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Nursing students' evaluation of quality indicators during learning in clinical practice
Inger Jansson1, Kerstin W Ene2
1Institute of Health and Care Sciences, University of Gothenburg, Sweden.
Nurse Education in Practice
|July 19, 2016
Summary
Nursing students
Area of Science:
- Nursing Education
- Clinical Learning Environments
Background:
- A supportive clinical learning environment is crucial for nursing students' development.
- This study examines a preceptor model for clinical education in nursing.
Purpose of the Study:
- To evaluate nursing students' clinical education using quality indicators.
- To identify factors that facilitate or hinder student learning in clinical practice.
Main Methods:
- Anonymous student evaluations (n=269) with quantitative and qualitative data collected in 2012-2013.
- Quantitative analysis of quality indicators (Administration/information, Assessments/examinations, Reflection).
- Qualitative content analysis of student experiences related to the 'Learning' indicator.
Main Results:
- Descriptive statistics revealed discrepancies between the preceptor model's requirements and student reports.
- Qualitative analysis identified four key themes: Independence/responsibility, learning continuity, time, and staff competence/attitudes.
- Key facilitators included reflection, continuity, communication, and feedback.
Conclusions:
- Reflection, continuity, communication, and feedback are vital for effective nursing student learning.
- High staff workload and frequent preceptor changes negatively impact the student learning experience.
- Addressing these factors can optimize clinical learning environments for nursing students.
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