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Tulleners T, Campbell C, Taylor M. The experience of nurses participating in peer group supervision: a qualitative systematic review. Nurse Educ Pract 2023; 69:103606. [PMID: 36989698 DOI: 10.1016/j.nepr.2023.103606] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2022] [Revised: 12/16/2022] [Accepted: 03/08/2023] [Indexed: 03/19/2023]
Abstract
AIM This systematic review will identify, appraise, and synthesise the best available qualitative studies exploring nurses' experiences of peer group supervision. The review purpose draws from the synthesised evidence recommendations to enhance policy and implementation of peer group supervision in practice. BACKGROUND Clinical Supervision is increasing in acceptance as a means of professional and best practice support in nursing. Peer group supervision is a non-hierarchical, leaderless model of clinical supervision delivery and is an option for implementation by nursing management when prioritising staff support with limited resources. This systematic review will provide a synthesis of the qualitative literature regarding the nursing peer group supervision experience. Understanding the experience of peer group supervision from those participating may provide constructive insights regarding implementation of this practice to benefit both nurse and patient driven outcomes. DESIGN Included are peer reviewed journals focused on nurses' experiences of participating in peer group supervision. Participants are registered nurses of any designation. Qualitative articles, written in English and relating to any area of nursing practice and/or speciality are included. The standards of the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) Statement were used to guide the review. Two investigators independently screened titles, abstracts and selected full text studies describing the experience of peer group supervision. Pre-designed data extraction tools were utilised, and the review followed the Joanna Briggs Institute qualitative meta-aggregation approach with a hermeneutic interpretive analysis. RESULTS Results identified seven studies that met the inclusion criteria. A total of 52 findings that described the experiences of nursing peer group supervision are synthesised into eight categories. Four overarching synthesised findings resulted: 1. facilitating professional growth 2. trusting the group 3. professional learning experience and 4. shared experiences. Benefits such as sharing of experiences whilst receiving feedback and support were identified. Challenges identified related to group processes. CONCLUSIONS The paucity of international research into nursing peer group supervision poses challenges for nurse decision makers. Significantly, this review provides insight into the value of peer group supervision for nurses regardless of clinical context and setting. The ability to share and reflect with nursing peers enhances both personal and professional aspects of practice. The worth of the peer group supervision model varied across studies however the outcomes provided important insights into facilitating professional growth, enabling a space to share experiences and reflect, and to build teams where trust and respect develops in groups.
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Terry D, Peck B, Perkins AJ, Burgener W. Learning on the periphery: a modified Delphi study of a nursing student communities of practice model. Int J Nurs Educ Scholarsh 2022; 19:ijnes-2021-0143. [PMID: 35436395 DOI: 10.1515/ijnes-2021-0143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2021] [Accepted: 03/28/2022] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To develop a contemporary student placement model to address current placement challenges, impact student learning, and alleviate supervisor burden. METHODS A modified Delphi technique was used to seek opinions, insights, and creative solutions. RESULTS A draft Communities of Practice placement model, based on a systematic literature review, was introduced to a heterogenous expert panel (n=12). A contemporary placement model was developed and refined via video conference and email over three rounds. CONCLUSIONS Despite initial reluctance concerning a new model, participants became conversant with the concept of peer-to-peer learning, where incidental, albeit essential, learning and support occurs between students, which also supports supervising staff. Greater flexibly and student screening were also incorporated to enable greater learning, confidence building, and reflection. The model's success is contingent upon students working within their scope of practice and provides a contemporary approach to best responds to student, education provider, and health service needs.
