Quality clinical placements: The perspectives of undergraduate nursing students and their supervising nurses. (February 2016)

• Record Type: Journal Article
• Authors: Ford, Karen; Courtney-Pratt, Helen; Marlow, Annette; Cooper, John; Williams, Danielle; Mason, Ron
• Is Part Of: Nurse education today. Volume 37(2016)
• Page Start: 97
• Page End: 102
• Publication Date: 2016-02
• Subjects: Clinical placements -- Supervision -- Undergraduate nursing students -- Work-based learning; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2015.11.013
• Languages: English
• ISSNs: 0260-6917

Abstract

Summary: Background: Clinical placement for students of nursing is a central component of tertiary nursing programs but continues to be a complex and multifaceted experience for all stakeholders. Objectives: This paper presents findings from a longitudinal 3-year study across multiple sites within the Australian context investigating the quality of clinical placements. Design: A study using cross-sectional survey. Settings: Acute care, aged care and subacute health care facilities. Participants: A total of 1121 Tasmanian undergraduate nursing students and 932 supervising ward nurses. Methods: Survey data were collected at completion of practicum from participating undergraduate students and supervising ward nurses across the domains of "welcome and belonging, " "competence and confidence: reflections on learning, " and "support for learning." In addition, free text comments were sought to further inform understandings of what constitutes quality clinical placements. Results: Overwhelmingly quantitative data demonstrate high-quality clinical placements are provided. Analysis of free text responses indicates further attention to the intersect between the student and the supervising ward nurse is required, including the differing expectations that each holds for the other. While meaningful interpersonal interactions are pivotal for learning, these seemingly concentrated on the relationship between student and their supervisor—the patient/client was not seen to be present. Conclusions: Meaningful learning occurs within an environment that facilitates mutual respect and shared expectations. The role the patient has in student learning was not made obvious in the results and therefore requires further investigation. Highlights: The longitudinal survey evaluates both student and supervising nurses' experiences. Findings indicate invisibility of patients. Clinical placement environment impacts learning and teaching. A dichotomy exists between students and nurses around responsibility for learning.