Ravik Monika, Bjerkelund Gry Merete, Hvalvik Sigrun, Reierson Inger Åse
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Post-box 4, Borre 3199, Norway; Research Group Clinical Competence in Nursing Education, University of South-Eastern Norway, Norway.
Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Post-box 4, Borre 3199, Norway.
Nurse Educ Pract. 2025 Feb;83:104275. doi: 10.1016/j.nepr.2025.104275. Epub 2025 Jan 27.
AIM/OBJECTIVE: To gain insights into the perspectives of registered nurse mentors on the practical skill learning of second-year student nurses during hospital placement by examining the mentors' experiences and expectations.
Clinical placement is a cornerstone of bachelor nursing programmes. It is a vital platform for students to transfer, apply, and enhance practical nursing skills learned. During clinical placement, registered nurse mentors play a crucial supervisory role in student nurses' practical skill learning. However, a gap exists in understanding the mentors' perspectives on practical skill learning during placements in hospital environments.
We used a qualitative, exploratory, and descriptive research design. Ten registered nurse mentors responsible for student supervision at two hospitals in southern Norway were included. Ten individual interviews were conducted. Ten interviews were audio-recorded and transcribed. A systematic text condensation analysis was performed.
The following four categories were identified: 'experiences vs. expectations in practical skill knowledge', experiences vs. expectations of engagement', 'experiences of attitudes' and 'experiences and expectations of emotions'.
This study deepened our understanding of issues concerning student nurses' practical skill learning during clinical placement from the perspective of registered nurse mentors. The results emphasise the complexity of learning practical skills and are associated with categories including knowledge, attitudes, engagement, and emotions. These results underscore the multifaceted nature of practical skill learning and highlight the need for comprehensive strategies to effectively address these areas in nursing education, setting the stage for future investigations and potential policy changes in this domain.
Registered nurse mentors' perspectives towards student nurses' practical skills.
通过考察注册护士导师的经验和期望，深入了解他们对二年级实习护士在医院实习期间实践技能学习的看法。
临床实习是本科护理课程的基石。它是学生转移、应用和提升所学实践护理技能的重要平台。在临床实习期间，注册护士导师在实习护士的实践技能学习中发挥着关键的监督作用。然而，在理解导师对医院环境中实习期间实践技能学习的看法方面存在差距。
我们采用了定性、探索性和描述性研究设计。纳入了挪威南部两家医院负责学生监督的10名注册护士导师。进行了10次个人访谈。10次访谈进行了录音和转录。进行了系统的文本浓缩分析。
确定了以下四个类别：“实践技能知识方面的经验与期望”、“参与方面的经验与期望”、“态度方面的经验”以及“情感方面的经验与期望”。
本研究从注册护士导师的角度加深了我们对临床实习期间实习护士实践技能学习相关问题的理解。结果强调了实践技能学习的复杂性，并与包括知识、态度、参与和情感在内的类别相关。这些结果强调了实践技能学习的多面性，并突出了在护理教育中需要全面策略来有效解决这些领域问题的必要性，为该领域未来的调查和潜在政策变化奠定了基础。
注册护士导师对实习护士实践技能的看法。
