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Nursing students' perceptions of tutorial strategies during clinical learning instruction: A descriptive study
Anna Brugnolli1, Serena Perli, Debora Viviani
1Centre of Higher Education for Health Sciences, Trento, Italy. Anna.Brugnolli@apss.tn.it
Nurse Education Today
|September 10, 2010
Summary
Clinical training strategies vary in effectiveness. This study found that most tutorial and learning strategies were perceived as useful by students, with a focus on experiential learning and guidance for complex skills.
Area of Science:
- Medical Education
- Nursing Education
- Clinical Skills Training
Background:
- Clinical training employs diverse teaching strategies with varying outcomes.
- Student perceptions of these strategies are crucial for optimizing learning.
Purpose of the Study:
- To evaluate student perceptions of teaching strategies in clinical training.
- To identify the perceived usefulness, effectiveness, and complexity of different clinical learning activities.
- To understand the role of supervision in clinical skill acquisition.
Main Methods:
- A descriptive study was conducted with third-year university students in Italy.
- A questionnaire assessed perceptions of teaching strategies, supervision, and activity complexity.
- Data were collected from 308 students across four university campuses.
Main Results:
- Most tutorial and learning strategies were rated as having medium to high usefulness.
- Supervision was perceived as moderately to highly useful.
- Managing therapy and performing nursing techniques required the most supervision, while emergency situations and care planning were most complex and received least supervision.
Conclusions:
- A tutoring model emphasizing experiential learning and guidance is supported by student perceptions.
- Addressing the complexity of certain clinical activities with adequate supervision is recommended.
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