scholarly journals Clinical Supervisors’ Preparedness for Clinical Teaching of Undergraduate Nurses at a University in the Western Cape

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Margaret Hoffman ◽  
Felicity Daniels
Keyword(s):  
Nursing Students ◽  
Clinical Supervision ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Theory And Practice ◽  
Learning Needs ◽  
Western Cape ◽  
Structured Interviews ◽  
Clinical Supervisors ◽  
Skills Laboratory

Clinical supervision is crucial for the development of nursing students’ clinical competence; therefore, clinical supervisors need to be clinical experts. Inadequately prepared clinical supervisors can negatively affect clinical teaching, consequently resulting in poor clinical teaching and inadequate integration of theory and practice. This ultimately impacts patients’ health outcomes. The perceptions of clinical supervisors’ preparedness for clinical teaching were explored using a qualitative exploratory design. Semi-structured interviews were conducted with 12 clinical supervisors in an undergraduate programme. An inductive approach to data analysis generated four themes: 1) concrete experience centred on clinical supervisors’ positive experiences and challenges; 2) clinical supervisors’ application of the prescribed Skills Laboratory Methodology; 3) challenges that clinical supervisors face during clinical teaching; and 4) learning needs of clinical supervisors. The key findings highlight that although they are orientated, clinical supervisors need time to adapt and improve their knowledge and skills. The Skills Laboratory Methodology is appropriately followed. However, inadequate resources stifle the clinical teaching and learning process. Availability during teachable moments and attending to students’ clinical learning needs were regarded as important. It was highlighted that clinical supervisors require updates through attendance of workshops and in-service training. Recommendations include the need for induction and orientation programmes focusing on job expectations, roles and workload. Training sessions are required to ensure the standardisation of clinical teaching methods. There is also a need for regular meetings with stakeholders. Research is recommended to explore the coping mechanisms used to manage challenges in clinical teaching.

scholarly journals A report on the development and implementation of a preceptorship training programme for registered nurses

Curationis ◽  
2013 ◽  
Vol 36 (1) ◽  
Author(s):  
June D. Jeggels ◽  
Annelene Traut ◽  
Florence Africa
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Clinical Supervision ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Training Programme ◽  
Provincial Government ◽  
Western Cape ◽  
The University

Background: Clinical supervision represents an important aspect in the development of nursing students’ clinical skills. At the School of Nursing (SoN) the clinical supervisors employed by the University of the Western Cape (UWC) have limited contact sessions with students in the clinical setting. However, with the increase in student numbers a need was identified to strengthen the support given to nursing students in the service setting. Objective: A preceptorship training programme for nurses was developed in 2009, aimed at improving the clinical teaching expertise of professional nurses. The planning phase, based on a preceptorship model, represents a collaborative undertaking by the higher education institution and the nursing directorate of the Provincial Government Western Cape.Method: A two-week, eight credit, short course was approved by the university structures and presented by staff members of the school. The teaching and learning strategies included interactive lectures, small group activities and preceptor-student encounters in simulated and real service settings. Some of the course outcomes were: applying the principles of clinical teaching and learning within the context of adult education, understanding the preceptor role and managingResults: To date, fifty-four participants have attended the course. Following an internal review of the pilot programme in 2010, relevant adjustments to the programme were made.Conclusion: It is recommended that all the stakeholders be involved in the development and implementation of a contextually relevant preceptorship training programme. It is further recommended that the school embarks on an extensive programme evaluation. 

Students’ Perception on taught Theories and Clinical Practice in Nursing Education Training

2020 ◽  
Vol 1 ◽  
pp. 1-21
Author(s):  
Julien Feti Kisiata ◽  
Hatice Şen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Teaching ◽  
Learning Experience ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Clinical Learning Environment ◽  
Practice Gap ◽  
Rich Data ◽  
Theory Practice Gap

