Redesigning clinical education for nursing students and newly qualified nurses: A quality improvement study. (November 2018)

• Record Type: Journal Article
• Authors: Grealish, Laurie; van de Mortel, Thea; Brown, Candy; Frommolt, Valda; Grafton, Eileen; Havell, Michelle; Needham, Judith; Shaw, Julie; Henderson, Amanda; Armit, Lyn
• Is Part Of: Nurse education in practice. Volume 33(2018)
• Page Start: 84
• Page End: 89
• Publication Date: 2018-11
• Subjects: Collaborative clusters education model -- Student -- Clinical learning -- Facilitation -- Nursing education; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Nursing -- Study and teaching; Periodicals; Electronic journals; 610.73071
• DOI: 10.1016/j.nepr.2018.09.005
• Languages: English
• ISSNs: 1471-5953

Abstract

Abstract: Rising numbers of students are required to address the forecast nursing shortage. Health services are challenged to release experienced nursing staff to become supervisors in clinical supervision models and preceptorship models require significant investment in registered nurse education for effectiveness. One health service in southeast Queensland, Australia, developed an innovative clinical education model that draws upon the strengths of supervision and preceptor models, and is consistent with the Dedicated Education Unit model, without the dedicated university and prescribed attendance requirements. Using an iterative qualitative approach and learning circle methods, the aim was to determine feasibility of the model, using information gathered from clinical facilitators, who were the key implementers. Model feasibility was found to be dependent upon three key activities undertaken by the facilitators: align stakeholder expectations with the new model, clarify roles and responsibilities within clusters, and develop strategies for collecting information about student performance. The experience of implementing the model has raised further questions about how students, newly qualified nurses and registered nurses learn in localised work units and what practice pedagogies can be developed to support learning from, as well as improve practice. Highlights: The need for more nurses has increased the number of student and newly qualified nurses. Traditional clinical supervision and preceptorship are not sustainable. The Dedicated Education Unit does not work for health services with multiple education partners. The Clinical Clusters Education Model provides a viable alternative to support learning for higher student numbers. Learning circles present a useful change management strategy.