1
|
Andersen HE, Toubøl AG. Communities of reflection in nurse education programs: A qualitative multi-methods study. NURSE EDUCATION TODAY 2024; 140:106293. [PMID: 38936042 DOI: 10.1016/j.nedt.2024.106293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Revised: 06/13/2024] [Accepted: 06/19/2024] [Indexed: 06/29/2024]
Abstract
BACKGROUND Nursing students often face challenges reconciling theoretical concepts with clinical realities. This study examines a novel concept 'Communities of Reflection' designed and tested to enhance coherency between theory and practice. The concept involves reflection groups comprising students, preceptors, and faculty during clinical placements. AIM To examine the meaning of 'Communities of Reflection' regarding the coherency between theory and practice as perceived by the involved participants. METHOD A qualitative multi-methods approach involved nursing students, preceptors, and faculty members who participated in 'Communities of Reflection.' Data collection methods included interviews, focus groups, written reflections, and observations. FINDINGS The content analysis revealed that 'Communities of Reflection' facilitate a shared engagement in nursing, fostering a deeper level of reflection. Creating a safe space and embracing vulnerability are key aspects of this shared engagement. CONCLUSION 'Communities of Reflection' offer a valuable framework for promoting coherency between theory and practice. It appears to be crucial to students' outcomes that a well-established, equitable theory-practice partnership is the solid foundation, acknowledging that emotions can serve as a catalyst for the development of professional expertise.
Collapse
Affiliation(s)
- Helle E Andersen
- UCL University College, Niels Bohrs Allé 1, 5230 Odense, Denmark.
| | | |
Collapse
|
2
|
Bresolin P, Steindal SA, Bingen HM, Zlamal J, Gue Martini J, Petersen EK, Nes AAG. Technology-Supported Guidance Models to Stimulate Nursing Students' Self-Efficacy in Clinical Practice: Scoping Review. JMIR Nurs 2024; 7:e54443. [PMID: 38457802 PMCID: PMC10960213 DOI: 10.2196/54443] [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: 11/09/2023] [Revised: 02/09/2024] [Accepted: 02/21/2024] [Indexed: 03/10/2024] Open
Abstract
BACKGROUND In nursing education, bridging the gap between theoretical knowledge and practical skills is crucial for developing competence in clinical practice. Nursing students encounter challenges in acquiring these essential skills, making self-efficacy a critical component in their professional development. Self-efficacy pertains to individual's belief in their ability to perform tasks and overcome challenges, with significant implications for clinical skills acquisition and academic success. Previous research has underscored the strong link between nursing students' self-efficacy and their clinical competence. Technology has emerged as a promising tool to enhance self-efficacy by enabling personalized learning experiences and in-depth discussions. However, there is a need for a comprehensive literature review to assess the existing body of knowledge and identify research gaps. OBJECTIVE The aim of this study is to systematically map and identify gaps in published studies on the use of technology-supported guidance models to stimulate nursing students' self-efficacy in clinical practice. METHODS This scoping review followed the framework of Arksey and O'Malley and was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR). A systematic, comprehensive literature search was conducted in ERIC, CINAHL, MEDLINE, Embase, PsycINFO, and Web of Science for studies published between January 2011 and April 2023. The reference lists of the included papers were manually searched to identify additional studies. Pairs of authors screened the papers, assessed eligibility, and extracted the data. The data were thematically organized. RESULTS A total of 8 studies were included and four thematic groups were identified: (1) technological solutions for learning support, (2) learning focus in clinical practice, (3) teaching strategies and theoretical approaches for self-efficacy, and (4) assessment of self-efficacy and complementary outcomes. CONCLUSIONS Various technological solutions were adopted in the guidance models to stimulate the self-efficacy of nursing students in clinical practice, leading to positive findings. A total of 7 out of 8 studies presented results that were not statistically significant, highlighting the need for further refinement of the applied interventions. Nurse educators play a pivotal role in applying learning strategies and theoretical approaches to enhance nursing students' self-efficacy, but the contributions of nurse preceptors and peers should not be overlooked. Future studies should consider involving users in the intervention process and using validated instruments tailored to the studies' intervention objectives, ensuring relevance and enabling comparisons across studies.
