Supporting students’ learning and professional development through the process of continuous assessment and mentorship

Neary, Mary

doi:10.1054/nedt.2000.0458

Cited by 87 publications

(52 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this study students with continuous assessment checklist by clinical instructor has increase clinical practice competency by 4 times (AOR=3.958, 95% CI 1.238, 12.65) than students which no continuous assessment by their clinical instructor. This is in line with the study done in united-kingdom [14].…”

Section: Discussionsupporting

confidence: 92%

Assessment of Factors Affecting Clinical Practice Competency of Undergraduate Health Science Students in Hawassa University, South, Ethiopia

Fikre¹

2016

Ann Clin Lab Res

View full text Add to dashboard Cite

Background: Clinical practice experiences are critically important to determine that graduate students are expected to achieve the maximum level of clinical competence after receiving necessary and adequate theoretical and practical instructions. However graduates have problems in doing some easy duties. Thus, this study is designed to assess factors affecting clinical practice competence of undergraduate health science student, Hawassa University, South, Ethiopia, 2015.Methods: Institutional based Cross-sectional study was conducted in health science students of Hawassa university referral hospital from April to May 2015 by using structured questionnaire and Focus Group Discussion. Simple random sampling was applied to select study subject among 345 students. Data were entered using Epi Info version 3.5.1 was exported and analyzed by SPSS version 20. Bivariate and multivariate logistic regressions were used to identify independent predictors and for qualitative data, ideas were summarized and analyzed in the form of themes. Result: The prevalence of clinical practice competency from the study participant was 87 (25.2%). Students with adequate clinical case in practical placement were 4 times clinically competent than those students with inadequate clinical case in practical placement with (AOR=3.958, 95% CI 1.238, 12.65).Students with clinical instructor support were clinically competent by 2 times with (AOR=2.064, 95% CI 1.042, 3.694) than students with no clinical instructor support.Conclusion and Recommendation: Clinical instructor support, adequate clinical case in practical placement, use continuous assessment checklist and integration of three learning domain were factors affect clinical practice competency of the students. So improving supervision of clinical instructors, appropriate selection of clinical site and design appropriate clinical practice protocol has important to enhance clinical practice competency of students.

show abstract

Section: Discussionsupporting

confidence: 92%

Assessment of Factors Affecting Clinical Practice Competency of Undergraduate Health Science Students in Hawassa University, South, Ethiopia

Fikre¹

2016

Ann Clin Lab Res

View full text Add to dashboard Cite

show abstract

“…Most mentoring research is descriptive and focuses on the role aspects of mentors (Cameron-Jones & O'Hara, 1996;Chow & Suen, 2001;Darling, 1984;Fagan & Fagan, 1983;Harvey, 2012;Hayden, 2006;Neary, 2000;Walsh & Clements, 1995). There has been tremendous interest in mentoring of novice and advanced beginner staff nurses in Magnet® recognized hospitals, however, mentoring past the first year of practice has not been well addressed (Beecroft, Kunzman, & Krozek, 2001;Benner, 1984;Clarke-Gallagher & Coleman, 2004;Hom, 2003;Pinkerton, 2003;Rush, Adamack, Gordon, Lilly, & Janke, 2012).…”

Section: Mentoring Researchmentioning

confidence: 99%

Mentoring Practices Benefiting Pediatric Nurses

Weese

Jakubik

Eliades

et al. 2015

Journal of Pediatric Nursing

View full text Add to dashboard Cite

“…Research indicates that nurse managers' attitudes and actions-ensuring safety, integrating knowledge with practice, sharing feelings, challenging staff nurses and students, and their competence and willingness to provide guidance to others-influence the outcomes of the clinical supervision process (Berggren & Severinsson, 2006). How nurse mentors perceive their role is an important consideration in the leadership selection process (Neary, 2000).…”

Section: Social Learning Theorymentioning

confidence: 99%