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Background: Mentally fit preceptors may be more capable and flexible in providing students with system, emotional and cognitive support in the clinical learning environment (CLE) in the face of any life-threatening outbreaks. Existing professional development programmes for preceptors emphasise the development of preceptor competence in a normal CLE with minimal focus on their ability to engage with adverse events that challenge their mental health. Objective: The study sought insight from preceptors' experiences during the coronavirus disease 2019 (COVID-19) pandemic to identify their professional development programme needs while providing support to students during accompaniment. Method: A mixed methods convergent parallel design was used to collect data from 24 preceptors at a nursing education institution (NEI). Eleven preceptors responded to the survey that included the coronavirus disease 2019 (COVID-19) Stress Scale (CSS) and Burnout Assessment Tool (BAT) to collect quantitative data. Semi structured interviews were conducted with five purposively selected preceptors to collect qualitative data regarding their experiences while accompanying students during the COVID-19 pandemic. Results: Subscales within the CSS and BAT instruments were mapped against an existing preceptor support framework. Overall CSS data for each subscale indicated an average score varying from no stress to moderate stress, while BAT data shows that respondents rarely experienced burnout. However, some respondents experienced very high levels of stress and burnout. Qualitative data supplemented results. Conclusion: The COVID-19 pandemic influenced preceptors' role in supporting students and reflecting that they amended their functioning role. Existing preceptor professional development programmes should be reviewed to ensure that the necessary concepts that foster resilience are integrated to enhance the functional role of preceptors in adversity.
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Education, Nursing , Pandemics , COVID-19ABSTRACT
This paper systematically introduced the clinical learning environment review ( CLER) from the U.S.in the aspects of background, initiation, progression, priority and procedure of evaluation as well as the status quo of its implementation.Therefore, reference and theoretical evidence will be provided for development of residential training system and fellowship training system as well as improvement for the training site review system in China.
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Objective To explore the perception of clinical learning environment,career maturity,and professional identity as well as their associations among 3+2 nursing undergraduates.Method Totally 198 3+2 nursing undergraduate students from two provincial medical colleges in Shandong province were enrolled.Results Mean scores for clinical learning environment,career maturity and professional identity were (3.44 ± 0.54),(3.31 ± 0.37) and (3.63 ± 0.62),respectively.Clinical learning environment and career maturity (P＜0.001) were positivelyassociated with 3+2 nursing undergraduates' professional identity.Conclusions Clinical learning environment,career maturity and professional identity of 3 +2 nursing undergraduates areat a moderate level.Interventions to facilitate clinical learning environments and career maturity will foster the growth of professional identity.
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Objective To investigate and analyze the clinical learning environment and professional identity among undergraduate nursing students, and discuss the relationship between two variable, so as to provide basis for ensuring the stability of the nursing staff. Methods 288 undergraduate nursing students who were practicing in Tianjin 3A grade hospital were evaluated using questionnaires about clinical learning environment and professional identity. The correlation analysis was performed between two variable. Besides, multiple regression analysis was used to identify factors that affect the nursing students′ professional identity. Results The total score of 288 nursing students′clinical learning environment and their professional identity was (3.44±0.66) points and (3.65±0.55) points respectively, which were at the middle level. The score of clinical learning environmental was positively correlated with professional identity score (P<0.01). The result of multiple regression analysis showed that professional selectivity had influence on nursing students′ professional identity. With controlling the demographic variables, undergraduate nursing students′ clinical learning environment could explain 58.2% of professional identity. Conclusions Undergraduate nursing students′ clinical learning environment and professional identity are at the middle level. Hospitals should pay more attention to the relationship that clinical learning environment have influence on undergraduate nursing students′professional identity.Measures should be taken to ensure the stability of the high-quality nursing personnel.