Theory and practice are two important components of nursing education. When knowledge acquired in theory translates into practice, effective learning takes place in nursing education. However, research shows that there is a gap between theory and practice. This study was conducted to find out if there is a connection between theories taught in the classroom and the practice of nursing. Qualitative phenomenological design and one-on-one semi-structured interviews were used to collect the data in this study. Four main themes were identified in the study: "Nursing education, theory-practice gap in nursing education if any, reasons for the theory-practice gap in nursing education and suggestions for bridging the theory-practice gap in nursing education ". Twelve out of sixteen students, or seventy-five percent, explained that there was no balance between theory and practice in nursing education. This imbalance explains the notion of a gap between theory and practice in nursing education. Students showed the complexity of the theoretical teaching environment compared to the clinical learning environment. Indeed, these environments have an impact on the learning experience of nursing students. To bridge this gap, many students suggested balancing theory and practice, supporting them more with clinical teaching, and the desirability of solving the language barrier issue between students, theory teachers and others clinical professors. As a result of this study on the gap between theory and practice in nursing education, the qualitative design used in this paper provided new and rich data on the quality of education, the reasons and the solution regarding the Gaps in theory and practice in nursing education at the University of the Near East in North Cyprus. The results of this study would contribute to the revision of the nursing education program of this university. This is the first study in the Republic of Northern Cyprus to examine the gap between theory and practice.

scholarly journals Realização de visita técnica na formação de acadêmicos de enfermagem: estudo descritivo

2016 ◽  
Vol 15 (1) ◽  
pp. 42
Author(s):  
Camila Da Silva Marques Badaró ◽  
Angélica Conceição Oliveira Coelho Fabri ◽  
Raquel Liquer de Deus ◽  
Herica Silva Dutra
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Nursing Care ◽  
Teaching And Learning ◽  
Descriptive Study ◽  
Care Patient ◽  
Theory And Practice ◽  
Teaching Tool ◽  
Nursing Administration ◽  
Structured Interviews

Aim:  to  identify,  according  to  the  perception  of  nursing students, whether the technical visits contribute to training and management in nursing. Method: this is  a  descriptive study  whose  data has  been  obtained  in  semi-structured interviews with  eleven  (11)  students  of  the  nursing  undergraduate  course.  After transcribing  the interviews,  we used content  analysis.  Results: The technical visit  is an  effective tool  in the teaching and learning of the nursing administration process. It assists scholars in the perception  of the  relation  between theory  and practice,  provides the development  of  a critical and reflexive view in terms of reality and fosters awareness regarding the relation between management and nursing care/patient care. Conclusion: The technical visit was considered an effective teaching tool to promote an approach to the reality of the labor market by decreasing the distance between theory and practice.

scholarly journals A collective case study of supervision and competence judgments on the inpatient internal medicine ward

2021 ◽  
Author(s):  
Tristen Gilchrist ◽  
Rose Hatala ◽  
Andrea Gingerich
Keyword(s):  
Internal Medicine ◽  
Clinical Supervision ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Teaching Unit ◽  
Competency Based ◽  
Trainee Competence

Abstract Introduction Workplace-based assessment in competency-based medical education employs entrustment-supervision scales to suggest trainee competence. However, clinical supervision involves many factors and entrustment decision-making likely reflects more than trainee competence. We do not fully understand how a supervisor’s impression of trainee competence is reflected in their provision of clinical support. We must better understand this relationship to know whether documenting level of supervision truly reflects trainee competence. Methods We undertook a collective case study of supervisor-trainee dyads consisting of attending internal medicine physicians and senior residents working on clinical teaching unit inpatient wards. We conducted field observations of typical daily activities and semi-structured interviews. Data was analysed within each dyad and compared across dyads to identify supervisory behaviours, what triggered the behaviours, and how they related to judgments of trainee competence. Results Ten attending physician-senior resident dyads participated in the study. We identified eight distinct supervisory behaviours. The behaviours were enacted in response to trainee and non-trainee factors. Supervisory behaviours corresponded with varying assessments of trainee competence, even within a dyad. A change in the attending’s judgment of the resident’s competence did not always correspond with a change in subsequent observable supervisory behaviours. Discussion There was no consistent relationship between a trigger for supervision, the judgment of trainee competence, and subsequent supervisory behaviour. This has direct implications for entrustment assessments tying competence to supervisory behaviours, because supervision is complex. Workplace-based assessments that capture narrative data including the rationale for supervisory behaviours may lead to deeper insights than numeric entrustment ratings.

