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. 

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 Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals Perceptions of Nursing Students Regarding Clinical Teaching and Learning During COVID-19 at Selected Higher Education Institutions in Lesotho

2021 ◽  
Author(s):  
Isabel Nyangu ◽  
Libuseng Rathobei
Keyword(s):  
Higher Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Personal Protective Equipment ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Higher Education Institutions ◽  
Self Report ◽  
Protective Equipment ◽  
Clinical Instructors

Abstract Nursing students and their clinical instructors in higher education institutions are faced with challenges regarding their clinical teaching and learning strategies during the COVID-19 pandemic. This study aimed to determine the perceptions of nursing students regarding clinical teaching and learning during the COVID-19 pandemic. A non-experimental descriptive quantitative research design was used to collect data from 300 nursing students who were enrolled at selected higher education institutions in the 2021/22 academic year in Lesotho. Convenience sampling was used to recruit the respondents who completed a structured self-report questionnaire. Permission to conduct the study was granted by relevant authorities (ID147-2021). Data were analysed using the Statistical Package of Social Sciences (SPSS vs 23) and presented using tables and graphs and described analytically. The findings of the current study show that the minimum age of participants was 19 years and the maximum age was 39 years. The majority of respondents were female (69%: n=207) and studying for a BSc degree in Nursing and Midwifery (49%: n=146). Most nursing students had adequate knowledge, skills, and attitudes to prevent Covid-19 in the clinical area and simulation laboratories. They felt that clinical instructors and preceptors were available and competent to assist them in completing their clinical competencies and procedure file logbooks. Nursing students gained expertise in performing clinical procedures as they were able to perform return demonstrations in the simulation laboratory and clinical areas. Whilst clinical facilities and simulation laboratories had adequate Covid-19 prevention protocols and tools, there was inadequate personal protective equipment available. Conclusively, the perceptions of nursing students regarding clinical teaching and learning during Covid-19 were positive. More support for adequate personal protective equipment for nursing students remains crucial.

The Clinician Directed Hierarchy: A Clinical Training Tool

2008 ◽  
Vol 11 (2) ◽  
pp. 56-60 ◽  
Author(s):  
Jill K. Duthie
Keyword(s):  
Clinical Supervision ◽  
Clinical Training ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Settings ◽  
Specific Level ◽  
Problem Solving Skills ◽  
Training Tool ◽  
Target Behaviors ◽  
Intervention Process

Abstract Clinical supervisors in university based clinical settings are challenged by numerous tasks to promote the development of self-analysis and problem-solving skills of the clinical student (American Speech-Language-Hearing Association, ASHA, 1985). The Clinician Directed Hierarchy is a clinical training tool that assists the clinical teaching process by directing the student clinician’s focus to a specific level of intervention. At each of five levels of intervention, the clinician develops an understanding of the client’s speech/language target behaviors and matches clinical support accordingly. Additionally, principles and activities of generalization are highlighted for each intervention level. Preliminary findings suggest this is a useful training tool for university clinical settings. An essential goal of effective clinical supervision is the provision of support and guidance in the student clinician’s development of independent clinical skills (Larson, 2007). The student clinician is challenged with identifying client behaviors in the therapeutic process and learning to match his or her instructions, models, prompts, reinforcement, and use of stimuli appropriately according to the client’s needs. In addition, the student clinician must be aware of techniques in the intervention process that will promote generalization of new communication behaviors. Throughout the intervention process, clinicians are charged with identifying appropriate target behaviors, quantifying the progress of the client’s acquisition of the targets, and making adjustments within and between sessions as necessary. Central to the development of clinical skills is the feedback provided by the clinical supervisor (Brasseur, 1989; Moss, 2007). Particularly in the early stages of clinical skills development, the supervisor is challenged with addressing numerous aspects of clinical performance and awareness, while ensuring the client’s welfare (Moss). To address the management of clinician and client behaviors while developing an understanding of the clinical intervention process, the University of the Pacific has developed and begun to implement the Clinician Directed Hierarchy.

scholarly journals Nurse educators’ experiences with student incivility: a meta-synthesis of qualitative studies

2020 ◽  
Vol 17 ◽  
pp. 23
Author(s):  
Eun-Jun Park ◽  
Hyunwook Kang
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Relevant Literature ◽  
Nursing Program ◽  
Student Incivility ◽  
Undergraduate Nursing ◽  
The University

This study aimed to synthesize the best available qualitative research evidence on nurse educators’ experiences with student incivility in undergraduate nursing classrooms. A meta-synthesis of qualitative evidence using thematic synthesis was conducted. A systematic search was performed of 12 databases for relevant literature published by March 31, 2019. Two reviewers independently conducted critical quality appraisals using the checklist for qualitative research developed by the Joanna Briggs Institute. Eleven studies that met the inclusion criteria were selected for review. From the pooled study findings, 26 descriptive themes were generated and categorized into the following 5 analytical themes: (1) factors contributing to student incivility, (2) management of student incivility, (3) impact: professional and personal damage, (4) impact: professional growth, and (5) initiatives for the future. Many nurse educators became confident in their role of providing accountability as both educators and gatekeepers and experienced professional growth. However, others experienced damage to their personal and professional life and lost their motivation to teach. Nurse educators recommended the following strategies for preventing or better managing student incivility: institutional efforts by the university, unified approaches for student incivility within a nursing program, a faculty-to-faculty network for mentoring, and better teaching and learning strategies for individual educators. These strategies would help all nurse educators experience professional growth by successfully preventing and managing student incivility.

