Øvrebø Line J, Dyrstad Dagrunn Nåden, Hansen Britt Sætre, Johansen Edda A
University of Stavanger, Faculty of Health Sciences, Department of Caring and Ethics, Kjell Arholms gate 41, Stavanger 4021, Norway.
University of Stavanger, Faculty of Health Sciences, Department of Quality and Health Technology, Kjell Arholms gate 41, Stavanger 4021, Norway.
Nurse Educ Pract. 2025 Aug;87:104464. doi: 10.1016/j.nepr.2025.104464. Epub 2025 Jul 5.
To explore how postgraduate critical care nursing students and preceptors experience the assessment of students' competence in placement.
Assessing postgraduate critical care nursing students` competence in placement is a complex and essential part of precepting students.
Explorative qualitative study.
Four focus group interviews and four individual interviews were employed with 15 postgraduate critical care nursing students and 12 preceptors in Norway. Data were analysed by inductive content analysis.
The critical care nursing students felt vulnerable due to constantly being assessed despite their previous work experience as nurses. They experienced the need to appear humble and self-critical when assessing themselves. The "chemistry" between students and preceptors could influence the assessment. The preceptors experienced that it was a great responsibility to assess whether the students had sufficient competence and struggled to balance their roles as critical care nurses and preceptors. Clear assessment criteria including both technical- and non-technical skills, regular assessment meetings and support from teachers were regarded valuable.
Placements with competence assessment contribute to both students´ and preceptors' professional development. Clear frameworks and constructive feedback from preceptors are crucial for students' learning process. The preceptors should build on the students' previous competence as nurses to create a safe learning environment. How students are met in the community of practice can be of importance for their learning outcomes and desire to stay in the profession. Given the need for highly qualified critical care nurses, prioritizing quality education for students in placements is essential.
探讨重症监护护理专业研究生及带教老师如何看待对学生实习能力的评估。
评估重症监护护理专业研究生的实习能力是指导学生过程中复杂且重要的一部分。
探索性定性研究。
对挪威的15名重症监护护理专业研究生和12名带教老师进行了4次焦点小组访谈和4次个人访谈。采用归纳性内容分析法对数据进行分析。
尽管重症监护护理专业的学生之前有护士工作经验，但由于不断接受评估，他们感到很脆弱。他们发现在自我评估时需要表现得谦逊和自我批评。学生与带教老师之间的“默契”会影响评估。带教老师认为评估学生是否具备足够的能力是一项重大责任，并且难以平衡他们作为重症监护护士和带教老师的角色。明确的评估标准，包括技术和非技术技能、定期评估会议以及教师的支持被认为很有价值。
进行能力评估的实习有助于学生和带教老师的专业发展。明确的框架和带教老师的建设性反馈对学生的学习过程至关重要。带教老师应基于学生之前的护士能力来营造一个安全的学习环境。学生在实践社区中的体验方式对他们的学习成果和留在该专业的意愿可能很重要。鉴于对高素质重症监护护士的需求，优先为实习学生提供高质量教育至关重要。