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PURPOSE: The purpose of this study was to identify factors in the clinical learning environment that affect clinical practice stress and anxiety in nursing students. METHODS: Participants were 210 senior nursing students from two universities who had completed their clinical experience. Data were collected from self-report questionnaires and analyzed using t-test, ANOVA, and hierarchical multiple regression analysis with the SPSS/WIN 21.0 Program. RESULTS: The mean scores for the clinical learning environment, the clinical practice stress, and anxiety were 3.16+/-0.68, 2.98+/-0.66, and 43.74+/-10.18 points, respectively. The regression analysis showed that the clinical learning environment contributed to 13% of the stress and 20% of the anxiety in the nursing students with the conditions controlled for general characteristics, department satisfaction and social support. CONCLUSION: The results of this study suggest that the clinical learning environment should be carefully assessed to reduce nursing students' stress and anxiety from clinical practice. Therefore, collaboration between nursing universities and teaching hospitals is necessary to optimize clinical learning environment.
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Humans , Anxiety , Cooperative Behavior , Education, Nursing , Hospitals, Teaching , Learning , Nursing , Students, NursingABSTRACT
Objective To explore the status quo of clinical nursing students' caring ability and clinical learning environment,and analyze the correlation between them.Methods 112 clinical nursing students in a grade three and first-class hospital in Hefei were investigated by using the caring ability inventory and nursing clinical learning environment scale.Results The mean score of nursing students on caring ability inventory was (203.12±12.14) points,and the scores of knowing,courage and patience were (78.26±8.27) points,(66.41±5.68) points and (58.45±4.30) points.The total score of clinical learning environment was (146.79±11.76) points,and the scores of six dimensions were task location (25.52±4.77) points,work atmosphere and team culture (25.33±5.21) points,student participation (24.96±4.14) points,interpersonal relation (24.54±5.20) points,innovation (23.59±3.54) points and individuation (22.87±3.26) points.By Pearson correlation analysis,the coefficient of correlation was 0.509 between caring ability and clinical learning environment of nursing students in clinical practice.Conclusions Most nursing students are moderately satisfied with clinical learning environment while their caring ability remains to be improved.There is positive correlation between the caring ability and clinical learning environment of nursing students.Therefore,nursing managers should take corresponding measures to create favorable clinical learning environment,so as to promote the caring ability of nursing students.
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Introducción: Este trabajo aborda el contexto de la enseñanza clínica, vista como una entidad compleja, desde los conceptos de Vygotsky cobran sentido, sobre todo en: la zona de desarrollo próximo, componente del aprendizaje social y es ahí donde se identifican los discursos docentes y profesionales en los entornos de aprendizaje clínico. Desarrollo: Se analiza la importancia que tiene la teoría del Prácticum Reflexivo para la formación de enfermeras, desde las aportaciones de D. Schön, y el papel de la tutoría clínica como propuesta en los procesos de formación profesional. En la actualidad los modelos de enseñanza que predominan en las instituciones educativas, se encuentran en una discrepancia entre el discurso en las aulas, los planes de estudio y la realidad de la práctica clínica en donde prevalece una ideología caracterizada por la racionalidad técnica. Conclusiones: A través del tiempo se han llevado a cabo diversas metodologías en la enseñanza de enfermería, así también se han hecho análisis y críticas de las mismas, las cuales han permitido ciertas transformaciones en la formación profesional, sin embargo en el campo de lo ideológico, político, filosófico se ha estancado y por ende no se accede a otros paradigmas educativos.
Introduction:This study approaches the complex clinical teaching context through the Vygotsky's perspective ("zona del desarrollo próximo"). Development: Analyzing the importance of some teaching theories related to clinical teaching environments, including those from the Practicum-Reflexive and D. Schon paradigms, to the formation of nurses. Today's prevalent teaching models stand between classroom speeches and real clinical practices characterized by technical and rational ideologies. Conclusions:Several nursing teaching methodologies have been used, and they have enabled certain transformations in nursing-formation; however the ideological, political, and philosophical fields have not been thoroughly included, implying that other teaching paradigms may have not been considered.
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Humans , Male , Female , Teaching/methods , Students, Nursing , NursingABSTRACT
Objective:To draw up a scale of clinical learning environment for nursing to elevate nursing practicing.Methods:Based on the knowledge and studies of the clinical learning environment and focus group discussion with students,reliability of the scale was measured by questionnaire,using reliability and test-retest correlation to evaluate the reliability of the scale.Result:Both the reliability and the test-retest correlation coefficient were more than 0.7(P