scholarly journals University Extension and Education in/for Health: knowledge, prevention and control of syphilis

2021 ◽  
Vol 10 (11) ◽  
pp. e491101118402
Author(s):  
Adriana Maria da Silva ◽  
Emily Gabriele Marques Diniz ◽  
Clênio Silva da Cruz ◽  
Paulo Henrique Valença Nunes ◽  
Wilza Wanessa Melo Franca ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Health Knowledge ◽  
Congenital Syphilis ◽  
Academic Training ◽  
Transmitted Infection ◽  
Social Commitment ◽  
Infected People ◽  
Information Leaflets ◽  
The University

The university extension activities are a form of interaction between the university and the community, and based on it, different health promotion activities can be developed, as the sustainable development of vulnerable communities for example. Syphilis is a sexually transmitted infection that can present asymptomatic or symptomatic forms and has affected countless people around the world. In Brazil, the number of infected people has increased over the years, even with the SUS providing treatment, which is quite worrying due to congenital syphilis. With the growth of infected people in the country, especially in the state of Pernambuco, it is essential to fight syphilis through preventive actions. Teaching and learning strategies such as health education demonstrate the transforming role of university extension for undergraduates and society, aiming to contribute to the academic training of undergraduates through the exchange of knowledge. The activities to raise awareness about syphilis were held in a conversation circle during the Science and Technology Week, CECINE-UFPE/2019, and in the Parasitology course at UFPE. At the end of each exhibition, information leaflets and condoms were also distributed. At first, the students were shy when they saw illustrated panels with syphilitic lesions and condoms on the benches. However, as the interaction progressed, they were amazed by the epidemiology, exposing their doubts and prior knowledge on the subject. With each new action, the extension workers understood more about the social commitment and demonstrated more security. Thus, the project contributes to the academic training of undergraduates, providing the development of educational practices with students, who become agents for disseminating knowledge in the fight and prevention of syphilis in their social spaces.

Nursing Education Innovations and Obstacles During COVID-19

2022 ◽  
pp. 162-188
Author(s):  
Amy M. Curtis ◽  
Tiffani L. Chidume ◽  
David R. Crumbley ◽  
Meghan C. Jones ◽  
Karol Renfroe ◽  
...  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Learning Strategies ◽  
Clinical Judgment ◽  
Teaching And Learning ◽  
Clinical Environment ◽  
First Semester ◽  
Active Learning Strategies ◽  
Technology Strategies

The COVID-19 pandemic created a paradigm shift in the way educators employ active learning strategies. In this chapter, the authors discuss how engaging and innovative learning strategies were developed to teach baccalaureate-level nursing students during the COVID-19 pandemic. The initial focus is on the teaching and learning strategies created for first-semester students who are developing foundational nursing skills and concepts. The discussion transitions to complex strategies developed for fourth-semester students, solidifying critical thinking and clinical judgment skills. Highlighted are active learning strategies used in the classroom, skills lab, and simulated clinical environment. These promote clinical judgment and present practical direction for adapting technology to provide an engaging learning environment. Throughout the chapter, the authors use several strategies to showcase how a nursing program responded to COVID-19 restrictions, including active learning and technology strategies, and how they can be applied across a curriculum using varying levels of technology.

scholarly journals Exploring nurse preceptors’ perceptions of benefits and support of and commitment to the preceptor role in the Western Cape Province

Curationis ◽  
2014 ◽  
Vol 37 (1) ◽  
Author(s):  
Inez S. Cloete ◽  
June Jeggels
Keyword(s):  
Nursing Students ◽  
Training Programme ◽  
Practical Training ◽  
Western Cape ◽  
Western Cape Province ◽  
Structural Determinants ◽  
Convenience Sample ◽  
Professional Nurses ◽  
Preceptor Role ◽  
Nurse Preceptors

Background: A preceptor is a specialised tutor who provides practical training to students in the practice setting. They are frequently used to orientate nursing students to prepare them for their duties as professional nurses. In the Western Cape Province professional nurses attend a training programme to prepare them for the role of preceptor. After completion of the training it is unclear how the trained nurse preceptors perceive their preparation for the role. The perceptions of preceptors may influence their commitment to their role.Objective: The purpose of this study was to explore nurse preceptors’ perceptions of benefits, support and commitment to the preceptor role. A conceptual framework guided the study which replicated previous studies that explored nurse preceptors’ perceptions.Method: A quantitative approach utilising a descriptive correlational design was used in this study to address the research questions. A convenience sample was drawn from preceptors (n = 60) who had completed a preceptor training programme at the University of the Western Cape. Instrumentation for the study included the following scales: preceptors’ perceptions of benefits and rewards, preceptors’ perceptions of support, and commitment to the preceptor role. Data analysis was performed using SPSS 20.0.Results: The findings indicate that nurse preceptors were committed to their role.Conclusion: The findings of this study are supported by Kanter’s model of structural determinants of behaviour in organisations, since preceptors who see themselves as having access to opportunity and support are likely to be committed to their role.

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Barbara Sinclair ◽  
Karen Ferguson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Nursing Practice ◽  
Learning Strategy ◽  
Intervention Group ◽  
Control Group

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

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