Collapse
Affiliation(s)
- Paula Bresolin
- Federal University of Santa Catarina, Santa Catarina, Brazil
| | - Simen A Steindal
- VID Specialized University, Oslo, Norway
- Lovisenberg Diacinal University College, Oslo, Norway
| | | | | | | | | | - Andréa Aparecida Gonçalves Nes
- Lovisenberg Diacinal University College, Oslo, Norway
- Ethics of Care, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| |
Collapse
|
3
|
Laugaland KA, Handeland M, Aase I, Husebø AML, Frøiland C, Akerjordet K. Supporting the nurse educator in clinical education - a qualitative evaluation of a digital educational resource DigiVIS. BMC Nurs 2023; 22:432. [PMID: 37974177 PMCID: PMC10652471 DOI: 10.1186/s12912-023-01599-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 11/07/2023] [Indexed: 11/19/2023] Open
Abstract
BACKGROUND Despite the increased use of technology for teaching and learning in clinical nursing education, relatively little attention seems to be directed toward the usefulness of digital educational resources (DERs) to support nurse educators' educational role in clinical nursing education. METHODS An interpretive descriptive qualitative study design was conducted to evaluate the usefulness of a DER to support nurse educators in clinical nursing education. Data were collected through two focus group interviews with part-time and novice educators (n = 5) and full-time, more experienced educators (n = 5), after they had overseen student nurses in nursing home placements. Data were analyzed using thematic analysis and Standards for Reporting Qualitative Research guidelines were used for this study. FINDINGS The analysis identified three themes related to nurse educators' experiences of the usefulness of a DER to support their educational role while overseeing first-year students on clinical placements in nursing homes: (1) Provides academic support and a sense of security (2) promotes pedagogical efficacy, and (3) represents a flexible resource for educational planning. CONCLUSION This study shows that a digital educational resource can be an efficient and useful supplementary strategy to support the nurse educator's role in clinical nursing education. Future research is required to systematize knowledge about the impact of DERs on orientation and training, as well as motivation and facilitators for, and barriers to, their use to enhance quality and strengthen the nurse educator's role in clinical nursing education.
Collapse
Affiliation(s)
- Kristin A Laugaland
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, Stavanger, 4036, Norway.
| | - Maria Handeland
- Department of Care and Ethics, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Ingunn Aase
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, Stavanger, 4036, Norway
| | | | - Christina Frøiland
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, Stavanger, 4036, Norway
| | - Kristin Akerjordet
- SHARE-Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, Stavanger, 4036, Norway
| |
Collapse
|
4
|
Kushniruk A, Zlamal J, Linnerud SCW, Steindal SA, Solberg MT. A Technology-Supported Guidance Model to Increase the Flexibility, Quality, and Efficiency of Nursing Education in Clinical Practice in Norway: Development Study of the TOPP-N Application Prototype. JMIR Hum Factors 2023; 10:e44101. [PMID: 36735289 PMCID: PMC9938443 DOI: 10.2196/44101] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2022] [Revised: 12/29/2022] [Accepted: 01/12/2023] [Indexed: 01/13/2023] Open
Abstract
BACKGROUND The challenges of nursing shortage in the nursing profession and of limited nursing educational capacity in nursing education in clinical practice need to be addressed to ensure supply according to the demand of these professionals. In addition, communication problems among nursing students, nurse educators, and nurse preceptors; variations in the guidance competence of nurse preceptors; and limited overview from nurse educators on nursing students' clinical practice are common challenges reported in several research studies. These challenges affect the quality of nursing education in clinical practice, and even though these problems have been highlighted for several years, a recent study showed that these problems are increasing. Thus, an approach is required to ensure the quality of nursing education in clinical practice. OBJECTIVE We aimed to develop a guidance and assessment application to meet the challenges reported in clinical practice. The application intended to increase the flexibility, quality, and efficiency of nursing education in clinical practice. Furthermore, it intended to increase interactive communication that supports guidance and ensure structured evaluation of nursing students in clinical practice. METHODS This study employed a multidisciplinary user-participatory design. Overall, 23 stakeholders from the project team (ie, 5 researchers, 2 software developers, 1 pedagogical advisor, and 15 user representatives [4 educators, 6 preceptors, and 5 students]) participated in a user-centered development process that included workshops, intervention content development, and prototype testing. RESULTS This study resulted in the creation of the Technology-Optimized Practice Process in Nursing (TOPP-N) guidance and assessment application for use as a supportive tool for nursing students, nurse preceptors, and nurse educators in clinical practice. The development process included the application's name and logo, technical architecture, guidance and assessment module, and security and privacy. CONCLUSIONS This study offers insights into the development of an evidence-based technological tool to support nursing students, nurse preceptors, and nurse educators in clinical practice. Furthermore, the developed application has the potential to meet several challenges reported in nursing education in clinical practice. After a rigorous development process, we believe that the TOPP-N guidance and assessment application prototype is now ready to be tested in further intervention studies.
