1
|
Palmar‐Santos AM, Oter‐Quintana C, Olmos R, Pedraz‐Marcos A, Robledo‐Martin J. A mixed methods study using case studies prepared by nursing students as a clinical practice evaluation tool. Nurs Open 2023; 10:6592-6601. [PMID: 37340631 PMCID: PMC10415993 DOI: 10.1002/nop2.1919] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 05/12/2023] [Accepted: 06/05/2023] [Indexed: 06/22/2023] Open
Abstract
AIM To identify the presence of variability in the evaluation of case studies prepared by nursing students during their primary care rotations based on the existing evaluation rubric. To explore the difficulties experienced by link lecturers and students in preparing and evaluating case studies. DESIGN A mixed methods study. METHODS The scores for the rubric items and the final grades for the case studies were collected from a sample of 132 cases. Qualitative information was collected by conducting open-ended interviews with lecturers and a focus group session with students. RESULTS Statistically significant differences were identified between the lecturers' mean final grades [F(5.136) = 3.984, p = 0.002] and a variety of items in the evaluation rubric (p < 0.05). In addition, effect sizes [η2 (≈0.14)] of considerable magnitude were found. Two themes emerged from the qualitative data: (1). the challenge of preparing the case studies and (2). the variable nature of the evaluations.
Collapse
Affiliation(s)
- Ana María Palmar‐Santos
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Cristina Oter‐Quintana
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Nursing and Health Care Research Group of the Health Research Institute “Puerta de Hierro‐Segovia de Arana” (IDIPHISA)MajadahondaSpain
| | - Ricardo Olmos
- Social Psychology and Methodology Department, Faculty of PsychologyAutonomous University of MadridMadridSpain
| | - Azucena Pedraz‐Marcos
- Health Care Research Unit, Institute of Health Carlos III; Nursing Department, Faculty of MedicineAutonomous University of MadridSpain
| | - Juana Robledo‐Martin
- Nursing Department, Faculty of MedicineAutonomous University of MadridMadridSpain
- Member of the Gregorio Marañon Health Research InstituteIiSGMMadridSpain
| |
Collapse
|
2
|
Midwifery Education Institutions in Italy Creation and Validation of Clinical Preceptors’ Assessment Tool: Students’ and Expert Midwives’ Views. NURSING REPORTS 2020; 10:172-181. [PMID: 34968362 PMCID: PMC8608077 DOI: 10.3390/nursrep10020021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 12/11/2020] [Accepted: 12/14/2020] [Indexed: 12/03/2022] Open
Abstract
Background: The aim of the study is to create and validate a midwifery preceptor’s evaluation form to be used by midwifery students. The International Confederation of Midwives recommends that clinical placements need to be supervised by a preceptor in order to be efficient for students who, in this way, gain competence and proper practice within the midwifery practical area. Methods: This is an observational multi-center transversal study and leads to the validation of an evaluation questionnaire. Methodically, the following steps were followed: literature review, focus group with midwifery students, meeting between expert midwives, creation of the preceptor’s assessment form, filling in of the forms by midwifery students and expert midwives, and validation of the form. The study was carried out in eight Italian universities and included eighty-eight midwifery students and eight midwives. Results and Conclusion: A midwifery preceptor’s assessment questionnaire was created made up of four attribute areas which, as a total, included 33 items. Cronbach’s alpha score was calculated after examining the forms filled in by students and expert midwives. An alpha score of 0.97–0.85 was obtained. The result was Pearson Correlation Coefficient r = 0.78.
