14 research outputs found
Nursing students' perceptions of a clinical learning assessment activity: ‘Linking the puzzle pieces of theory to practice’
No full text© 2019 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0 license:
http://creativecommons.org/licenses/by-nc-nd/4.0/
This author accepted manuscript is made available following 12 month embargo from date of publication (March 2019) in accordance with the publisher’s archiving policyThe nursing profession struggles with providing a bridge to close the theory to practice gap for students. Students are expected to graduate with competencies that promote their safe and comprehensive nursing care provision in accordance with professional standards. This paper reports on students' a simulated clinical educational intervention embedded into a second-year nursing student clinical topic offering experiential learning opportunities for a large cohort. Feedback was analysed using Braun and Clarke's (2006) thematic qualitative process to investigate student-learning experiences and present student perceptions of this experience. Three key themes were identified: support promoted learning, focus on the bigger picture and practice clarifies puzzle pieces. Students perceived the simulated clinical experience as beneficial to their confidence, learning and ability to develop their professional practice. Promotion of learning outcomes facilitated by the structured, supportive and educational approach was important for students. Nurse educators have a responsibility to develop learning experiences that enable student's ability to link theory to practice in context. Ongoing exploration and evaluation of this intervention is required however, such an approach appears to support student's knowledge development for transference across situations and within large student cohorts
Supporting nursing student supervision: An assessment of an innovative approach to supervisor support
No full textSummary The responsibility for clinical supervision is recognised by both the nursing literature and the Australian Nursing and Midwifery Council, through an expectation that RNs will provide support and facilitate student learning in the clinical environment (Atack et al., 2000; Gray and Smith, 2000; Brammer, 2005; Australian Nursing and Midwifery Council, 2006; Hallin and Danielson, 2008). RNs identify with and acknowledge the need for the supervisory role and are willing participants however, request strategies to guide and support students in the clinical environment (Bourbonnais and Kerr, 2007, Hallin and Danielson, 2008). Objectives The aim of this study was to provide a means of support to clinical supervisors of nursing students through a computer-based clinical supervisor educational package (CSEP) and to test the effectiveness of the CSEP. Design The effectiveness of the CSEP was determined by a pre-test–post-test evaluation sheet that included open and Likert scale questions. Settings 4 regional hospitals in South Australia, Australia. Participants 28 participants completed the questionnaire on their experience with the CSEP. Methods Analysis of quantitative data utilised non-parametric testing with SPSS version 20. A Wilcoxon Signed Rank Test was performed on the Likert scale questions to establish any significant difference between the pre- and post-tests. The responses to the open-ended questions were thematically analysed separately by the two authors. The themes were then amalgamated. The results were then compared to find similarities or differences. Conclusions The CSEP is an effective education package in promoting increased preparedness to supervise and increased confidence to promote learning
Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature
No full textContextClinical supervision is essential for development of health professional students and widely recognised as a significant factor influencing student learning. Although considered important, delivery is often founded on personal experience or a series of predetermined steps that offer standardised behavioural approaches. Such a view may limit the capacity to promote individualised student learning in complex clinical environments. The objective of this review was to develop a comprehensive understanding of what is considered good' clinical supervision, within health student education. The literature provides many perspectives, so collation and interpretation were needed to aid development and understanding for all clinicians required to perform clinical supervision within their daily practice. MethodA comprehensive thematic literature review was carried out, which included a variety of health disciplines and geographical environments. ResultsLiterature addressing good' clinical supervision consists primarily of descriptive qualitative research comprising mostly small studies that repeated descriptions of student and supervisor opinions of good' supervision. Synthesis and thematic analysis of the literature resulted in four competency' domains perceived to inform delivery of learning-focused or good' clinical supervision. Domains understood to promote student learning are co-dependent and include to partner', to nurture', to engage' and to facilitate meaning'. ConclusionsClinical supervision is a complex phenomenon and establishing a comprehensive understanding across health disciplines can influence the future health workforce. The learning-focused clinical supervision domains presented here provide an alternative perspective of clinical supervision of health students. This paper is the first step in establishing a more comprehensive understanding of learning-focused clinical supervision, which may lead to development of competencies for clinical supervision. Discuss ideas arising from the article at discuss
Registered nurses’ experiences supervising international nursing students in the clinical setting
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Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia
