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Experiences of supervision during clinical education among specialised nursing students in Sweden: A cross-sectional study.
Högskolan i Borås, Akademin för vård, arbetsliv och välfärd. (Vårdande, hälsa och lärande)ORCID-id: 0000-0002-9194-3244
Faculty of Medicine and Health, School of Health Sciences, Örebro University.
Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University.
Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University.
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2019 (Engelska)Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 79, s. 20-24, artikel-id S0260-6917(19)30697-5Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

BACKGROUND: The importance of the clinical learning environment in nurse education has gained increasing attention over the last decades. However, there is a lack of research on the learning environment, its significance and meaning in specialist nurse education.

OBJECTIVE: The objectives of the study were to investigate specialised nursing students' experiences of supervision during clinical practice and to compare students who were satisfied with the supervision with those who were dissatisfied with respect to a) organisation of supervision and number of preceptors, as well as time allocated by preceptors for b) supervision, c) reflection, d) discussion of intended learning outcomes, and e) assessments of students' performance by preceptors.

DESIGN: This study used a cross-sectional design.

SAMPLE AND SETTINGS: A convenience sample of specialised nursing students was derived from five Swedish universities in the years 2016 and 2017.

METHODS: Data were collected using a questionnaire. Statistical analyses and a qualitative conventional content analysis were performed.

RESULTS: While almost all specialised nursing students reported that there had been time for discussion on their performance assessment, almost half of the students reported not getting time for supervision, or time for reflections and discussions on intended learning outcomes with the preceptor. Students reporting having time allocated for supervision by preceptors were found to be more satisfied with supervision. It was described as important that the preceptor(s) acknowledged the students previous work experiences. Even though being a registered nurse, reflections and feedback were described as valuable for the students learning. Several preceptors were described as positive allowing a broader picture and different views regarding working as a specialist nurse.

CONCLUSIONS: This study indicates that supervision, in terms of discussions and reflections, of specialised nursing students is significant for learning experiences and satisfaction during clinical placement.

Ort, förlag, år, upplaga, sidor
2019. Vol. 79, s. 20-24, artikel-id S0260-6917(19)30697-5
Nyckelord [en]
Clinical practice, Community health care, Graduate nursing education, Learning, Preceptorship, Primary health care, Specialist nurse education, Supervision
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URN: urn:nbn:se:hb:diva-22308DOI: 10.1016/j.nedt.2019.05.009ISI: 000473377700004PubMedID: 31085423Scopus ID: 2-s2.0-85065447098OAI: oai:DiVA.org:hb-22308DiVA, id: diva2:1381267
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Vårdande, Hälsa och Lärande (VHäL)Tillgänglig från: 2019-12-20 Skapad: 2019-12-20 Senast uppdaterad: 2020-01-07Bibliografiskt granskad

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