Löfgren Ulrika, Wälivaara Britt-Marie, Strömbäck Ulrica, Lindberg Birgitta
Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden.
J Adv Nurs. 2025 Jul 15. doi: 10.1111/jan.70080.
To explore the learning processes and prerequisites for nursing students to develop and achieve passing clinical competence, following an initial failing grade in their clinical education.
A constructivist grounded theory study was employed.
Data were collected between January 2022 and June 2024 through individual interviews with seven undergraduate nursing students retaking their clinical education in the final semester at a university in Sweden. In addition, individual interviews were conducted with four teachers in higher education and two focus group discussions, one with four teachers in higher education and another with a clinical teacher and a supervisor. The data analysis was conducted using an iterative process of constant comparison of data in different phases.
The analysis resulted in a theoretical model of person-centred learning which illustrates nursing students' learning processes and the prerequisites for them to develop and achieve clinical competence in clinical education. The model's core learning processes involve tailoring clinical education to students' needs: acknowledging one's own learning needs, receiving supervision which addresses their specific needs and having an educational institution which meets these needs are the three main learning processes that define student development. Students' acknowledgement of their personal learning needs itself entails three learning processes: trusting one's own knowledge, reflecting on and applying the nursing process, and reflecting on one's own learning. For students to progress in the learning process, prerequisites related to supervision and an educational institution meeting the students' needs must be in place.
The study provides evidence for a person-centred model which promotes nursing students' learning and development of clinical competence during clinical practice at the end of their nursing education.
This model can provide support to coordinators and supervisors in nursing education with regard to planning and implementing clinical education.
This grounded theory study provides a theoretical model for nursing students' learning and development of clinical competence during their clinical education in their final year of nursing education. A person-centred learning approach in clinical education can provide learning prerequisites for students to successfully achieve learning objectives and develop safe competences for the profession. The findings of the study can offer valuable support and direction to nursing students, educators, and clinical practice supervisors in the planning and implementation of clinical education.
The study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist and the Guideline for Reporting and Evaluating Grounded Theory Research Studies (GUREGT).
This study did not include patient or public involvement.
探讨护理专业学生在临床教育中首次成绩不及格后，培养并达到及格临床能力的学习过程和前提条件。
采用建构主义扎根理论研究。
2022年1月至2024年6月期间，通过对瑞典一所大学最后一学期重修临床教育的七名本科护理专业学生进行个人访谈收集数据。此外，还对四名高等教育教师进行了个人访谈，并组织了两次焦点小组讨论，一次是与四名高等教育教师，另一次是与一名临床教师和一名督导员。数据分析采用不同阶段数据持续比较的迭代过程。
分析得出了一个以人为主导的学习理论模型，该模型阐述了护理专业学生的学习过程以及他们在临床教育中培养并达到临床能力的前提条件。该模型的核心学习过程包括根据学生需求调整临床教育：认识到自己的学习需求、接受满足其特定需求的督导以及拥有满足这些需求的教育机构是界定学生发展的三个主要学习过程。学生对自身个人学习需求的认识本身包含三个学习过程：信任自己的知识、反思并应用护理程序以及反思自己的学习。为使学生在学习过程中取得进步，必须具备与督导以及满足学生需求的教育机构相关的前提条件。
该研究为以人为主导的模型提供了证据，该模型在护理教育末期的临床实践中促进护理专业学生的学习和临床能力发展。
该模型可为护理教育中的协调员和督导员在规划和实施临床教育方面提供支持。
这项扎根理论研究为护理专业学生在护理教育最后一年的临床教育中学习和发展临床能力提供了一个理论模型。临床教育中以人为主导的学习方法可为学生成功实现学习目标并培养该行业的安全能力提供学习前提条件。该研究结果可为护理专业学生、教育工作者和临床实践督导员在规划和实施临床教育方面提供宝贵的支持和指导。
该研究遵循定性研究报告统一标准（COREQ）清单以及扎根理论研究报告与评估指南（GUREGT）。
本研究未纳入患者或公众参与。