Collapse
|
3
|
Gcawu SN, van Rooyen DRM, Jordan P, Ten Ham-Baloyi W. Clinical teaching practices of nurse educators at a public college of nursing in South Africa: A survey study. Nurse Educ Pract 2020; 50:102935. [PMID: 33278701 DOI: 10.1016/j.nepr.2020.102935] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2019] [Revised: 08/29/2020] [Accepted: 11/19/2020] [Indexed: 10/22/2022]
Abstract
Standardisation of clinical teaching practices by nurse educators for undergraduate students is vital, especially within large nursing education institutions distributed over multiple campuses. This quantitative study investigated current clinical teaching practices of nurse educators at a Public College of Nursing in South Africa. A total of n = 68 nurse educators were selected from 5 campuses over a two-month period (April-May 2016), using convenience sampling. Data was collected with a structured questionnaire, the design of which was informed by the Dundee Three Circle Outcomes Model for Clinical Teaching. The results showed that 37% (n = 25) of the nurse educators had above 10 years of clinical teaching experience. Of the 66% (n = 45) who had formal education on clinical teaching practices, 49% (n = 33) received in-service education. Most nurse educators were willing to share amongst colleagues documents they used for clinical teaching, to promote standardisation of teaching practices. Further, they evidenced best clinical practices regarding planning for assessment and clinical placement of students. However, there were significant variations in the majority (seven) of the nine investigated clinical teaching practices among participants. In-service education was positively correlated to best clinical teaching practices (Chi square (d.f. = 2, n = 68) = 7.24; p = .027; V = 0.33 Medium).
Collapse
Affiliation(s)
- Sybil Nyameka Gcawu
- Lilitha College of Nursing, East London, South Africa; Department of Nursing Science, Nelson Mandela University, Port Elizabeth, South Africa
| | - Dalena R M van Rooyen
- Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa.
| | - Portia Jordan
- Department of Nursing Science, Nelson Mandela University, Port Elizabeth, South Africa; Department of Nursing and Midwifery, Stellenbosch University, Cape Town, South Africa.
| | - Wilma Ten Ham-Baloyi
- Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa.
| |
Collapse
|
4
|
Palese A, Gonella S, Brugnolli A, Mansutti I, Saiani L, Terzoni S, Destrebecq A, Zannini L, Grassetti L, Dimonte V. Nursing students' interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study. BMJ Open 2019; 9:e025575. [PMID: 30898820 PMCID: PMC6475187 DOI: 10.1136/bmjopen-2018-025575] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVE To explore nursing students' interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences. DESIGN National cross-sectional study on data collected in 2016. SETTING 95 Bachelor of Nursing Sciences programmes; 27 Italian Universities. PARTICIPANTS Students who (a) were attending or just completed their clinical rotations lasting at least 2 weeks in the same unit, and (b) willing to participate in the study. PRIMARY AND SECONDARY OUTCOMES First to measure the occurrence of IPE experiences in the most recent clinical rotation; the secondary outcome was to discover factors associated with IPE occurrence. MEASURES The primary outcome was measured using questions based on a 4-point Likert scale (from 0='never' to 3='always'). Explanatory variables were collected at both individual and regional levels with items included in the same questionnaire. RESULTS 9607 out of 10 480 students took part in the study. Overall, 666 (6.9%) perceived not having had any IPE experience, while 3248 (33.8%), 3653 (38%) and 2040 (21.3%) reported having experienced IPE opportunities 'only a little', to 'some extent' or 'always', respectively. From the multilevel analysis performed using the generalised linear mixed model, factors promoting the occurrence of IPE experiences were mainly set at (a) the clinical learning environment level (high: learning environment quality, self-directed learning encouragement, learning opportunities, quality of safety and nursing care and quality of tutorial strategies); and (b) the regional level, where significant differences emerged across regions. In contrast, male gender was negatively associated with the perception of having had IPE experiences. CONCLUSIONS A large number of nursing students experienced either 'never' or 'only a little' IPE opportunities, thus suggesting that nursing education tends to remain within the nursing profession. Limiting students' interprofessional exposure during education can prevent future collaborative approaches that have been shown to be essential in providing best patient care. In order to increase IPE exposure, it is necessary to develop strategies designed both at the singular unit and regional levels.