scholarly journals Preceptorship vs. clinical models of learning: The experiences of Bahraini nursing students

2017 ◽  
Vol 6 (2) ◽  
pp. 27
Author(s):  
Toqa Jameel Busubaia ◽  
Catherine S. O’Neill
Keyword(s):  
Nursing Students ◽  
Lived Experiences ◽  
Interpretative Phenomenological Analysis ◽  
Role Model ◽  
Clinical Teaching ◽  
Model Identification ◽  
Student Nurses ◽  
Structured Interviews ◽  
Senior Student ◽  
Clinical Placements

Background: Different models of teaching and learning are used to produce competent skilled clinical nurses. Some are traditional clinical teaching methods while others are grounded in preceptorship principles of mentoring. Knowledge regarding student nurses’ experiences of preceptorship and its meaning for them can enhance the understanding of stakeholders in academia and practice to the needs of senior nursing students’ and can offer them guidance to construct a more efficient approach to clinical teaching.Objective: The aim of the study was to explore the lived experiences of senior student nurses of preceptorship, while on clinical placements , with the objectives of describing their experiences and their relations with preceptors and also to illustrate the factors that facilitated or hindered the clinical learning process.Methods: A phenomenological hermeneutical inquiry was utilized. Data collection was conducted using semi-structured interviews with ten purposively chosen senior nursing students. Smith’s Interpretative Phenomenological Analysis (IPA) was used as a framework for data analysis.Results: Students’ lived experiences of preceptorship were mainly positive. Three main themes were identified: (1) Role Model Identification; (2) Team Integration; (3) Interpersonal Professional and Structural Challenges. The findings showed that preceptor relationships shaped the acquisition of skills and knowledge of student nurses’ during their clinical placements.Conclusions: The findings illustrate the importance of collaboration between the academy and practice in providing support for student nurses and their preceptors. In addition, careful selection, comprehensive training and rewards for preceptors can enhance and facilitate student nurses’ learning.

scholarly journals Patients’ experiences of being nursed by student nurses at a teaching hospital

Curationis ◽  
2014 ◽  
Vol 37 (1) ◽  
Author(s):  
Ferdinand C. Mukumbang ◽  
Oluyinka Adejumo
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Teaching Hospital ◽  
Student Nurses ◽  
Phenomenological Approach ◽  
Care Process ◽  
Teaching Hospitals ◽  
Western Cape ◽  
Clinical Supervisors ◽  
Nursing Experience

Background: Teaching hospitals are medical institutes at which most nursing education institutions provide their students with practical nursing experience. Although the focus of care is the patient, attention is sometimes focused more on the nursing students rather than on the patients who are undergoing care at the hands of both the nursing professionals and students. However, proper nursing care should also take into account the experiences of patients during the care process in the health facility.Objectives: The study had three objectives: to describe the experiences of patients nursed by student nurses in a teaching hospital in the Western Cape; to identify patterns in the experiences of patients receiving patient care from student nurses; and to analyse aspects of the experiences that may need further attention for the training of student nurses.Method: A descriptive phenomenological approach was used to explore the experiences of patients nursed by student nurses. Participant selection took place purposively from different wards of the identified teaching hospital, and thematic saturation was achieved at 10 participants. The data were collected through in-depth interviews and analysed using thematic content analysis.Results: Three main themes were discovered after data analysis: methods of identification of student nurses by patients; positive perceptions of student nurses by patients; and negative perceptions of student nurses by patients.Conclusion: The findings will inform the clinical supervisors and educational institutions of aspects of the nursing training of student nurses that need improvement and those that require enforcement. 

scholarly journals Socialising of nursing students into homecare practice in Denmark: a Berger and Luckmann-inspired interview study

2021 ◽  
pp. 205715852110527
Author(s):  
Stinne Glasdam ◽  
Jette Westenholz Jørgensen ◽  
Sigrid Stjernswärd
Keyword(s):  
Nursing Students ◽  
Thematic Analysis ◽  
Role Models ◽  
Nurse Education ◽  
Professional Roles ◽  
Structured Interviews ◽  
Clinical Supervisors ◽  
University College ◽  
Unprepared Students ◽  
Professional Socialisation

