AIM: The aim of the study was to describe variations in clinical nurses' conceptions of how an alternative supervision model influences their competence in assessing nursing students in clinical practice. BACKGROUND: Nursing education programme in Norway includes 50 weeks of clinical studies. Due to changes in the education system and increased focus on evidence-based practice, alternative models of supervision and assessment have been developed. METHOD: The study has a qualitative and descriptive design using a phenomenographic approach. Informants were 49 clinical nurses from five different nursing homes. RESULTS: The clinical nurses' experiences are described through three description categories: 'pressure', 'encouragement' and 'development'. The informants experienced demands from the University College and colleagues, but personal and professional development was encouraged through group supervision and written information from the University College. CONCLUSIONS: The alternative supervision model supported the clinical nurses in the assessment of the nursing students, and their role as educators. The alternative supervision model also seems to strengthen the relationship between field of practice and University College. Copyright Â
AIM: The aim of the study was to describe variations in clinical nurses' conceptions of how an alternative supervision model influences their competence in assessing nursing students in clinical practice. BACKGROUND: Nursing education programme in Norway includes 50 weeks of clinical studies. Due to changes in the education system and increased focus on evidence-based practice, alternative models of supervision and assessment have been developed. METHOD: The study has a qualitative and descriptive design using a phenomenographic approach. Informants were 49 clinical nurses from five different nursing homes. RESULTS: The clinical nurses' experiences are described through three description categories: 'pressure', 'encouragement' and 'development'. The informants experienced demands from the University College and colleagues, but personal and professional development was encouraged through group supervision and written information from the University College. CONCLUSIONS: The alternative supervision model supported the clinical nurses in the assessment of the nursing students, and their role as educators. The alternative supervision model also seems to strengthen the relationship between field of practice and University College. Copyright Â