Specificities and Differences in Nursing Students' Perceptions of Nursing Clinical Faculties’ Competences

Lovrić, Robert; Prlić, Nada; Barać, Ivana; Plužarić, Jadranka; Pušeljić, Silvija; Berecki, Igor; Radić, Radivoje

doi:10.1016/j.profnurs.2014.03.005

Cited by 29 publications

(33 citation statements)

References 31 publications

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“…These results are in line with studies that emphasize the importance of good interpersonal relationships even more than students do in their expectations in clinical practice [5,7,21,22]. Mentors owned and applied the competences that relate to their personality in a much larger extent than in the students' expectations, which is consistent with the results of other studies [1,18]. The results of students' expectations and estimates for the remaining categories and the overall level (mean values) are approximately same.…”

Section: Discussionsupporting

confidence: 90%

“…The reason for significantly low estimates of all these mentors' competences, regardless of the low students' expectations, may be in mentors' aggravating work conditions during the mentoring process [1,12,20]. According to estimates by the second-year students, mentors possess and apply their competences of positive relationship with the patient and the health care team in a significantly lesser extent, for which the students had very high expectations.…”

Section: Discussionmentioning

confidence: 99%

“…According to total and mean values of self-evaluated competence categories, compared to the assessment of the first-year students, mentors have significantly overestimated their own competences in all six categories. The biggest difference is between evaluation and self-evaluation in the category of TA, which can be influenced by students' freshly finished high school education and the new strict didactic forms of study, when students understand the mentor as a teacher [1,12]. According to the total mean and median values of selfevaluated competence categories compared to the assessment of the second-year students, mentors have significantly overestimated their own competences in three (TA, NC, M/P/HT) out of six categories.…”

Section: Discussionmentioning

confidence: 99%

“…Extreme differences between self-evaluations and evaluations can be attributed to difficulties during the mentoring process. Mentors and students do not spend enough quality time in mutually respecting and caring relationship, which is a necessary mentors' competence during the mentoring process [1,5,12]. Lack of information exchange during the mentoring process can lead to unwanted errors and the consequences that could be avoided [7].…”

Section: Discussionmentioning

confidence: 99%

“…The quality of clinical practice depends on the quality of clinical teaching, which largely depends on the clinical competence of mentors [1]. Nursing mentors' competences, roles and responsibilities are described as taking responsibility for and accepting clinical education duties while providing conditions for the teaching and transfer of professional knowledge, skills and experience to establish an effective relation with the student; introducing the student to the clinical practice program; identifying possible unpredictable situations or incidents [1]; providing continuous professional support and guidance and evaluating students' competences while documenting the students' progress; encouraging students' work and ideas; building students' confidence; providing timely feedback and constructive criticism [2,3]; respecting students' uniqueness and dissimilarities [1]; using evidence-based practice [4]; serve as a role model for students in professional interaction with other health workers and with clinical facilities; taking responsibility for their own [5].…”

Section: Introductionmentioning

confidence: 99%

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Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Lovrić¹

2017

AJNS

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Important information about the clinical education can be revealed by nursing students' initial expectations and final evaluation of mentors' competences, and mentor's self-evaluation of their competences. The aim of this study was to examine whether these constructs can be used for evaluating the atmosphere in clinical education. This was a nonexperimental prospective study. Data were collected between January and April 2012, in 12 clinics at the University Hospital Osijek. The participants were undergraduate nursing students in years 1, 2, and 3 (n = 150) and their mentors (n = 35) at the Faculty of Medicine, University of Osijek, during the academic year of 2012/2013. The instrument was a modified version of the questionnaire taken from The Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Prior to clinical practice, the students evaluated the desirability of each competence expected from a mentor; after the clinical practice, the students estimated how often their mentor possessed and applied those competences. Mentors have evaluated their own competences according to the same items. Comparison of students' expectations and estimates shows significantly higher expectations of first and third year students (p<0.001). Mentors' self-assessed competences, compared to students' evaluations, were rated significantly higher by mentors of all three years (p<0,001). The comparison of nursing students' initial expectations and final evaluation of mentors' competences, and mentor's self-evaluation of their competences, when they are significantly different, can provide relevant information about potential problem in clinical education.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Lovrić¹

2017

AJNS

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The relationships between clinical teaching behaviour and transition shock in newly graduated nurses

Yun

Qian

et al. 2022

Nursing Open

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Aim To explore the relationships between clinical teaching behaviour and transition shock in newly graduated nurses and significant differences in the northwest and northeast China. Design A cross‐sectional design. Methods A total of 211 (nurses) and 925 (preceptors) were recruited in six Third‐class different hospitals from July to August 2019. Results The transition shock is negatively correlated with the clinical teaching behaviour in northwest and northeast China, while the transition shock in the northwest is higher than that in the northeast for the behindhand economy and natural limit. Conclusion The transition process of newly graduated nurses in northeast China with ethnic minorities and the behindhand economy is more difficult. For newly graduated nurses, personal health and a supportive environment need further improvement. Teaching strategies for preceptors need to be enhanced. Two‐way feedback is more useful for both the newly graduated nurses and preceptors to improve quality care, and holistic care.

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Instruments assessing nurse educator's competence: A scoping review

et al. 2022

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Aim The aim of this review was to synthesize the instruments that assess nurse educators' competence. Design A scoping review was conducted with the five‐stage process informed by Arksey and O'Malley. Review Methods The predetermined search strategy was used including an additional hand search. The studies were selected according to inclusion and exclusion criteria to answer the research questions followed: (1) “What instruments are used to assess nurse educators' competence?”, (2) “How are the psychometric properties of nurse educators' competence instruments reported in the literature?”. The thematic synthesis was used. Data Sources The literature search was conducted in January 2021 using the CINAHL, MEDLINE and ERIC databases from January 2000 to December 2020. Results Of the 1,567 articles searched through, 25 met the inclusion criteria. A total of 19 instruments with 10 areas of competence were identified. Typical competence areas were pedagogical and nursing competence. In addition, leadership in managerial competence was included in several instruments. However, the theoretical backgrounds of the instruments varied and the psychometric properties were reported in varied ways in reviewed studies. Implications for the Profession This study provides evidence about the valid and comprehensive assessment of nurse educators' competence, as competent nurse educators promote excellence in nursing education. To assess a nurse educators' competence comprehensively, a variety of theoretical backgrounds of this competence and more than one instrument for the measurement need to be considered. The selection of the instruments to assess nurse educators' competence should be based on the selected theoretical background and use of valid measurements. Reporting Method This study was reported by following the reporting recommendations of the PRISMA extension for Scoping Reviews (PRISMA‐ScR). Patient or Public Contribution No Patient or Public Contribution was applied, since research design was a scoping review.

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Specificities and Differences in Nursing Students' Perceptions of Nursing Clinical Faculties’ Competences

Cited by 29 publications

References 31 publications

Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

The relationships between clinical teaching behaviour and transition shock in newly graduated nurses

Instruments assessing nurse educator's competence: A scoping review

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