Collapse
Affiliation(s)
| | | | | | - Simen A Steindal
- Lovisenberg Diaconal University College, Oslo, Norway.,Institute of Nursing, Faculty of Health Studies, VID Specialized University, Oslo, Norway
| | | |
Collapse
|
5
|
Strandell-Laine C, Salminen L, Blöndal K, Fuster P, Hourican S, Koskinen S, Leino-Kilpi H, Löyttyniemi E, Stubner J, Truš M, Suikkala A. 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. BMC MEDICAL EDUCATION 2022; 22:509. [PMID: 35765065 PMCID: PMC9241303 DOI: 10.1186/s12909-022-03445-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Accepted: 05/05/2022] [Indexed: 06/15/2023]
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.
Collapse
Affiliation(s)
- Camilla Strandell-Laine
- Department of Nursing Science, University of Turku, 20014, Turku, Finland.
- Novia University of Applied Sciences, Turku, Finland.
- Lovisenberg Diaconal University College, Oslo, Norway.
| | - Leena Salminen
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
- Turku University Hospital, Turku, Finland
| | - Katrín Blöndal
- Surgical Services Landspitali - The National University Hospital of Iceland, Reykjavik, Iceland
- Faculty of Nursing, University of Iceland, Reykjavik, Iceland
| | - Pilar Fuster
- Department of Nursing, Faculty of Medicine and Health Sciences, Universitat Internacional de Catalunya, Barcelona, Spain
| | - Susan Hourican
- School of Nursing, Psychotherapy & Community, Dublin City University, Dublin, Ireland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
- Turku University Hospital, Turku, Finland
| | | | - Juliane Stubner
- Martin Luther University Halle-Wittenberg, Halle (Saale), Germany
| | - Marija Truš
- Department of Nursing, Faculty of Health Sciences, Klaipeda University, Klaipėda, Lithuania
| | - Arja Suikkala
- Department of Nursing Science, University of Turku, 20014, Turku, Finland
- Diaconia University of Applied Sciences, Helsinki, Finland
| |
Collapse
|
6
|
Zlamal J, Roth Gjevjon E, Fossum M, Trygg Solberg M, Steindal SA, Strandell-Laine C, Hamilton Larsen M, Nes AAG. Technology-Supported Guidance Models Stimulating the Development of Critical Thinking in Clinical Practice: A Mixed Methods Systematic Review (Preprint). JMIR Nurs 2022; 5:e37380. [PMID: 35671078 PMCID: PMC9214617 DOI: 10.2196/37380] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 04/07/2022] [Accepted: 04/07/2022] [Indexed: 01/04/2023] Open
Abstract
Background Objective Methods Results Conclusions International Registered Report Identifier (IRRID)
Collapse
Affiliation(s)
- Jaroslav Zlamal
- Department of Bachelor Education in Nursing, Lovisenberg Diaconal University College, Oslo, Norway
| | - Edith Roth Gjevjon
- Department of Bachelor Education in Nursing, Lovisenberg Diaconal University College, Oslo, Norway
| | - Mariann Fossum
- Department of Health and Nursing Sciences, University of Agder, Kristiansand, Norway
| | - Marianne Trygg Solberg
- Department of Postgraduate Studies, Lovisenberg Diaconal University College, Oslo, Norway
| | - Simen A Steindal
- Department of Postgraduate Studies, Lovisenberg Diaconal University College, Oslo, Norway
- Faculty of Health Studies, VID Specialized University, Oslo, Norway
| | - Camilla Strandell-Laine
- Department of Bachelor Education in Nursing, Lovisenberg Diaconal University College, Oslo, Norway
- Faculty of Health and Welfare, Novia University of Applied Sciences, Åbo, Finland
| | - Marie Hamilton Larsen
- Department of Postgraduate Studies, Lovisenberg Diaconal University College, Oslo, Norway
| | | |
Collapse
|
7
|
Laugaland K, Kaldestad K, Espeland E, McCormack B, Akerjordet K, Aase I. Nursing students' experience with clinical placement in nursing homes: a focus group study. BMC Nurs 2021; 20:159. [PMID: 34488739 PMCID: PMC8419895 DOI: 10.1186/s12912-021-00690-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Accepted: 08/28/2021] [Indexed: 11/21/2022] Open
Abstract