In 2016, Denmark's nurse education eliminated diagnoses, age and care settings from the curriculum. How students are trained for homecare is unknown. This article illuminates how students of non-Danish origin were socialised into homecare practice during nurse education in Denmark. Semi-structured interviews with eight students and a theoretical inspired latent thematic analysis of data were conducted. The SRQR checklist was used. The results are presented under three themes: Unprepared students stepped out from university college, Clinical supervisors as instructive and questioned role models, and Patients and relatives acted as co-supervisors. Theoretical highlights on homecare nursing were scarce from students’ perspectives. Clinical supervisors and encounters with patients and relatives in their homes socialised students into professional roles within homecare. The organisation of education in homecare pointed to a clinical, professional socialisation of nursing students in patients’ homes rather than a theoretical socialisation with an inherent formation at university college.

scholarly journals Keefektifan Metode Microskill Untuk Meningkatkan Kualitas Supervisi Klinik

2012 ◽  
Vol 1 (2) ◽  
pp. 46
Author(s):  
Sunarko Sunarko ◽  
Ova Emilia ◽  
Harsono Mardiwiyoto
Keyword(s):  
Nursing Students ◽  
Clinical Supervision ◽  
Clinical Education ◽  
Nursing Student ◽  
Clinical Teaching ◽  
Intervention Group ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental

Background: Clinical education requires competent supervisor to guide student. Supervisory competency should be trained and closely monitored to ensure quality learning process taking place. The aim of this study is to evaluate the effect of micro-skill supervisory model to improve the supervision quality among nursing student. Method: The research used quantitative approach with quasi experimental design. Subject consisted 91 students of the third year Nursing students at Magelang Health Polytechnic. Students were divided into two groups: intervention group (44 students) and control group (47 students) using purposive sampling. Research questionnaire consisted of 21 items which were derived from 5 micro skill domains was used. Intervention was supervision using micro-skill model during 2 weeks in a rotation of clinical practice.Results: There was no difference of quality clinical supervision was used in the control group while in experiment group the pre and post test score was significantly different. The experiment group had higher quality of supervision. The study showed that only 9 items showed significant improvement of supervision and 12 items did not show any improvement.Conclusion: Clinical teaching using micro skill model is more effective in improving the quality of nursing student clinical supervision compare to the conventional method. 

scholarly journals Has Differentiated Instruction Gone ‘Awry’ in Online Teaching and Learning?

2021 ◽  
Vol 12 (3) ◽  
pp. 501-510
Author(s):  
Faizah Idrus ◽  
Nur Afini Zainal Asri ◽  
Nurin Najihah Baharom
Keyword(s):  
Differentiated Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Learning Needs ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Environmental Strain ◽  
English Language Teachers

Differentiated Instruction (DI) is a classroom strategy that helps teachers to cater their teachings to students with different abilities and learning needs. The issue here is whether DI is still relevant in the online teaching and learning amidst the COVID-19 pandemic. Thus, the aim of this paper is to explore selected ESL teachers’ practices of differentiated instructions in their online classes. It also seeks to examine challenges these teachers withstand while implementing DI in their online classrooms. A qualitative design employing the semi-structured interviews and teachers’ reflection notes are used as data collection instruments. A total of six English language teachers from three selected schools in Malaysia took part in this investigation. Thematic analysis following Braun and Clarke (2006) is applied. The findings revealed that environmental strain, resources constraint and students’ and parents’ attitudes are the main challenges in DI while teaching in an online platform.

scholarly journals Nursing students’ experience of learning cultural competence

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0259802
Author(s):  
Isabel Antón-Solanas ◽  
Elena Tambo-Lizalde ◽  
Nadia Hamam-Alcober ◽  
Valérie Vanceulebroeck ◽  
Shana Dehaes ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Diversity ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Academic Learning ◽  
Learning Needs ◽  
Transcultural Nursing ◽  
European Student ◽  
Nursing Curricula

Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

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