Department of Nursing Science, University of Turku, 20014, Turku, Finland.
Novia University of Applied Sciences, Turku, Finland.
BMC Med Educ. 2022 Jun 28;22(1):509. doi: 10.1186/s12909-022-03445-0.
A supportive clinical practicum experience may enhance the successful transition and socialization to working life of graduating nursing students. Nurse teachers have the main responsibility of supporting and guiding nursing students with their pedagogical expertise during the students' clinical practicum. Thus, the clinical role of nurse teachers is seen as an essential part of a high-quality clinical practicum. Nursing students appreciate the nurse teacher's cooperation with students, but it is often reported to be unattainable. The aim of this study was to explore and compare graduating nursing students' experiences of the nurse teacher's pedagogical cooperation with students, the clinical learning environment and supervision in their final clinical practicum, and to analyze factors associated with these experiences in six European countries.
A cross-sectional comparative international survey design was used. The modified Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) Scale, with a new subscale measuring the nurse teacher's pedagogical cooperation with students, was used. A convenience sample of graduating nursing students in Finland, Germany, Iceland, Ireland, Lithuania and Spain completed the online survey in 2018-2019. The data were analyzed using a Chi-Square test, Pearson's correlation coefficients, and linear models.
A total of 1796 (response rate 49%) nursing students completed the survey. Overall, students had positive experiences of the nurse teacher's pedagogical cooperation, the clinical learning environment and supervision in their final clinical practicum. Students in Spain had the most positive experiences. Educational background factors appeared to be associated with the students' experiences of the nurse teacher's pedagogical cooperation with students, the clinical learning environment and supervision. The relationships between the subscale Nurse teacher's pedagogical cooperation with students and the Clinical Learning Environment and Supervision Scale were perceived as weak to strong depending on the country.
This study reveals that nurse teachers play an essential role in supporting and guiding nursing students' final clinical practicum. In this light, researchers, educators, and leaders should collaborate seamlessly between educational institutions and healthcare organizations to establish the nurse teachers' pedagogical cooperation role within the clinical learning environment.
支持性的临床实习经验可能会促进即将毕业的护理学生成功过渡并融入工作生活。护士教师主要负责通过其教学专长在学生的临床实习中为护理学生提供支持和指导。因此，护士教师的临床角色被视为高质量临床实习的重要组成部分。护理学生赞赏护士教师与学生的合作，但这种合作往往难以实现。本研究旨在探讨和比较来自六个欧洲国家的即将毕业的护理学生在其最后临床实习中对护士教师与学生的教学合作、临床学习环境和监督的体验，并分析与这些体验相关的因素。
采用横断面比较国际调查设计。使用改良的临床学习环境、监督和护士教师（CLES+T）量表，其中包括一个新的衡量护士教师与学生教学合作的子量表。2018-2019 年，芬兰、德国、冰岛、爱尔兰、立陶宛和西班牙的应届护理学生采用方便抽样方法完成了在线调查。使用卡方检验、皮尔逊相关系数和线性模型对数据进行分析。
共有 1796 名（应答率 49%）护理学生完成了调查。总体而言，学生对护士教师在最后临床实习中的教学合作、临床学习环境和监督有积极的体验。西班牙学生的体验最为积极。教育背景因素似乎与学生对护士教师与学生教学合作、临床学习环境和监督的体验有关。护士教师与学生的教学合作子量表与临床学习环境和监督量表之间的关系因国家而异，从弱到强。
本研究表明，护士教师在支持和指导护理学生的最后临床实习中发挥着至关重要的作用。有鉴于此，研究人员、教育工作者和领导者应在教育机构和医疗机构之间无缝协作，在临床学习环境中确立护士教师的教学合作角色。
