competency (Phillips et al ). However, clinical education is context dependant; the experience of learning in clinical practice differs widely from area to area.…”

Section: Introductionmentioning

confidence: 99%

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Goodwin

Kilty

Harman

et al. 2019

Int J Mental Health Nurs

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Working with medication is an important role of the mental health nurse. However, little research has focused on staff nurses’ perspectives on where the responsibility lies for preparing student nurses for safe, competent medication management. This study investigated mental health nurses’ perspectives on medication education. An interpretive descriptive approach was used. Two focus groups were conducted, and data were analysed using inductive content analysis. It was found that participants embraced a medical approach to servicer user care, with less positive attitudes demonstrated towards psychosocial approaches. There were also tensions expressed between clinical practice and the university, with uncertainty voiced about whose responsibility it was to educate students about medication management. It is important that both environments complement each other in order to enhance the student nurse educational experience. While mental health nurses should be educated in this area to practice in a safe and competent manner, it is also key that a holistic approach to care is considered.

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“…Studies have shown the importance of listening to nursing students' accounts of their experiences, and of what they have observed from their clinical teachers, peers, patients and other health care workers [[i]]. In the study of rst-year nursing students, it was found that caring was not what they expected [19]. However, nursing students learned from their experiences and vowed to provide caring behaviours toward their patients.…”

Section: Discussionmentioning

confidence: 99%

“…However, nursing students learned from their experiences and vowed to provide caring behaviours toward their patients. Therefore, it is important that clinical teachers model caring behaviours not only to the patients and their families, but also to students [19,24].…”

Section: Discussionmentioning

confidence: 99%

Development and psychometric evaluation of a scale on nursing students’ perceptions of hospital caring environment (PHCE) in China

Cheng

Liu

Wang

2020

Preprint

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Background: Caring is a basic tenet of nursing and an essential trait a competent nurse. In China, nursing students spend 8-12 months on clinical rotation in hospitals after the completion of theoretical component of the program in their fourth year. The hospital then becomes the focus of nursing clinical education. However, there is no culturally-specific tool to assess nursing students’ perceptions of hospital caring environment (PHCE). The aim of this study was to develop a valid assessment tool to measure nursing students’ perceptions of hospital caring environment. Methods: A two-phase study was conducted to develop a PHCE scale and to test its psychometric properties. In phase one, the items of the PHCE scale were developed from a qualitative study, a literature review and expert validation. The second phase tested the factor structure, construct validity and reliability through a convenience sample of 383 final year nursing students recruited from two teaching hospitals in China (response rate 95.75%). Results: The final PHCE scale consists of 41 items, was internally consistent (Cronbach’s α = 0.98) and had satisfactory test-retest reliability (intra-class correlation coefficient = 0.87). The exploratory factor analysis revealed that the scale contained four subscales, accounting for 63.69% variance. Conclusions: The 41-item NSPHCE is a reliable tool to assess the Chinese nursing students’ perceptions of the hospital caring environment in China.

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Questioning skills of clinical facilitators supporting undergraduate nursing students

Abstract: Clinical facilitators should undertake targeted education that focuses on how to frame questions for students that demand application, analysis, synthesis and evaluation.

Cited by 27 publications

References 12 publications

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

‘There need to be a balance’: Mental health nurses’ perspectives on medication education in university and clinical practice

Development and psychometric evaluation of a scale on nursing students’ perceptions of hospital caring environment (PHCE) in China

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