Supervision Of Nursing Students Research Articles

Collaborative work on the activity of internship supervision by Ifsi trainers

Supervision of student nurses during internships is evolving towards learning-centered support, readjusting the roles of the players involved. An action-research project in Saint-Brieuc, France, highlights the complexity of this practice. A guideline encourages a flexible approach, fostering a relationship of trust. Confidentiality, respect and adaptability are essential for an environment conducive to learning. This work underlines the importance of internship supervision and offers recommendations for an individualized approach, while maintaining a balance between academic rigor and human qualities.

Patient satisfaction with the quality of care provided by student nurses at Ndola Teaching Hospital in Ndola, Zambia

Introduction: Patients’ satisfaction with the care provided by student nurses indicates that students are able to meet the patients' needs, which could also be an indicator of the quality of nursing education received by students and quality of care offered by future nurses. Quality of care influences patient satisfaction and also boost the morale of the care givers.Methods: This was a descriptive quantitative cross sectional study done on 100 randomly selected patients from four admission wards at Ndola Teaching Hospital. The data was collected using a validated semi-structured questionnaire and analyzed with the Statistical Package for Social Sciences version 25. A p-value of ≤ .05 was considered statistically significant using Chi square test.Results: The results showed that patients (79%) were dissatisfied with the nursing care provided by student nurses. The cause of dissatisfaction was low quality of care received (48%), lack of student supervision (60%), poor student patient interactions (68%) and level of training (75%). Patient satisfaction had a significant association with availability of supervisors (p = .010), level of training (p = .002), number of students per ward (p = .011) and student interactions (p = .001).Conclusions: Patients are not satisfied with the care provided by student nurses due to poor quality of care provided as students are not guided, and overcrowding in the wards making patients uncomfortable being exposed to a lot of unqualified staff, These findings will help educators to identify areas of improvement in student clinical learning to enhance quality care. Therefore it is recommended that training institutions should strengthen clinical supervision of student nurses by faculty members and senior nurses to enhance the quality of care.

Cultivating compassion in nursing: A grounded theory study to explore the perceptions of individuals who have experienced nursing care as patients.

Although compassion is considered integral to nursing, the ongoing reality of this traditional philosophy has been challenged due to emerging patient reports of care experiences reflecting a lack of compassion. Political and professional guidance reaffirms compassion as an enduring philosophy of contemporary nursing practice, but provides limited insight into what compassion involves. To address this knowledge gap, a constructivist grounded theory study was undertaken with eleven participants who had experienced nursing care as patients across a range of contexts, exploring what they perceived compassion to involve. Theoretical sampling supported data collection via eleven interviews, a focus group discussion and three additional interviews. Data was analysed with initial coding, focused coding and conceptual mapping. Key findings highlighted the importance of cultivating compassion, which involved learning about compassion, role modelling for compassion, leadership for compassion, resources for compassion and systems and processes for compassion. These findings contribute to the ongoing professional dialogue surrounding compassion, specifically in relation to recruitment and selection, nurse education curricula, supervision of student nurses, compassionate organisational cultures, staffing levels and the systems and processes that underpin contemporary ways of working.

Assessing the experience of practice placement nurse tutors

Focused for many years on the quality of the supervision of student nurses during their practice placements, the teams of the American Hospital of Paris carried out an original survey around the new nurse training reference framework, questioning nurse tutors and young frontline professionals.

Feedback on the training and supervision of student nurses

In order to harmonise the supervision of student nurses in the different departments of the same unit, a Parisian hospital team has created a working group. An IT tool for supervising the students to be used by the whole unit is also under development.

Evaluation of process-oriented supervision of student nurses: A Swedish case study

The value of supervision that is provided to student nurses during their education is high. The aim of this study was to evaluate the organizational changes in an educational program for Swedish student nurses, focusing on the content and quality of process-oriented supervision. The research question was: Do the organizational changes pertaining to the student nurses' supervision (its reduced frequency and mandatory nature) influence its content and quality and, if so, in which ways? The data were collected by focus group discussions and were analyzed by a qualitative content analysis. Three themes emerged: difficulties with the new organization, the content and learning outcomes of supervision, and the nurse supervisors' intentions. Supervision is recommended in order to achieve the goal of nursing education and to ensure that student nurses gain an understanding of their experiences, thus equipping them with the professional skills and competence that are required to meet patients' needs.

Problems in the supervision and assessment of student nurses: Can clinical placement be improved?

The assessment and supervision of student nurses during clinical placement remains a complex activity. The student needs to be assessed thoroughly to identify his or her strengths and weaknesses. Further, this assessment should be conducted in circumstances which allow the student to be at his or her best. There are many which continue to impact upon clinical supervisors although documented over the last five to ten years. This paper addresses how assessment and student supervision are still influenced by extraneous factors. Its major suggestion is for universities to place a greater emphasis on all aspects of the clinical placement component within nursing courses.

Mentorship in nursing: a literature review.

The recent increase in published work relating to the supervision of nurses and in particular mentorship suggests that nurses value the opportunities that such schemes present for developing practice. Much of the literature surrounding mentorship concerns the supervision of students in practice settings but more recently, especially following the changes to post-registration education, attention has shifted to the supervision of qualified nurses. Although the principles of supervision for students and qualified nurses are the same, differences do occur in supervisory practices. This review examines the literature associated with the supervision of student nurses and focuses on the nature and practice of mentorship in practice settings. The literature reveals that confusion exists regarding both the concept of mentorship and the role of the mentor. Many authors propose models or frameworks for mentoring activities. These tend to outline the stages of the mentoring process and the relationship between mentor and mentee. No one model is seen as more appropriate than another and choice usually depends upon the mentor's familiarity with a particular framework. It is also evident that there is inconsistency in the length and level of preparatory courses for mentors. As yet there is in the United Kingdom no national minimum requirement or common preparation route and in practice mentors are prepared by way of the appropriate National Board Teaching and Assessing module and/or short local 2-day course.