Collapse
Affiliation(s)
- Alvisa Palese
- Department of Medical Sciences, University of Udine, Udine, Italy
| | - Silvia Gonella
- Department of Clinical and Biological Sciences, AOU Città della Salute e della Scienza di Torino, Torino, Italy
| | - Anna Brugnolli
- Department of Public Health, Azienda Provinciale per i Servizi Sanitari, Trento, Italy
| | - Irene Mansutti
- Department of Medical Science, University of Udine, Udine, Friuli-Venezia Giulia, Italy
| | - Luisa Saiani
- Department of Public Health, Verona University, Verona, Italy
| | - Stefano Terzoni
- Biomedical Sciences for Health, University of Milan, Milano, Italy
| | - Anne Destrebecq
- Biomedical Sciences for Health, University of Milan, Milano, Italy
| | - Lucia Zannini
- Biomedical Sciences for Health, University of Milan, Milano, Italy
| | - Luca Grassetti
- Department of Economic and Statistical Sciences, University of Udine, Udine, Italy
| | - Valerio Dimonte
- Department of Clinical and Biological Sciences, University of Torino, Torino, Italy
| |
Collapse
|
5
|
Shahsavari H, Zare Z, Parsa-Yekta Z, Griffiths P, Vaismoradi M. Learning Situations in Nursing Education: A Concept Analysis. Res Theory Nurs Pract 2018. [DOI: 10.1891/1541-6577.32.1.23] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background and purpose:The nursing student requires opportunities to learn within authentic contexts so as to enable safe and competent practice. One strategy to facilitate such learning is the creation of learning situations. A lack of studies on the learning situation in nursing and other health care fields has resulted in insufficient knowledge of the characteristics of the learning situation, its antecedents, and consequences. Nurse educators need to have comprehensive and practical knowledge of the definition and characteristics of the learning situation so as to enable their students to achieve enhanced learning outcomes. The aim of this study was to clarify the concept of the learning situation as it relates to the education of nurses and improve understanding of its characteristics, antecedents, and consequences.Methods:The Bonis method of concept analysis, as derived from the Rodgers’ evolutionary method, provided the framework for analysis. Data collection and analysis were undertaken in two phases: “interdisciplinary” and “intra-disciplinary.” The data source was a search of the literature, encompassing nursing and allied health care professions, published from 1975 to 2016.Results:No agreement on the conceptual phenomenon was discovered in the international literature. The concept of a learning situation was used generally in two ways and thus classified into the themes of: “formal/informal learning situation” and “biologic/nonbiologic learning situation.” Antecedents to the creation of a learning situation included personal and environmental factors. The characteristics of a learning situation were described in terms of being complex, dynamic, and offering potential and effective learning opportunities. Consequences of the learning situation included enhancement of the students’ learning, professionalization, and socialization into the professional role.Implication for Practice:The nurse educator, when considering the application of the concept of a learning situation in their educational planning, must acknowledge that the application of this concept will include the student’s clinical learning experiences. More studies are required to determine factors influencing the creation of a successful learning situation from the perspectives of nurse educators and nursing students, clinical nurses and patients.
Collapse
|
6
|
Rodríguez-García M, Medina-Moya JL, González-Pascual JL, Cardenete-Reyes C. Experiential learning in practice: An ethnographic study among nursing students and preceptors. Nurse Educ Pract 2018; 29:41-47. [DOI: 10.1016/j.nepr.2017.11.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Revised: 04/24/2017] [Accepted: 11/06/2017] [Indexed: 11/30/2022]
|
7
|
Penney DS. Midwifing the Student: Creating an Effective Learning Environment. J Midwifery Womens Health 2016; 61:7-10. [DOI: 10.1111/jmwh.12487] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2015] [Revised: 03/24/2016] [Accepted: 03/30/2016] [Indexed: 11/28/2022]
|
8
|