Background A renewed interest in nursing homes as clinical placement settings for nursing students has been prompted by the growing healthcare needs of an ageing population. However, if future nurses are to be enthusiastic about working in this healthcare context, it is essential that higher education institutions that educate nurses and nursing homes that provide placement experiences to students do so with a supportive, positive, and enriched approach. Methods To explore first-year nursing students’ placement experience in nursing homes, we conducted an exploratory qualitative study in three city-based nursing homes in western Norway. Thirteen first-year nursing students participated in the study. Three focus group interviews were conducted to explore the students’ placement experiences. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results The analysis describes five themes relating to first-year students’ placement experience in nursing homes; (1) variations in utility of pre-placement orientation and welcome at placement site; (2) a challenging learning environment; (3) spending considerable placement time with non-registered nurses; (4) considerable variability in supervision practices; and (5) a vulnerable and demanding student role. Conclusions The research provides insight into the contextual characteristics encountered by first-year students that influence the quality of their placement experiences. Consequently, these characteristics impede access to important role models who lend support to a student’s growth and professional development, preventing full utilisation of the learning potential offered in nursing homes. Hence, we propose that targeted efforts are warranted to foster positive placement experiences and enhance students’ clinical education in nursing homes. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00690-4.
Collapse
Affiliation(s)
- Kristin Laugaland
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway.
| | - Kari Kaldestad
- Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Elin Espeland
- Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | | | - Kristin Akerjordet
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway
| | - Ingunn Aase
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway
| |
Collapse
|
8
|
Laugaland K, Billett S, Akerjordet K, Frøiland C, Grealish L, Aase I. Enhancing student nurses' clinical education in aged care homes: a qualitative study of challenges perceived by faculty staff. BMC Nurs 2021; 20:111. [PMID: 34174881 PMCID: PMC8235807 DOI: 10.1186/s12912-021-00632-0] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Accepted: 06/07/2021] [Indexed: 11/11/2022] Open
Abstract
Background Ageing populations are increasing the demand for geriatric care services. As nursing schools respond to this demand, more high-quality clinical placements are required, and aged care homes offer suitable placement sites. Although an aged care experience for students is beneficial, the basis for effective implementation of these placements is yet to be fully established. The aim of this study was to explore faculty staff perspectives on the challenges associated with providing effective clinical education in aged care homes for first-year student nurses. Methods An exploratory qualitative study was performed. Fifteen in-depth interviews were conducted with program leaders of nursing degree programs (n = 4), course leaders (n = 6) and practice coordinators (n = 5) in three Norwegian universities. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results Five themes were identified regarding the perceived challenges to implementing effective clinical education in aged care homes: (1) low staffing levels of registered nurses limit the capacity to effectively host students; (2) prevalence of part-time teachers can compromise the quality of students’ learning experiences; (3) tensions about the required qualifications and competencies of nurse teachers; (4) variation in learning assessments; and (5) lack of quality assurance. Conclusions These challenges signal key areas to be addressed in quality assurance for effective aged care placements. Further research into the minimum staffing levels required to support student learning in the aged care setting is required. Methods for developing shared practices to facilitate learning in aged care homes need to address the prevalence of part-time teaching appointments. Further research into the levels of qualification and competence required to support student learning in aged care facilities can assist with setting standards for this sector. Finally, academic-practice institutions must engage with government officials and national nursing bodies to develop national standards for clinical education in aged care homes. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00632-0.