No full text‘I Feel Disempowered Because I Could Not Do Anything’: Clinical Facilitators' Perception of Violence Towards Nursing Students During Clinical Placement
No full textABSTRACT Aims To explore clinical facilitators' understanding, experiences and perceptions of their role in supporting registered nurse students (RNS) who experience workplace violence (WPV) during clinical placement. Design An exploratory, qualitative design. Methods and Data Source Data were collected between September and November 2022 using semi‐structured interviews of 1‐h duration with 11 clinical facilitators working in South Australia. The interviews were transcribed verbatim and analysed using thematic analysis. Results Participants reported that WPV is experienced in many forms, including verbal and physical violence towards RNS during clinical placements. Clinical facilitators are not always aware of this experience and have mixed abilities to resolve the damage. Most importantly, clinical facilitators saw themselves as disempowered to provide the support required by RNS after WPV incidents as they perceived themselves as visitors to the facilities. Conclusion Findings indicate that a clinical facilitator's scope and ability to support a RNS is often not at a level where real impact and safety can occur. Varying perceptions of what WPV is, what is acceptable, and the authority or influence of a clinical facilitator have all informed this issue and need to be considered in developing strategies to address WPV towards RNS. Implications for the Nursing Profession This study highlights that by understanding the causation of WPV and recognising the lack of influence and scope of clinical facilitators to act to support RNS during WPV events, positive industry changes can be instigated to promote student placement experiences and healthcare provision. Impact Clinical facilitators felt limited in their role to support RNS experiencing WPV. This research impacts future nursing students, education providers, clinical facilitators and clinical placement providers. Reporting Method COREQ guidelines were utilised to report qualitative research. No Patient or Public Contribution This paper explores specifically the clinical facilitators' perceptions of WPV
The Importance of Being Oscar: A Performance Studies Inquiry of Wilde's Literary Women
No full textThe plays of Oscar Wilde hold more than just sharp wit and likable characters; they also contain examinations of aspects of the playwright's own personality and explorations of possible life choices. Through the use of Performance Studies theory, this thesis seeks to shed light on how Wilde saw himself versus how he presented himself at different points in his life. The texts analyzed within are Wilde's 1891 dramatic religious retelling, Salomé, and his 1894 domestic comedy, The Importance of Being Ernest. Within each are clues to the interior desires of their author: Salomé offers an investigation of a strong female personality in a repressive male society, while The Importance of Being Earnest expands on the feminine taking control over destiny.Master of Arts (MA)Englis
Coherence and Historical understanding in children\u27s Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books
No full textThe purpose of this study was to investigate a selection of children\u27s historical nonfiction literature for evidence of coherence. Although research has been conducted on coherence of textbook material and its influences on comprehension there has been limited study on coherence in children\u27s nonfiction literature. Generally, textual coherence has been seen as critical in the comprehensibility of content area textbooks because it concerns the unity of connections among ideas and information. Disciplinary coherence concerns the extent to which authors of historical text show readers how historians think and write. Since young readers are apprentices in learning historical content and conventions of historical thinking, evidence of disciplinary coherence is significant in nonfiction literature for young readers. The sample of the study contained 32 books published between 1989 and 2000 ranging in length from less than 90 pages to more than 150 pages. Content analysis was the quantitative research technique used to measure 84 variables of textual and disciplinary coherence in three passages of each book, as proportions of the total number of words for each book. Reliability analyses and an examination of 750 correlations showed the extent to which variables were related in the books. Three important findings emerged from the study that should be considered in the selection and use of children\u27s historical nonfiction literature in classrooms. First, characteristics of coherence are significantly related together in high quality nonfiction literature. Second, shorter books have a higher proportion of textual coherence than longer books as measured in three passages. Third, presence of the author is related to characteristics of coherence throughout the books. The findings show that nonfiction literature offers students content that researchers have found textbooks lack. Both younger and older students have the opportunity to learn the conventions of historical thinking as they learn content through nonfiction literature. Further, the children\u27s literature, represented in the Orbis Pictus list, shows students that authors select, interpret, and question information, and give other interpretations. The implications of the study for teaching history, teacher preparation in content and literacy, school practices, children\u27s librarians, and publishers of children\u27s nonfiction are discussed
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Ten Spurs
No full textAnnual publication of The Mayborn Literary Nonfiction Conference held by the Frank W. Mayborn Graduate Institute of Journalism. This volume includes the ten literary non-fiction pieces selected from the conference submissions as well as illustrations, author biographies, and additional commentary about the inspiration behind each of the stories
