RESUMO
Aim: The aim of the study is to describe how Norwegian nursing students experience clinical practice when the Strengthened Supervision in Practice model is used together with peer learning. Background: Clinical practice is one of the most important parts of nursing education and the nurse supervisor plays an important role in the education of nursing students. Challenges arise because nursing students do not always receive quality supervision in practice. The quality of supervision affects the learning outcomes and well-being of the students during clinical practice. To meet the challenge that students do not always receive high-quality supervision, we wanted to try out a new supervision model Strengthened Supervision in Practice. Peer learning was also tried out in clinical practice. Method: The study used a qualitative design. Data were collected from three focus group interviews with a total of 11 nursing students participating. Findings: Clinical nurses are the most competent to supervise and assess nursing students in clinical practice. Peer learning provides safety in a learning situation. Conclusions: This study shows that the supervisor and their supervision competence are important for the student's learning. Cooperation with the lecturer in common meetings is important to make sure supervisors have quality guidance and assessment skills. The Strengthened Supervision in Practice model seems to meet expectations, but further research is necessary to develop the model further.
RESUMO
AIM: To explore the association between the implementation of a new model of supervision and the impact of undergraduate nursing students' interest in working in primary health care. BACKGROUND: There is a need for more nurses in primary health care. To influence undergraduate nursing students to work in primary health care after graduation, the experience of their clinical practice in primary health care must be rewarding. In this study, we have implemented an alternative model of supervision for undergraduate nursing students in clinical practice, called 'strengthened supervision during clinical practice'. In this model, lectures from the university are responsible for giving support and tutoring the nurse supervisor in primary health care. METHOD: Undergraduate nursing students in Norway (69) participated in an implementation of a new model for supervision in clinical practice. Thirty-one completed a questionnaire consisting of 15 questions. The questionnaire was analyzed using descriptive analyses. FINDING: Undergraduate nursing students positively evaluated interactions with their fellow undergraduate nursing students in the primary health care setting. The undergraduate nursing students reported the nurse supervisor as most important for their perception of the practice site, followed by the work environment and their peers. When asked where they planned to work after graduation, very few undergraduate nursing students selected primary health care. It seems like aspects of the new model, 'strengthened supervision during clinical practice' are successful, but further research must be undertaken to explore whether this new model continues to be successful.
