Measuring the quality of nursing clinical placements. Development of the Placement Evaluation Tool (PET): A mixed methods co-design project

Abstract Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia.Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1,263 nursing students, across all year levels at six Australian Universities and one further education college in 2019-20, to confirm validity, reliability and feasibility.Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC = .709; scale total to global score r = .722; and items to total score ranging from .609 to .832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r= .834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha = .94) and Learning Support (alpha = .96). Based on the short time taken to complete the survey (median 3.5 minutes) and students’ comments, the tool was deemed applicable and feasible.Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties.

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Measuring the quality of nursing clinical placements. Development of the Placement Evaluation Tool (PET): A mixed methods co-design project

10.21203/rs.3.rs-32906/v2 ◽

2020 ◽

Author(s):

Simon Cooper ◽

Robyn Cant ◽

Donna Waters ◽

Elise Luders ◽

Amanda Henderson ◽

...

Keyword(s):

Mixed Methods ◽

Nursing Students ◽

Evaluation Tool ◽

Satisfaction Rating ◽

Clinical Placements ◽

Global Satisfaction ◽

Design Project ◽

Nursing Clinical ◽

Quality Of Nursing

Abstract Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia.Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1,263 nursing students, across all year levels at six Australian Universities and one further education college in 2019-20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC = .709; scale total to global score r = .722; and items to total score ranging from .609 to .832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r= .834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha = .94) and Learning Support (alpha = .96). Based on the short time taken to complete the survey (median 3.5 minutes) and students’ comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties.

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Measuring the Quality of Nursing Clinical Placements. Development of the Placement Evaluation Tool (PET): A Mixed Methods Co-design Project

10.21203/rs.3.rs-32906/v1 ◽

2020 ◽

Author(s):

Simon Cooper ◽

Robyn Cant ◽

Donna Waters ◽

Elise Luders ◽

Amanda Henderson ◽

...

Keyword(s):

Mixed Methods ◽

Nursing Students ◽

Evaluation Tool ◽

Satisfaction Rating ◽

Clinical Placements ◽

Global Satisfaction ◽

Design Project ◽

Nursing Clinical ◽

Quality Of Nursing

Abstract Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia and beyond.Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1,263 nursing students, across all year levels at six Australian Universities and one further education college in 2019-20, to confirm validity, reliability and feasibility.Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC = .709; scale total to global score r = .722; and items to total score ranging from .609 to .832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r= .834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha = .94) and Learning Support (alpha = .96). Based on the short time taken to complete the survey (median 3.5 minutes) and students’ comments, the tool was deemed applicable and feasible.Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties.

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Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project

BMC Nursing ◽

10.1186/s12912-020-00491-1 ◽

2020 ◽

Vol 19 (1) ◽

Author(s):

Simon Cooper ◽

Robyn Cant ◽

Donna Waters ◽

Elise Luders ◽

Amanda Henderson ◽

...

Keyword(s):

Mixed Methods ◽

Nursing Students ◽

Evaluation Tool ◽

Satisfaction Rating ◽

Clinical Placements ◽

Global Satisfaction ◽

Design Project ◽

Nursing Clinical ◽

Quality Of Nursing

Abstract Background The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC = .709; scale total to global score r = .722; and items to total score ranging from .609 to .832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r = .834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha = .94) and Learning Support (alpha = .96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties.

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Improving the quality of nursing students' clinical placements in nursing homes: An evaluation study

Nurse Education in Practice ◽

10.1016/j.nepr.2014.09.004 ◽

2014 ◽

Vol 14 (6) ◽

pp. 722-728 ◽

Cited By ~ 29

Author(s):

Grethe Brynildsen ◽

Ida Torunn Bjørk ◽

Karin Berntsen ◽

Margrete Hestetun

Keyword(s):

Nursing Students ◽

Nursing Homes ◽

Evaluation Study ◽

Clinical Placements ◽

Quality Of Nursing

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Building Scholarship Capacity and Transforming Nurse Educators' Practice through Institutional Ethnography

International Journal of Nursing Education Scholarship ◽

10.2202/1548-923x.1948 ◽

2010 ◽

Vol 7 (1) ◽

Cited By ~ 2

Author(s):

Lynn Malinsky ◽

Ruth DuBois ◽

Diane Jacquest

Keyword(s):

Nursing Students ◽

Nurse Educators ◽

Institutional Ethnography ◽

Ethnographic Study ◽

Academic Scholarship ◽

Canadian Association ◽

Routine Work ◽

Schools Of Nursing ◽

Quality Of Nursing

Institutional ethnography can be viewed as a method of inquiry for nurse educators to build scholarship capacity and advance the quality of nursing practice. Within a framework of the Boyer (1990) model and the domains of academic scholarship in nursing described by the Canadian Association of Schools of Nursing (2006), we discuss how a team of nurse educators participated as co-researchers in an institutional ethnographic study to examine the routine work of evaluating nursing students and discovered a contradiction between what was actually happening and what we value as nurse educators. The discovery, teaching, application, and integration dimensions of scholarship are examined for links to our emerging insights from the research and ramifications for our teaching practices. The article illuminates the expertise that developed and the transformations that happened as results of a collaborative institutional ethnography.