Collapse
Affiliation(s)
- Kristin Laugaland
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway.
| | - Stephen Billett
- Education and Professional Studies, Griffith University, Brisbane, Australia
| | - Kristin Akerjordet
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway
| | - Christina Frøiland
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway
| | - Laurie Grealish
- Menzies Health Institute Queensland, Griffith University and Gold Coast Health, Gold Coast, Australia
| | - Ingunn Aase
- SHARE- Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms gate 41, 4036, Stavanger, Norway
| |
Collapse
|
9
|
Johannessen AK, Barra M, Vullum S, Werner A. Nursing students' evaluation of clinical learning environment and supervision in a Norwegian hospital placement - A questionnaire survey using CLES+T scale. Nurse Educ Pract 2021; 54:103119. [PMID: 34147762 DOI: 10.1016/j.nepr.2021.103119] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2019] [Revised: 06/08/2021] [Accepted: 06/10/2021] [Indexed: 11/26/2022]
Abstract
AIM The clinical learning environment and supervisor-student relationship play vital roles in the learning outcomes of nursing students. The aim of this study is to evaluate nursing students' experiences with the clinical learning environment and supervision in a hospital placement organised with a dual preceptor team - preceptors holding dual positions both in the clinic and the nursing faculty in addition to the standard one-to-one supervision by a clinical preceptor. DESIGN The study is a paper-based survey based on a validated questionnaire developed and tested in hospital settings in various European countries, including Norway. METHOD The Norwegian version of the CLES+T Evaluation Scale, was distributed to all second-year students in three different years (2015-2017) at a nursing faculty. RESULTS A total of 61% students (n = 261) returned the questionnaire. Overall, the students considered that their hospital placement provided a good clinical learning environment. The results suggest that the dual preceptor team on top of one-to-one supervision did not interfere negatively with the clinical learning environment Nevertheless, the dual preceptor model did not compensate for a poor relationship with the clinical preceptor. Thus, the association between a reported 'strained relationship' with the clinical preceptor and low scores on the CLES+T, reported on by other studies, remained in our data. CONCLUSIONS To better grasp the complexity in this area, various methods are needed, such as in-depth interviews with students, nurse teachers and clinical preceptors. Further studies need to elaborate on students' experiences of clinical learning environment according to how supervision is organised.
Collapse
Affiliation(s)
- Anne-Kari Johannessen
- Department of Nursing and Health Promotion, OsloMet - Oslo Metropolitan University, P.O. Box 4, St. Olavs plass, Oslo, Norway; HØKH - The Health Services Research Unit, Akershus University Hospital HF, P.O. Box 1000, N-1478 Lørenskog, Norway.
| | - Mathias Barra
- HØKH - The Health Services Research Unit, Akershus University Hospital HF, P.O. Box 1000, N-1478 Lørenskog, Norway; BCEPS - The Bergen Centre for Ethics and Priority Setting, Department of Global Public Health and Primary Care, University of Bergen, P.O. Box 7800, 5020 Bergen, Norway
| | - Sylvi Vullum
- Anesthesia Department, Akershus University Hospital (Ahus), P.O. Box 1000, N-1478 Lørenskog, Norway
| | - Anne Werner
- HØKH - The Health Services Research Unit, Akershus University Hospital HF, P.O. Box 1000, N-1478 Lørenskog, Norway
| |
Collapse
|