Elisabeth Severinsson1, Ase Sand. 1. Centre for Women's Family & Child Health, Faculty of Health Sciences, Vestfold University College, Tönsberg, Norway. elisabeth.severinsson@hive.no
Abstract
AIM: The aim of the present study was to evaluate the clinical supervision and professional development of student nurses during their undergraduate education. BACKGROUND: Nursing education has undergone radical changes as a result of improvements in the academic-based clinical education required for the Bachelor's degree. METHODS: The sample consisted of student nurses (n = 147) and data were collected by means of questionnaires. RESULTS: The results demonstrated that the frequency of sessions and the supervision model employed influence the student nurses' professional development. Several significant correlations were found, most of which were related to the development of the student nurses' professional relationships with their supervisors and reflection on the development of their skills. From the patients' perspective, a high correlation was found between the factors 'preserving integrity' and 'protecting participation by patients and family members'. CONCLUSIONS: Clinical supervision strongly influences the student nurses' development of a professional identity, enhancing decision-making ability and personal growth. However, development of documentation skills should include a greater level of user involvement. IMPLICATIONS FOR NURSING MANAGEMENT: The findings highlight the need for management and staff nurses to engage in on-going professional development. Transformative leadership, which is value driven, can facilitate and enhance the supervision and development of student nurses.
AIM: The aim of the present study was to evaluate the clinical supervision and professional development of student nurses during their undergraduate education. BACKGROUND: Nursing education has undergone radical changes as a result of improvements in the academic-based clinical education required for the Bachelor's degree. METHODS: The sample consisted of student nurses (n = 147) and data were collected by means of questionnaires. RESULTS: The results demonstrated that the frequency of sessions and the supervision model employed influence the student nurses' professional development. Several significant correlations were found, most of which were related to the development of the student nurses' professional relationships with their supervisors and reflection on the development of their skills. From the patients' perspective, a high correlation was found between the factors 'preserving integrity' and 'protecting participation by patients and family members'. CONCLUSIONS: Clinical supervision strongly influences the student nurses' development of a professional identity, enhancing decision-making ability and personal growth. However, development of documentation skills should include a greater level of user involvement. IMPLICATIONS FOR NURSING MANAGEMENT: The findings highlight the need for management and staff nurses to engage in on-going professional development. Transformative leadership, which is value driven, can facilitate and enhance the supervision and development of student nurses.