Serrano-Gallardo P, Martínez-Marcos M, Espejo-Matorrales F, Arakawa T, Magnabosco GT, Pinto IC. Factors associated to clinical learning in nursing students in primary health care: an analytical cross-sectional study. Rev Lat Am Enfermagem 2016; 24:e2803. [PMID: 27627124 PMCID: PMC5048728 DOI: 10.1590/1518-8345.0327.2803] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2014] [Accepted: 05/03/2016] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to identify the students' perception about the quality of clinical placements and asses the influence of the different tutoring processes in clinical learning. METHODS analytical cross-sectional study on second and third year nursing students (n=122) about clinical learning in primary health care. The Clinical Placement Evaluation Tool and a synthetic index of attitudes and skills were computed to give scores to the clinical learning (scale 0-10). Univariate, bivariate and multivariate (multiple linear regression) analyses were performed. RESULTS the response rate was 91.8%. The most commonly identified tutoring process was "preceptor-professor" (45.2%). The clinical placement was assessed as "optimal" by 55.1%, relationship with team-preceptor was considered good by 80.4% of the cases and the average grade for clinical learning was 7.89. The multiple linear regression model with more explanatory capacity included the variables "Academic year" (beta coefficient = 1.042 for third-year students), "Primary Health Care Area (PHC)" (beta coefficient = 0.308 for Area B) and "Clinical placement perception" (beta coefficient = - 0.204 for a suboptimal perception). CONCLUSIONS timeframe within the academic program, location and clinical placement perception were associated with students' clinical learning. Students' perceptions of setting quality were positive and a good team-preceptor relationship is a matter of relevance. OBJETIVO identificar a percepção dos estudantes de enfermagem sobre a qualidade das Práticas Clínicas em Atenção Primária à Saúde e avaliar a influência dos diferentes processos de tutoria na aprendizagem clínica. MÉTODOS um estudo analítico transversal realizado com alunos do segundo e do terceiro ano de enfermagem (n = 122) na aprendizagem clínica nos serviços de Atenção Primária à Saúde. A Ferramenta de Avaliação de Práticas Clínicas (Clinical Placement Evaluation Tool) e um índice sintético de atitudes e habilidades (escala de 0 a 10) foram calculados para marcar a aprendizagem clínica. Foram realizadas análises univariadas, bivariadas e multivariadas (regressão linear múltipla). RESULTADOS a taxa de resposta foi de 91,8%. O processo de tutoria mais indicado foi o de "preceptor-professor" (45,2%). As Práticas Clínicas foram avaliadas como "ótimas" por 55,1%, o relacionamento com a equipe-preceptor foi considerado bom por 80,4% dos casos e a classificação média para a aprendizagem clínica foi de 7,89. O modelo de regressão linear múltipla, com mais capacidade explicativa incluiu as variáveis "ano acadêmico" (coeficiente de beta = 1.042 para alunos do terceiro ano), "área de cuidados de saúde primários" (coeficiente de beta = 0,308 para a Área B) e "percepção de práticas clínicas" (beta coeficiente = - 0,204 para uma percepção menos que ótima). CONCLUSÕES O momento dentro do programa acadêmico, a localização e percepção das Práticas Clínicas foram associados com a aprendizagem clínica dos alunos. A percepção dos alunos sobre a qualidade do lugar das Práticas Clínicas foi positiva e um bom relacionamento da equipe-preceptor é uma questão de relevância. OBJETIVO identificar la percepción del alumnado de enfermería sobre la calidad de las Prácticas Clínicas y evaluar la influencia de los diferentes procesos de tutoría en el aprendizaje clínico. MÉTODOS estudio analítico transversal realizado con estudiantes de segundo y tercer año de enfermería (n = 122) en el aprendizaje clínico en los servicios de atención primaria de salud. La Herramienta de Evaluación de Prácticas Clínicas (Clinical Placement Evaluation Tool) y un índice sintético de las actitudes y habilidades (escala de 0 a 10) se calcularon para puntuar el aprendizaje clínico. Se realizaron análisis univariados, bivariados, multivariados (regresión lineal múltiple). RESULTADOS la tasa de respuesta fue del 91,8%. El proceso de tutoría más comúnmente identificado fue "preceptor-profesor" (45,2%). Las Prácticas Clínicas se evaluaron como "óptimas" en un 55,1%, la relación equipo-preceptor fue considerada buena por el 80,4% de los casos y la calificación media para el aprendizaje clínico fue de 7.89. El modelo de regresión lineal múltiple con mayor capacidad explicativa incluyó las variables "año académico" (coeficiente beta = 1.042 para los estudiantes de tercer año), "Área de Atención Primaria de la Salud" (coeficiente beta = 0,308 para el Área B) y la "percepción de las Prácticas Clínicas" (coeficiente beta = - 0,204 para una percepción subóptima). CONCLUSIONES el momento dentro del programa académico, la ubicación y la percepción de las Prácticas Clínicac se asociaron con el aprendizaje clínico de los estudiantes. La percepción de los estudiantes de la calidad del lugar de las Prácticas Clínicas fue positiva y la buena relación equipo-preceptor es una cuestión de relevancia.
