PubMed · 2113192
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J Naish. Education: retreat from commitment.. https://pubmed.ncbi.nlm.nih.gov/2113192/
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The aims of this study were (1) to describe students' perceptions of the clinical learning environment and clinical supervision and (2) to develop an evaluation scale by using the empirical results of this study. The data were collected using the Clinical Learning Environment and Supervision instrument (CLES). The instrument was based on the literature review of earlier studies. The derived instrument was tested empirically in a study involving nurse students (N=416) from four nursing colleges in Finland. The results demonstrated that the method of supervision, the number of separate supervision sessions and the psychological content of supervisory contact within a positive ward atmosphere are the most important variables in the students' clinical learning. The results also suggest that ward managers can create the conditions of a positive ward culture and a positive attitude towards students and their learning needs. The construct validity of the instrument was analysed by using exploratory factor analysis. The analysis indicated that the most important factor in the students' clinical learning is the supervisory relationship. The two most important factors constituting a 'good' clinical learning environment are the management style of the ward manager and the premises of nursing on the ward. The results of the factor analysis support the theoretical construction of the clinical learning environment modelled by earlier empirical studies.
AIM OF THE STUDY: To evaluate the personal and professional impact of undertaking a 15-week degree level module on nursing as human caring. BACKGROUND: Little is known about how to teach and enhance caring practices. An innovative module was implemented on a 4-year, postregistration nursing degree course in Wales to develop students' capacity to be caring practitioners. An understanding of its impact was sought to facilitate better future preparation of students. RESEARCH METHODS: A full cohort of 25 part-time students, divided into four groups, participated in audio-taped focus groups before and after undertaking the module. FINDINGS: From a personal perspective, the students experienced increased spiritual awareness characterized by: (1) enhanced connecting relationships with self and others, (2) finding purpose and meaning in life, and (3) clarification of values. Professionally, the module resulted in: (1) an increased knowledge and understanding of caring theory and related concepts, (2) a more holistic approach to care, and (3) enhanced caring practice. CONCLUSIONS: Education may enhance students' capacity to be caring practitioners. Spirituality, in particular, was illuminated for the students as an important means of developing both themselves and their caring practices. They experienced transformative learning, and the focus groups, employed as the research method, served as a useful vehicle in this process. Reflective groups will be used as a teaching method on future modules.
This article provides an overview of the development of the extended role of fertility nurses. The key factors discussed are the historical development of the nurses' role in the Oxford Fertility Unit at John Radcliffe Hospital and the relevant issues that influence this process and how this is reflected in other units nationally. Each practitioner is accountable for his or her actions and must be aware of the legal implications of practice within the process of role extension. Appropriate training and standards of competence are required for both professional indemnification, provided by the Royal College of Nursing (RCN), and vicarious liability, provided by the individual's employer. There is great variation in nurses' scope of practice, job titles, salaries and standards of training, particularly in the fertility specialism. The United Kingdom Central Council for Nurses, Midwives and Health Visitors (UKCC) is currently piloting a new standard for nurses to attain a 'higher level of practice'. The aim is to provide a generic standard of practice for nurses undertaking an extended role and to overcome many of the inconsistencies experienced by nurses across the UK. Central to any role extension is the delivery of safe care to all patients. Many fertility nurses face new challenges within their practice but require the support of the multidisciplinary team to ensure good standards of patient care.