The nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in clinical practicum: a European cross-sectional study of graduating nursing students

Abstract

Background A supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students’ clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher’s cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries. Methods A cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher’s pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018–2019. The data were analyzed using a Chi-Square test, Pearson’s correlation coefficients, and linear models. Results A total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher’s pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students’ experiences of the nurse teacher’s pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher’s pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country. Conclusions This study reveals that nurse teachers play an essential role in supporting and guiding nursing students’ final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers’ pedagogical cooperation role within the clinical learning environment.

The role of the teacher and learning in clinical practicum scales: A psychometric testing of the Finnish versions

“…The identified two‐factor model of the Tc2 scale may be used to obtain a broader understanding of the cooperation triad between the student, mentor and teacher and the actual implementation of the role of the teacher. “Cooperation triad” (factor 1) and “Teacher's pedagogical cooperation with students” (factor 2) are crucial in order to promote the effective learning and professional development of students during the clinical practicum (Hooven, 2014 ; Strandell‐Laine et al, 2022 ).…”

“…However, the teacher bears the main responsibility for the student supervision (Directive 2005/36/EC ), and the cooperation triad has been the traditional part of the teacher's clinical role. Still, the role of the teacher has now changed with educational reforms from vocational education to higher educational institutions (Collins & Hewer, 2014 ; Strandell‐Laine et al, 2022 ). After the turn of the millennium, teachers’ clinical visits to practicum placements have decreased in Finland and throughout Europe (Saarikoski et al, 2013 ), mainly because of economic preconditions rather than pedagogical solutions.…”

“…The clinical role of the teacher is described as complex and constantly changing in line with educational reforms (Strandell‐Laine et al, 2018 ; Collins & Hewer, 2014 ). Nowadays, this role emphasises teacher's support in advancing students' individual learning processes and professional development increasingly via technical solutions and thus, without being on‐site in the clinical placement (Strandell‐Laine et al, 2022 ). Due to these changes, the original Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) scale (Saarikoski et al, 2008 ) has been further developed to address better the clinical role of the teacher (Strandell‐Laine, 2019 ).…”

Healthcare Students’ Perceptions of the Quality of the Clinical Learning Environment in Morocco: A Cross-Sectional Study

“…Moreover, students from six European countries valued the individualized supervision provided by their nurse teacher from the educational institute, as well as their support in enhancing learning and decreasing stress associated with clinical practicum [ 7 ]. Nevertheless, various studies have noted a general decline in the involvement of nurse teachers in clinical practice [ 6 , 8 , 9 ].…”

“…Previous research revealed negative perceptions among students regarding the clinical role of the nurse teacher [4,5,[10][11][12][13][14][15][16][17] probably due to these changes. To address this issue and improve nurse teacher's cooperation with students, studies highlight the need to develop novel alternative approaches, such as digital educational technologies [7,9,18], to complement rather than substitute the physical presence of nurse teachers during placements [18]. Furthermore, the nurse teacher's clinical role should be revised to include clear responsibilities for student supervision during clinical practicum [7], distinct from the responsibilities of clinical supervisors [9].…”