Collapse
Affiliation(s)
- Pilar Serrano-Gallardo
- PhD, Professor, Departamento de Enfermería, Universidade Autonoma de Madrid, Madrid, Spain. Researcher, Research Institute for Higher Education and Science, Health Research Institute Puerta de Hierro, Madrid, Spain
| | - Mercedes Martínez-Marcos
- PhD, Professor, Departamento de Enfermería, Universidade Autonoma de Madrid, Madrid, Spain. Researcher, Research Institute for Higher Education and Science, Health Research Institute Puerta de Hierro, Madrid, Spain
| | | | - Tiemi Arakawa
- Post-doctoral fellow, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil. Scholarship holder from Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP), Brazil
| | - Gabriela Tavares Magnabosco
- Post-doctoral fellow, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil. Scholarship holder from Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP), Brazil
| | - Ione Carvalho Pinto
- PhD, Associate Professor, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil
| |
Collapse
|
9
|
Cadorin L, Rei A, Dante A, Bulfone T, Viera G, Palese A. Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study. NURSE EDUCATION TODAY 2015; 35:746-53. [PMID: 25735910 DOI: 10.1016/j.nedt.2015.02.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2014] [Revised: 12/26/2014] [Accepted: 02/04/2015] [Indexed: 05/27/2023]
Abstract
BACKGROUND In accordance with Knowles's theory, self-directed learning (SDL) may be improved with tutorial strategies focused on guided reflection and critical analysis of the learning process. No evidence on effects on SDL abilities of different tutorial strategies offered to nursing students during the 1st clinical experience is available. OBJECTIVES To evaluate the effect of different tutorial strategies offered to nursing students on their SDL abilities. DESIGN A pre-post intervention non-equivalent control group design was adopted in 2013. For the treatment group, structured and intensive tutorial interventions including different strategies such as briefing, debriefing, peer support, Socratic questioning, performed by university tutors were offered during the 1st clinical experience; for the control group, unstructured and non-intensive tutorial strategies were instead offered. SETTING Two Bachelor of Nursing Degree. PARTICIPANTS Students awaiting their clinical experience (n=238) were the target sample. Those students who have completed the pre- and the post-intervention evaluation (201; 84.4%) were included in the analysis. METHODS SDL abilities were measured with the SRSSDL_ITA (Self Rating Scale of Self Directed Learning-Italian Version). A multiple linear regression analysis was developed to explore the predictive effect of individual, contextual and intervention variables. RESULTS Three main factors explained the 36.8% of the adjusted variance in SDL scores have emerged: a) having received a lower clinical nurse-to-student supervision (B 9.086, β 2.874), b) having received higher level and structured tutorial intervention by university tutors (B 8.011, β 2.741), and c) having reported higher SDL scores at the baseline (B .550, β .556). CONCLUSIONS A lower clinical nurse-to-student ratio (1:4), accompanied by unstructured and non-intensive tutorial intervention adopted by university tutors, seemed to be equivalent to an intensive clinical supervision (1:1) accompanied by higher level and structured tutorial strategies activated by the university tutors.
Collapse
Affiliation(s)
- L Cadorin
- CRO Aviano National Cancer Institute, Italy
| | - A Rei
- Mental health Centre Health Service No. 4, Friuli Venezia Giulia, Italy
| | - A Dante
- University of Trieste, Italy
| | | | | | | |
Collapse
|
10
|
Bjørk IT, Berntsen K, Brynildsen G, Hestetun M. Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings. J Clin Nurs 2014; 23:2958-67. [PMID: 24460862 PMCID: PMC4263152 DOI: 10.1111/jocn.12532] [Citation(s) in RCA: 64] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/10/2013] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. BACKGROUND Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. DESIGN A survey design was used. METHOD The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. RESULTS Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. CONCLUSION Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. RELEVANCE TO CLINICAL PRACTICE Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting.