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Affiliation(s)
- Daniel Terry
- School of Health, Federation University Australia, Ballarat, VIC, Australia
| | - Blake Peck
- School of Health, Federation University Australia, Ballarat, VIC, Australia
| | - Alicia J Perkins
- School of Health, Federation University Australia, Ballarat, VIC, Australia
| | - Wendy Burgener
- Central Highlands Rural Health, Daylesford, VIC, Australia
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Systematic review of interventions to enhance preceptors’ role in undergraduate health student clinical learning. Nurse Educ Pract 2022; 62:103349. [DOI: 10.1016/j.nepr.2022.103349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2021] [Revised: 04/05/2022] [Accepted: 04/07/2022] [Indexed: 11/18/2022]
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Molin J, Öberg-Nordin M, Arvidsson B, Lindgren BM. A personal and professional journey - experiences of being trained online to be a supervisor in professional supervision in nursing. Int J Qual Stud Health Well-being 2021; 16:1952523. [PMID: 34254902 PMCID: PMC8279151 DOI: 10.1080/17482631.2021.1952523] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Background Nurses often work alone in complex environments with ambiguous responsibilities and need ensured access to supervision.Online supervision has become common and has potential to support supervision in rural areas. Aim To explore the experiences of registered nurses (RNs) learning online to be a supervisor in professional supervision in nursing. Design A longitudinal qualitative design was used. Methods A total of six focus group discussions, with 15 RNs divided in two groups, were conducted before, during, and after the training. Data underwent qualitative content analysis. Results Results showed that the participants experienced learning to be a supervisor online as a personal and professional journey, and learning online was an advantage rather than a disadvantage. Initially, they focused on themselves, then on themselves within the group, and finally on themselves and the group. Both the group and the internet environment were described as safe places. Online tutoring needs to include the creation of a social presence within the group.
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Affiliation(s)
- Jenny Molin
- Department of Nursing, Umeå University, Umeå, Sweden.,Department of Clinical Sciences, Division of Psychiatry, Umeå University, Umeå, Sweden
| | | | - Barbro Arvidsson
- School of Health and Welfare, Department of Health and Nursing, Halmstad University, Halmstad, Sweden
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Pramila‐Savukoski S, Juntunen J, Tuomikoski A, Kääriäinen M, Tomietto M, Kaučič BM, Filej B, Riklikiene O, Vizcaya‐Moreno MF, Perez‐Cañaveras RM, De Raeve P, Mikkonen K. Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies. J Clin Nurs 2019; 29:684-705. [DOI: 10.1111/jocn.15127] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 10/28/2019] [Accepted: 11/10/2019] [Indexed: 11/26/2022]
Affiliation(s)
| | - Jonna Juntunen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Anna‐Maria Tuomikoski
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- The Finnish Centre for Evidence‐Based Health Care: A Joanna Briggs Institute Centre of Excellence Helsinki Finland
| | - Marco Tomietto
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
- Hospital Administration Department Azienda per l'Assistenza Sanitaria n.5 “Friuli Occidentale” Pordenone Italy
| | | | | | - Olga Riklikiene
- Faculty of Nursing Lithuanian University of Health Sciences Kaunas Lithuania
| | | | - Rosa M Perez‐Cañaveras
- Nursing Department, Clinical Nursing Research Group University of Alicante Alicante Spain
| | - Paul De Raeve
- European Federation of Nurses Associations Brussels Belgium
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management University of Oulu Oulu Finland
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Mulherin K, Walter S, Cox CD. National preceptor development program (PDP): Influential evidence and theory. The first of a 3-part series. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:255-266. [PMID: 29764628 DOI: 10.1016/j.cptl.2017.12.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2017] [Revised: 11/27/2017] [Accepted: 12/03/2017] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Priority #3 of the Canadian Experiential Education Project for Pharmacy provided evidence-based guidance for the design and implementation of a national approach to preceptor development. In this first article (of three), findings from the project and recommendations to achieve a high-quality preceptor development program (PDP) are presented. METHODS A multi-method approach including detailed semi-structured interviews, classic literature review, and advisory committee feedback was employed. The research team performed an integrated analysis of all data to achieve the objectives of Priority #3. RESULTS Fifteen formal interviews, 167 articles and two stakeholder meetings informed findings. Experiential Education programs exhibited commonality in content and usually delivered programs online using modules or live lectures. Not all programs required preceptor education despite it being mandated by academic accreditors. Academics' perceptions varied regarding pharmacists' baseline knowledge, skills and attitudes prior to engaging in the preceptor role. A national approach to a PDP was desired if jurisdictional content was accommodated. Copious interprofessional literature of generally fair quality did not identify superior preceptor development approaches although there were numerous descriptions of interventions. Only 29 articles measured educational outcomes. Outcomes included satisfaction rates, self-efficacy and perceived knowledge, skill retention, skill implementation and participation rates. DISCUSSION AND CONCLUSIONS Twelve recommendations were identified to guide successful development of a national PDP. In the absence of good evidence, adult educational theory provided a basis for an effective PDP. Findings from Priority #3 may be relevant not only to pharmacy in Canada but other health professions and counterparts in other western nations with similar approaches to professional education.
