Robert Lovrić1, Nada Prlić2, Dragana Milutinović3, Igor Marjanac4, Boštjan Žvanut5. 1. Department of Nursing, Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, Cara Hadrijana 10/E, HR-31000 Osijek, Croatia. Electronic address: rlovric@mefos.hr. 2. Department of Nursing, Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, Cara Hadrijana 10/E, HR-31000 Osijek, Croatia. Electronic address: nprlic@mefos.hr. 3. Department of Nursing, Faculty of Medicine, University of Novi Sad, Hajduk Veljkova 3, 21000 Novi Sad, Serbia. Electronic address: dragana.milutinovic@mf.uns.ac.rs. 4. Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, Cara Hadrijana 10/E, HR-31000 Osijek, Croatia. Electronic address: marjanac.igor@kbco.hr. 5. University of Primorska, Faculty of Health Sciences, Polje 42, 6310 Izola-Isola, Slovenia. Electronic address: bostjan.zvanut@fvz.upr.si.
Abstract
BACKGROUND: Changes in nursing students' expectations of their clinical nursing faculty competences over the course of time are an insufficiently researched phenomenon. OBJECTIVES: To explore what competences BSc nursing students expect from their clinical faculties during their clinical training, and whether their expectations changed during their three-year studies. Furthermore, to survey factors which influenced their expectations and whether the fulfilment levels of their expectations influenced their feelings, learning, and behaviour. DESIGN: A two-phase, mixed-methods design was used. SETTINGS: The Higher Nursing Education Institution in Osijek, Croatia, European Union. PARTICIPANTS: A cohort of 34 BSc nursing students, who were followed over the course of their three-year studies. METHODS: In Phase I, in each year, prior to their clinical training, participants responded to the same modified Nursing Clinical Teacher Effectiveness Inventory questionnaire about their expectations of clinical faculties' competences (52 items representing six categories of competences). In Phase II, seven days after their graduation, participants wrote reflections on the aforementioned expectations during their studies. RESULTS: The results show that Clinical faculties' evaluation of student was the category in which participants had the highest expectations in all three years. Results of Wilcoxon signed rank test indicate a significant increase of participants' expectations in all categories of clinical nursing faculties' competences during their study. Participants' reflections confirm these results and indicate that actual competences of clinical faculties and behaviour have the most significant effects on the change in these expectations. Participants reported that expectations, if fulfilled, facilitate their learning and motivation for better performance. CONCLUSIONS: BSc nursing students' expectations of clinical nursing faculty competences represent an important concept, as they obviously determine the quality of faculty practice. Hence, they should be considered in the preparation, implementation, and evaluation phase of this vital part of nursing education.
BACKGROUND: Changes in nursing students' expectations of their clinical nursing faculty competences over the course of time are an insufficiently researched phenomenon. OBJECTIVES: To explore what competences BSc nursing students expect from their clinical faculties during their clinical training, and whether their expectations changed during their three-year studies. Furthermore, to survey factors which influenced their expectations and whether the fulfilment levels of their expectations influenced their feelings, learning, and behaviour. DESIGN: A two-phase, mixed-methods design was used. SETTINGS: The Higher Nursing Education Institution in Osijek, Croatia, European Union. PARTICIPANTS: A cohort of 34 BSc nursing students, who were followed over the course of their three-year studies. METHODS: In Phase I, in each year, prior to their clinical training, participants responded to the same modified Nursing Clinical Teacher Effectiveness Inventory questionnaire about their expectations of clinical faculties' competences (52 items representing six categories of competences). In Phase II, seven days after their graduation, participants wrote reflections on the aforementioned expectations during their studies. RESULTS: The results show that Clinical faculties' evaluation of student was the category in which participants had the highest expectations in all three years. Results of Wilcoxon signed rank test indicate a significant increase of participants' expectations in all categories of clinical nursing faculties' competences during their study. Participants' reflections confirm these results and indicate that actual competences of clinical faculties and behaviour have the most significant effects on the change in these expectations. Participants reported that expectations, if fulfilled, facilitate their learning and motivation for better performance. CONCLUSIONS: BSc nursing students' expectations of clinical nursing faculty competences represent an important concept, as they obviously determine the quality of faculty practice. Hence, they should be considered in the preparation, implementation, and evaluation phase of this vital part of nursing education.
Authors: Nikolina Farčić; Ivana Barać; Robert Lovrić; Stana Pačarić; Zvjezdana Gvozdanović; Vesna Ilakovac Journal: Int J Environ Res Public Health Date: 2020-04-28 Impact factor: 3.390