Collapse
Affiliation(s)
- Ida T Bjørk
- Department of Nursing Science, University of Oslo, Oslo, Norway
| | | | | | | |
Collapse
|
11
|
Zhou AY, Baker P. Confounding factors in using upward feedback to assess the quality of medical training: a systematic review. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2014; 11:17. [PMID: 25112445 PMCID: PMC4309940 DOI: 10.3352/jeehp.2014.11.17] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2014] [Accepted: 08/12/2014] [Indexed: 05/10/2023]
Abstract
PURPOSE Upward feedback is becoming more widely used in medical training as a means of quality control. Multiple biases exist, thus the accuracy of upward feedback is debatable. This study aims to identify factors that could influence upward feedback, especially in medical training. METHODS A systematic review using a structured search strategy was performed. Thirty-five databases were searched. Results were reviewed and relevant abstracts were shortlisted. All studies in English, both medical and non-medical literature, were included. A simple pro-forma was used initially to identify the pertinent areas of upward feedback, so that a focused pro-forma could be designed for data extraction. RESULTS A total of 204 articles were reviewed. Most studies on upward feedback bias were evaluative studies and only covered Kirkpatrick level 1-reaction. Most studies evaluated trainers or training, were used for formative purposes and presented quantitative data. Accountability and confidentiality were the most common overt biases, whereas method of feedback was the most commonly implied bias within articles. CONCLUSION Although different types of bias do exist, upward feedback does have a role in evaluating medical training. Accountability and confidentiality were the most common biases. Further research is required to evaluate which types of bias are associated with specific survey characteristics and which are potentially modifiable.
Collapse
Affiliation(s)
| | - Paul Baker
- North Western Deanery, Manchester, United Kingdom
| |
Collapse
|
12
|
Baraz S, Memarian R, Vanaki Z. The diversity of Iranian nursing students' clinical learning styles: a qualitative study. Nurse Educ Pract 2014; 14:525-31. [PMID: 24731951 DOI: 10.1016/j.nepr.2014.03.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2013] [Revised: 02/15/2014] [Accepted: 03/04/2014] [Indexed: 11/15/2022]
Abstract
BACKGROUND Numerous factors, including learning styles, affect the learning process of nursing students. Having insights about students' learning styles helps promoting the quality of education. The aim of this study was to explore the Iranian baccalaureate nursing students' learning styles in clinical settings. METHODS A qualitative design using a content analysis approach was used to collect and analyze data. Semi-structured interviews were conducted with fifteen Iranian baccalaureate nursing students selected using a purposive sample method. FINDINGS During data analysis, it was found that nursing students employed different clinical learning styles such as 'thoughtful observation,' 'learning by thinking,' and 'learning by doing'. CONCLUSION Students adopt different learning strategies in clinical practice. Designing teaching strategies based on students' learning styles can promote students' learning and maximize their academic and clinical practice success. Nursing educators, curriculum designers, and students can use the findings of this study to improve the quality of nursing education in both the classroom and clinical settings.
Collapse
Affiliation(s)
- Shahram Baraz
- Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Robabeh Memarian
- Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
| | - Zohreh Vanaki
- Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| |
Collapse
|
13
|
Esmaeili M, Cheraghi MA, Salsali M, Ghiyasvandian S. Nursing students' expectations regarding effective clinical education: A qualitative study. Int J Nurs Pract 2013; 20:460-7. [DOI: 10.1111/ijn.12159] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Maryam Esmaeili
- School of Nursing and Midwifery; Tehran University of Medical Sciences; Tehran Iran
- Department of Medical-Surgical Nursing; Faculty of Nursing and Midwifery; Islamic Azad University-Karaj Branch; Karaj Iran
| | | | - Mahvash Salsali
- School of Nursing and Midwifery; Tehran University of Medical Sciences; Tehran Iran
| | | |
Collapse
|
14
|
Everly MC. Are students' impressions of improved learning through active learning methods reflected by improved test scores? NURSE EDUCATION TODAY 2013; 33:148-151. [PMID: 22115734 DOI: 10.1016/j.nedt.2011.10.023] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/08/2011] [Revised: 10/17/2011] [Accepted: 10/27/2011] [Indexed: 05/31/2023]
Abstract
PURPOSE To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. METHODS The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. RESULTS Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. IMPLICATIONS The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects.
Collapse
Affiliation(s)
- Marcee C Everly
- Indiana State University, Nursing Building, Rm 325, Terre Haute, IL 47809, United States.
| |
Collapse
|