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Affiliation(s)
- Katrina Mulherin
- New Brunswick College of Pharmacists, Moncton, NB, Canada; Leslie Dan Faculty of Pharmacy, Toronto, ON, Canada.
| | - Sheila Walter
- Faculty of Pharmacy & Pharmaceutical Sciences, 3-287, Edmonton Clinic Health Academy, 11405-87 Avenue, Edmonton, AB, Canada T6G 1C9.
| | - Craig D Cox
- Texas Tech University Health Sciences Center School of Pharmacy, 3601 4th Street STOP 8162, Lubbock, TX 79416, United States.
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Walker S, Rossi D, Anastasi J, Gray-Ganter G, Tennent R. Indicators of undergraduate nursing students' satisfaction with their learning journey: An integrative review. NURSE EDUCATION TODAY 2016; 43:40-48. [PMID: 27286943 DOI: 10.1016/j.nedt.2016.04.011] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2015] [Revised: 03/28/2016] [Accepted: 04/19/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVES In Australia Bachelor of Nursing programmes are delivered via both internal and distance modes yet there is little knowledge of the indicators of undergraduate nursing students' satisfaction with the learning journey. This integrative review was undertaken to uncover the indicators of undergraduate nursing students' satisfaction with their learning journey. DESIGN Integrative review. A review of key papers was undertaken. Only peer-reviewed papers published in scholarly journals from 2008 onwards were included in this integrative review. DATA SOURCES Pubmed, CINAHL, Google Scholar, Cochrane, Wiley Online and ProQuest Central databases were searched for relevant papers. REVIEW METHODS 49 papers were appraised, by a minimum of two team members. CASP tools were used when evaluating qualitative research, systematic and integrated reviews while survey research was evaluated using a tool specifically developed for this purpose by the research team. All tools used to assess the quality of the research studies contained comprehensive checklists and questions relevant for the particular type of study. Data related to these checklists was extracted and the research team appraised the quality of each article based on its relevance to the topic, internal and external validity, appropriateness of data analysis technique(s), and whether ethical considerations were addressed. Seventeen papers were included in the final analysis. Data analysis involved a systematic approach using content analysis techniques. RESULTS This integrative review sought to identify indicators of nursing students' satisfaction with their learning journey. Authentic learning, motivation, resilience, support, and collaborative learning were identified by this integrative review as being key to nursing students' satisfaction with their learning journey. Sub themes were identified within each of these themes that assist in explaining nursing students' views of their learning journey. CONCLUSION The findings showed that higher satisfaction levels are attained when nursing students feel included and supported during their learning journey.
