Dalsmo Ingrid Espegren, Laugaland Kristin Alstveit, Billett Stephen, Ekra Else Mari Ruberg
Department of Health and Nursing Science, Faculty of Health and Sport Sciences, University of Agder, Grimstad, Norway.
School of Nursing, University of Wollongong, Wollongong, Australia.
BMC Nurs. 2025 Jan 10;24(1):40. doi: 10.1186/s12912-025-02686-w.
Nursing students' clinical learning is premised on experiences in clinical placements in nurse education, with the processes and outcomes of tripartite meetings among the student, nurse preceptor and teacher being central components. The tripartite meetings form the basis and framework for stakeholders' dialogue and collaboration and have the central purpose of facilitating student learning and development and assessing the students' achievement against predetermined learning outcomes for the placement period. Students' experiences with tripartite meetings seems to be an underexplored field, and therefor this study aimed to explore first-year nursing students' learning experiences within tripartite clinical placement meetings in nursing homes.
A qualitative explorative and participatory approach was adopted in this study, using the video-stimulated interview method "stimulated recall- dialog and reflection". This method is based on video recordings with subsequent interviews, where video excerpts were used to support reflection and dialogue. Twenty-one video-stimulated recall interviews were conducted with first-year nursing students (n = 7) to explore their learning experiences within the tripartite meetings.
Data was analysed using reflexive thematic analysis as described by Braun and Clarke. Four themes were identified: (1) the importance of structure and preparedness; (2) supportive relations and dialogue essential for learning; (3) a possibility to create a common learning focus; and (4) assessment needs to be comprehensive and performance focused.
This study highlights that tripartite meetings can be an excellent forum to support the nursing students' learning process in their clinical placements. Still, consistent and systematic approaches to clinical placement supervision and assessment need to be developed continuously. Therefore, the study's findings suggest that targeted efforts are warranted to optimise and enhance the learning potential offered in tripartite meetings in clinical education, such as paying a greater attention to the start-up conversation and facilitating comprehensive supervisory and assessment content in the meetings.
护理专业学生的临床学习以护理教育临床实习经历为前提，学生、带教护士和教师三方会议的过程及结果是其核心组成部分。三方会议构成了利益相关者对话与合作的基础和框架，其核心目的是促进学生学习与发展，并根据实习期间预先确定的学习成果评估学生的成绩。学生在三方会议中的经历似乎是一个未得到充分探索的领域，因此本研究旨在探讨一年级护理专业学生在养老院三方临床实习会议中的学习经历。
本研究采用定性探索性和参与性方法，运用视频刺激访谈法“刺激回忆-对话与反思”。该方法基于视频记录及后续访谈，其中视频片段用于支持反思和对话。对7名一年级护理专业学生进行了21次视频刺激回忆访谈，以探讨他们在三方会议中的学习经历。
采用布劳恩和克拉克所述的反思性主题分析法对数据进行分析。确定了四个主题：（1）结构和准备工作的重要性；（2）支持性的关系和对话对学习至关重要；（3）有可能形成共同的学习重点；（4）评估需要全面且以表现为重点。
本研究强调，三方会议可以成为支持护理专业学生临床实习学习过程的绝佳论坛。尽管如此，仍需不断制定一致且系统的临床实习监督和评估方法。因此，研究结果表明，有必要做出针对性努力，以优化和提升临床教育三方会议所提供的学习潜力，比如更加关注开场对话，并在会议中促进全面的监督和评估内容。