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Changes in nursing students' expectations of nursing clinical faculties' competences: A longitudinal, mixed methods study

Nurse Education Today ◽

10.1016/j.nedt.2017.08.013 ◽

2017 ◽

Vol 59 ◽

pp. 38-44 ◽

Cited By ~ 7

Author(s):

Robert Lovrić ◽

Nada Prlić ◽

Dragana Milutinović ◽

Igor Marjanac ◽

Boštjan Žvanut

Keyword(s):

Mixed Methods ◽

Nursing Students ◽

Mixed Methods Study ◽

Nursing Clinical

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School Life Experience of Male Nursing Students Reinstated at School after Military Service

The Journal of Korean Academic Society of Nursing Education ◽

10.5977/jkasne.2018.24.4.315 ◽

2018 ◽

Vol 24 (4) ◽

pp. 315-325

Author(s):

Kyoung A Nam ◽

Kyeong Hwa Kang ◽

Seongmi Moon

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Professional Identity ◽

Military Service ◽

Life Experience ◽

School Life ◽

Focus Group Interviews ◽

Group Interviews ◽

Quality Of Nursing

Purpose: This study aimed to explore and describe the school life experience of male nursing students reinstated at school after military service. Methods: The participants in the current study were 20 male nursing students from three universities. The data were collected in focus group interviews, and an inductive content analysis was performed on the data obtained from six focus groups. Results: The content relating to the school experience of the participants was categorized into four themes: making a new start, facing challenges, trying to find one's place, and confusion about one's professional identity. Conclusion: Nursing education in Korea needs to be reconsidered, as it adheres to a gender-stereotyped identity. This study provides implications for improving the content and quality of nursing education.

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The Clinical Evaluation Tool: A Measure of the Quality of Clinical Performance of Baccalaureate Nursing Students

Journal of Nursing Education ◽

10.3928/0148-4834-19941101-05 ◽

1994 ◽

Vol 33 (9) ◽

pp. 395-404

Author(s):

Kathleen Krichbaum ◽

Mary Rowan ◽

Laura Duckett ◽

Muriel B Ryden ◽

Kay Savik

Keyword(s):

Nursing Students ◽

Clinical Evaluation ◽

Baccalaureate Nursing ◽

Clinical Performance ◽

Baccalaureate Nursing Students ◽

Evaluation Tool

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Shadowing: Interprofessional Learning

Journal of Research in Interprofessional Practice and Education ◽

10.22230/jripe.2015v5n2a196 ◽

2015 ◽

Vol 5 (2) ◽

Cited By ~ 3

Author(s):

Frøydis Perny Vasset ◽

Synnøve Hofseth Almås

Keyword(s):

Nursing Students ◽

Quality Of Healthcare ◽

Negative Stereotypes ◽

Pedagogical Intervention ◽

Clinical Placements ◽

Professional Boundaries ◽

Group Interviews ◽

Complex Health Problems

Background: The Norwegian government has indicated that health and socialstudies should emphasize interprofessional collaborative learning (IPL), especiallyin clinical placements. Through IPL, students have the opportunity to gain insightinto other professional responsibilities and minimize negative stereotypes. Thismight improve collaboration across professional boundaries. Professionals withcollaborative competence might solve complex health problems, and thus improvethe quality of healthcare. The objectives of this article are to investigate the IPLexperiences nursing students acquire through shadowing practice with differentprofessionals in home care.Methods and Findings: To develop a model for IPL, 12 nursing students spent five days shadowing four different healthcare professionals working in home care. At the end of the pedagogical intervention, the students reflected on the practice and the role of the different professionals they had followed. To investigate how the students experienced interprofessional shadowing practice, the reflective notes were analyzed, templates for the selected professionals were drawn up, and four focus group interviews were conducted The results showed that students has acquired knowledge of other professions’ responsibilities and were aware of thneed for an interprofessional approach to home care.Conclusions: This kind of shadowing might be an ideal model for educationalinstitutions seeking to implement IPL.

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