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Affiliation(s)
- Sandra Walker
- School of Nursing & Midwifery, Central Queensland University, Bruce Highway, Rockhampton, Queensland 4701, Australia.
| | - Dolene Rossi
- School of Nursing & Midwifery, Central Queensland University, Bruce Highway, Rockhampton, Queensland 4701, Australia.
| | - Jennifer Anastasi
- School of Health, Faculty of Engineering, Health, Science & the Environment, Charles Darwin University, Darwin, Northern Territory, 0909, Australia.
| | - Gillian Gray-Ganter
- School of Nursing & Midwifery, Central Queensland University, Bruce Highway, Rockhampton, Queensland 4701, Australia.
| | - Rebeka Tennent
- Research School of Social Sciences, The Australian National University, Canberra, ACT 0200, Australia.
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Browning M, Pront L. Supporting nursing student supervision: An assessment of an innovative approach to supervisor support. NURSE EDUCATION TODAY 2015; 35:740-745. [PMID: 25769729 DOI: 10.1016/j.nedt.2015.02.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2014] [Revised: 12/16/2014] [Accepted: 02/02/2015] [Indexed: 06/04/2023]
Abstract
UNLABELLED The responsibility for clinical supervision is recognised by both the nursing literature and the Australian Nursing and Midwifery Council, through an expectation that RNs will provide support and facilitate student learning in the clinical environment (Atack et al., 2000; Gray and Smith, 2000; Brammer, 2005; Australian Nursing and Midwifery Council, 2006; Hallin and Danielson, 2008). RNs identify with and acknowledge the need for the supervisory role and are willing participants however, request strategies to guide and support students in the clinical environment (Bourbonnais and Kerr, 2007; Hallin and Danielson, 2008). OBJECTIVES The aim of this study was to provide a means of support to clinical supervisors of nursing students through a computer-based clinical supervisor educational package (CSEP) and to test the effectiveness of the CSEP. DESIGN The effectiveness of the CSEP was determined by a pre-test-post-test evaluation sheet that included open and Likert scale questions. SETTINGS 4 regional hospitals in South Australia, Australia. PARTICIPANTS 28 participants completed the questionnaire on their experience with the CSEP. METHODS Analysis of quantitative data utilised non-parametric testing with SPSS version 20. A Wilcoxon Signed Rank Test was performed on the Likert scale questions to establish any significant difference between the pre- and post-tests. The responses to the open-ended questions were thematically analysed separately by the two authors. The themes were then amalgamated. The results were then compared to find similarities or differences. CONCLUSIONS The CSEP is an effective education package in promoting increased preparedness to supervise and increased confidence to promote learning.
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Affiliation(s)
- Mark Browning
- School of Nursing and Midwifery, Monash University, PO Box 1071, Narre Warren, Vic 3805, Australia.
| | - Leeanne Pront
- School of Nursing and Midwifery, Flinders University, GPO Box 852, Renmark, SA 5341, Australia.
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Carlson E. Critical friends: A way to develop preceptor competence? Nurse Educ Pract 2014; 15:470-1. [PMID: 25498362 DOI: 10.1016/j.nepr.2014.11.016] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2014] [Revised: 11/20/2014] [Accepted: 11/20/2014] [Indexed: 10/24/2022]
Abstract
Preceptorship entails for nurses to create a supportive learning and working climate where students or newcomers are given opportunities to develop professional competence. However, being a skilled and experienced nurse does not automatically turn the professional into a skilled educator as teaching of a subject is a whole different story. Preceptors need to continuously and critically reflect on their practices in order to facilitate the development of professional pedagogical competence. Critical friends are colleagues with comparable educational background evaluating the work of each other. The relationship should rely on friendship and mutual trust, adding new dimensions to the reflective process. Being engaged in a critical friendship allows the "friends" to become aware of their own shortcomings which can then be reflected on in relation to clinical as well as pedagogical practices. Being and having a critical friend might be one promising way forward for preceptors to develop pedagogical and professional competence.
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Affiliation(s)
- Elisabeth Carlson
- Department of Care Science, Faculty of Health and Society, Malmö University, Skåne University Hospital Entrance 49, SE-20506 Malmö, Sweden.
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