Annelie J Sundler1, Maria Björk2, Birgitta Bisholt3, Ulla Ohlsson4, Agneta Kullén Engström5, Margareta Gustafsson6. 1. School of Life Sciences, University of Skövde, Sweden. Electronic address: annelie.johansson.sundler@his.se. 2. School of Life Sciences, University of Skövde, Sweden. Electronic address: maria.bjork@his.se. 3. Department of Health Sciences, Karlstad University, Karlstad, Sweden. Electronic address: birgitta.bisholt@kau.se. 4. School of Health and Medical Sciences, Örebro University, Örebro, Sweden. Electronic address: ulla.ohlsson@oru.se. 5. School of Health, University of Borås, Borås, Sweden. Electronic address: agneta.kullen_engstrom@hb.se. 6. School of Health and Medical Sciences, Örebro University, Örebro, Sweden. Electronic address: margareta.gustavsson@oru.se.
Abstract
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.
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.