Assessing student nurses' clinical skills: The ethical competence of mentors

Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

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AN EVALUATION OF STUDENT NURSES’ EXPERIENCES OF A SMARTPHONE APP AIMED AT DEVELOPING CONFIDENCE AND COMPETENCE IN PERFORMING CLINICAL SKILLS

INTED2020 Proceedings ◽

10.21125/inted.2020.0896 ◽

2020 ◽

Author(s):

Katharine Whittingham ◽

Heather Wharrad ◽

Jo Rutt ◽

Kristin Hjorthaug Urstad ◽

Torunn Strømme ◽

...

Keyword(s):

Clinical Skills ◽

Student Nurses ◽

Smartphone App

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A Systematic Review and Narrative Synthesis of the Effectiveness of Peer- versus Faculty-led Simulation for Clinical Skills Acquisition in Undergraduate Student Nurses. MSc Project Findings

The Open Nursing Journal ◽

10.2174/1874434602115010273 ◽

2021 ◽

Vol 15 (1) ◽

pp. 273-284

Author(s):

Daniel Clarke ◽

Graham Williamson ◽

Andrea Stebbings

Keyword(s):

Systematic Review ◽

Motor Skills ◽

Undergraduate Student ◽

Teaching And Learning ◽

Clinical Skills ◽

Student Nurses ◽

Peer To Peer ◽

Narrative Synthesis ◽

Skills Acquisition ◽

Undergraduate Nursing

Background: Clinical skills learning is an integral part of undergraduate nursing programmes in United Kingdom nurse education. Faculty staff teach some elements of clinical skills, and some are taught by clinicians in practice. International evidence indicates that some students feel overly anxious when taught by faculty members but less so with their peers, meaning that peer-led clinical skills teaching and learning might reduce anxiety and facilitate the acquisition and retention of skills education. Objective: The objective of this systematic review was to explore the research relating to undergraduate student nurses’ acquisition of skills within the simulation setting, particularly the associations between peer-led and lecturer-led learning. Methods: A systematic review of the literature was used to find all available evidence. A search of nine healthcare databases using Boolean and MeSH search terms including ‘Peer-to-peer’, ‘Clinical Skill*’, ‘Simulat*’, and ‘Student Nurs*’ was undertaken. Due to the heterogeneity of the research found, statistical meta-analysis was not possible, and so a narrative synthesis based on thematic analysis was conducted, which involved three-person research team critically appraising nine articles for inclusion in the review. Results: Articles were located from worldwide sources. Three main themes in the findings were: psychological factors, motor skills, and educational issues. The use of peers can help to increase students’ motor skills, improved the psychological impact of skills and learning, and offered students a chance to be active participants in their education. Conclusion: Having explored the literature, we conclude that peer-to-peer teaching and learning could have a place in undergraduate nursing education; however, it is not clear if student nurses’ skills acquisition is more effective if mediated by peer- or lecturer-led teaching. Further research is required in this area to quantify and compare outcomes.

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Student nurses’ experiences regarding their clinical learning opportunities in a public academic hospital in Gauteng province, South Africa

Health SA Gesondheid ◽

10.4102/hsag.v25i0.1217 ◽

2020 ◽

Vol 25 ◽

Author(s):

Mpho N. Motsaanaka ◽

Agnes Makhene ◽

Hafisa Ally

Keyword(s):

Clinical Skills ◽

Learning Experiences ◽

Student Nurses ◽

Learning Opportunities ◽

Clinical Learning ◽

Emotional Experiences ◽

Academic Hospital ◽

General Psychiatry ◽

Field Notes ◽

Professional Nurses

Background: During the training of student nurses, clinical placement is a compulsory requirement, as it exposes them to learning opportunities for the acquisition of clinical skills. This prepares them to become safe and competent professional nurses. However, the increased intake of student nurses in the Gauteng nursing colleges led to overcrowding in a public academic hospital, thus negatively influencing their learning experiences and availability of clinical learning opportunities.Aim: The purpose was to explore and describe the student nurses’ experiences regarding their clinical learning opportunities to make recommendations to enhance their clinical learning opportunities in order to address the optimisation of their learning experiences.Methodology: A qualitative, exploratory, descriptive and contextual research design was used. A purposive sampling method was used to select second-year student nurses registered in the Regulation (R425) programme for qualifying as a nurse (general, psychiatry and community) and midwife, as they would have acquired at least 1 year of clinical experience. Four focus groups, which comprised six to eight participants, were constituted, and research was conducted until data were saturated. Field notes were simultaneously taken to enrich the data collected. Thematic coding of qualitative data was used. Principles of trustworthiness and ethical principles were adhered to.Results: The study revealed four themes. Three were negative experiences that included overcrowding, negative emotional experiences of student nurses and challenges of professional nurses. A theme concerning positive experience entailed knowledge-sharing amongst various health care disciplines.Conclusion: It was evident that student nurses had more negative emotional experiences than positive experiences. Therefore, the need to enhance their clinical learning opportunities in order to address the optimisation of learning experiences is eminent.

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