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Student nurses' experiences of the clinical learning environment in relation to the organization of supervision: a questionnaire survey
School of Life Sciences, University of Skövde, Skövde, Sweden. (Lärande i professionsutbildning)
School of Life Sciences, University of Skövde, Skövde, Sweden. (Lärande i professionsutbildning)
Department of Health Sciences, Karlstad University, Karlstad, Sweden. (Lärande i professionsutbildning)
Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. (Lärande i professionsutbilding)
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2014 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 4, 661-666 p.Article in journal (Refereed) Published
Abstract [en]

Aim: The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized.

Background: The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models.

Method: A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire.

Results: In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p < 0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship.

Conclusion: The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere. (C) 2013 Elsevier Ltd. All rights reserved.

Place, publisher, year, edition, pages
2014. Vol. 34, no 4, 661-666 p.
Keyword [en]
Clinical education; Clinical learning environment; Clinical placement; Preceptors; Questionnaire; Student nurses; Supervision
National Category
Nursing Learning
Research subject
Nursing Science; Education
Identifiers
URN: urn:nbn:se:oru:diva-36211DOI: 10.1016/j.nedt.2013.06.023ISI: 000333781600031PubMedID: 23850574Scopus ID: 2-s2.0-84895100809OAI: oai:DiVA.org:oru-36211DiVA: diva2:741886
Available from: 2014-08-29 Created: 2014-08-29 Last updated: 2017-10-17Bibliographically approved

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Ohlsson, UllaGustafsson, Margareta
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Citation style
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