RESUMO
BACKGROUND: Newly qualified nurses are often considered inadequately prepared for practice. During nursing students' educational preparation, clinical learning environments are intended to provide experiences for students to develop skills and clinical judgments needed for safe practice. Yet, a recent systematic review found no quantitative evidence that clinical education models facilitate student learning. In addition, little is known about the frequency and type of skills students perform when in clinical settings. OBJECTIVE: To investigate undergraduate nursing student experiences with skills and the quality of supervision and feedback received when performing skills in clinical settings. DESIGN: Retrospective descriptive. SETTING: A mid-sized private university in the Midwestern part of the United States. METHODS: Students completed an online survey after clinical days during one semester. Students self-reported their experiences with medication administration, psychomotor skills and physical assessments via multiple choice items. Descriptive statistics were calculated using Microsoft 365 Excel. Content analysis was performed of one open-response survey item. RESULTS: A total of 496 surveys were completed. On average, during one clinical day, 13.5 % of students administered medication, 20.5 % performed a psychomotor skill, and 64 % completed a physical assessment. Students were most frequently supervised by bedside nurses and reported the quality of their supervision and feedback as "very good" or "good". Some students reported being restricted from administering medication and performing other skills due to a clinical site policy. CONCLUSIONS: In this study, students performed few skills and assessments when in clinical settings. Increased clinical experiences are needed for students to develop competencies to better prepare them for safe practice. The findings contribute to the dearth of knowledge related to the clinical learning experiences of undergraduate nursing students, and can guide strategies to improve new nurse preparedness.
