Factors influencing the effectiveness of clinical supervision (original) (raw)
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Factors influencing the effectiveness of clinical learning environment in nursing education
Central European Journal of Nursing and Midwifery, 2016
Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T), was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.
Background. The CLES+T instrument is internationally used for evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose. To examine the basic psychometric properties of the CLES+T in the context of clinical postgraduate nursing education in Poland. Methods. Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results. Cronbach’s alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach’s alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52±0.63 for nursing care on the ward to 4.73±0.45 for role of ...
Introduction: The success of nursing education programs depends on the efficiency and adequacy of clinical experiences. One of the most important factors known in this field is the atmosphere of learning environments. In this study, different aspects affecting clinical atmosphere have been evaluated from nursing students' point of view. Methods: In this descriptive-sectional study, 340 third and fourth year nursing students in the emergency department, women's surgery, CCU, ICU, dermatology ward, burn care settings, pediatric, gastroenterology, surgery, internal medicine, were trained in clinical practice. The data gathering tool was a 34-item questionnaire on clinical learning, supervision and nursing teacher (CLES + T). Through this questionnaire, students began studying the clinical environment during September 2016 through April 2017. Descriptive statistical tests were used to compare the mean scores and SPSS16 software. Results: The mean of 7 dimensions of learning environments varied in the evaluated sections. The highest mean (29.79) was related to the dimension "pedagogical atmosphere on the ward" and the lowest (8.85) was related to the factor "the relationship between student, mentor and nursing teacher". Conclusion: According to the students, the learning atmosphere and other variables related to the clinical learning environment vary in different parts. It is necessary to improve the quality of the various departments.
Journal of Clinical Nursing, 2011
Metodi. 875 studenti frequentanti il Corso di Laurea in Infermieristica di 3 Università italiane hanno partecipato allo studio. Sono state calcolate l'alfa di Cronbach, le correlazioni item-totale, asimmetria e curtosi; è stata eseguita l'analisi fattoriale utilizzando la fattorizzazione dell'asse principale (PAF) e la rotazione obliqua dei fattori. Risultati. I risultati hanno mostrato un'alfa di Cronbach di 0.95 della scala e variabile da 0.80 a 0.96 fra i fattori; gli item hanno verificato le correlazioni item-totale e i criteri di variabilità di risposta. L'analisi fattoriale ha mostrato un modello a 7 fattori, in grado di spiegare oltre il 67% della varianza, la maggiore varianza è spiegata dal fattore "clima di apprendimento" (37.61%). Il fattore riguardante il tutor universitario, nel modello italiano, è suddiviso in 3 sotto-fattori: integrazione teoria-pratica, cooperazione con l'equipe di reparto e relazione con il tutor clinico e lo studente. Conclusioni. I risultati di questo studio allargano il dibattito internazionale sulla struttura teorica del CLES+T e mettono a disposizione uno strumento valido e affidabile per la comparazione dei modelli tutoriali nel guidare l'apprendimento clinico degli studenti infermieri.
Revista latino-americana de enfermagem, 2018
A methodological type of study was conducted for the purpose of investigating the validity and reliability of the Turkish version of the Clinical Learning Environment, Supervision and Nurse Teacher (CLES+T) evaluation scale of the clinical learning environment of students, clinical nurses, and educators. Sample was comprised of 602 Turkish nursing students with clinical practice experience at the hospital. The CLES+T, developed by Saarikoski, was used for data collection. Language equivalency, internal consistency, item-total correlation, and structure validity were conducted within the scope of the validity and reliability study on the CLES +T scale. It was determined that item-total correlations of four items were lower than 0.30, and those items were removed from the scale as a result of item analysis. The Cronbach's alpha value of the scale was 0.93-0.99; item total point correlations of the scale varied between 0.45 and 0.66; six factors were identified in the CLES+T factor...
Journal of advances in medical education & professionalism, 2016
Obtaining clinical competency in clinical education is one of the problems in nursing and use of the new methods of clinical training is very important. Clinical supervision is one of the methods used as a mechanism to promote knowledge and skill for promoting professional performance in nursing students. This study is carried out to determine the impact of clinical supervision on field training of nursing students at Urmia University of Medical Sciences. In the present experimental study, 32 nursing students were enrolled in the study based on census and randomly assigned into two groups of experimental and control by block randomization. Clinical supervision was used in the experimental group and the control group received routine clinical trainings in the field. The students' clinical skills were assessed using a researcher-made checklist, the validity of which was confirmed through content validity method by 13 faculty members and its reliability was approved by test-retest ...
Journal of Nursing Education and Practice, 2015
Objective: The clinical learning environment and supervision are crucial for the development of a professional stance and identity as well as for ensuring patient safety. This study aims to investigate the influence of clinical supervision provided to nursing students by nurse facilitators in hospital settings. An additional objective was to report the relationship between clinical supervision and patient safety. Methods: In this cross-sectional study, the sample consisted of 66 nursing students recruited after their clinical placement during the second year of the bachelor programme. Data were collected by means of questionnaires and analysed using a descriptive and explorative method. Results: Regarding the impact of clinical supervision, a moderately significant relationship was found between the three factors "Increased patient participation and problem solving", "User involvement in terms of patient integrity" (r = 0.48) and "Enabling patient and family member participation" (r = 0.42) and the following Effects of Supervision Scale (ESS) factors; "Interpersonal skills" (r = 0.47), "Professional skills" (r = 0.50) and "Communication skills" (r = 0.59). There was also a moderately significant relationship between the factors "Trust/Rapport" and "Influence of supervision" for the item "Supportive yet challenging relationships" (r = 0.60). In addition, there was a strong correlation between the factors "Supervision advice/support issues" and "Influence of supervision" (r = 0.73). The former correlated weakly with "User involvement", i.e., maintaining integrity (r = 0.33). Conclusions: The nursing students reported increased awareness and a strong improvement related to interpersonal, professional and communication skills. These findings emphasize the potential of clinical supervision to contribute to personal growth and a caring attitude towards patients, thereby strengthening the development of skills essential for patient safety care. A practical implication of the findings is that nursing students' clinical placement and clinical supervision can be better utilized to achieve the overall aim of nursing education, i.e., ensuring patient safety.
Student nurses experience of learning in the clinical environment
Nurse Education in Practice, 2010
The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Exploration of this environment gives insight into the educational functioning of the clinical areas and allows nurse teachers to enhance students' opportunities for learning. Since Cyprus is undergoing major reforms in nursing education, building on the experience and knowledge gained, this study aims to explore the present clinical situation and how this would impact on nursing education moves to the university. As nursing education would take on a different approach, it is assumed the learning approach would also be different, and so utilization of the clinical environment would also be improved. Six hundred and forty five students participated in the study. Data were collected by means of the clinical learning environment and supervision instrument. A statistically significant correlation was found between the sub-dimensions ''premises of nursing care" and ''premises of learning" indicating that students are relating learning environment with the quality of nursing care and patient relationships. The ward atmosphere and the leadership style of the manager were rated as less important factors for learning. The majority of students experienced a group supervision model, but the more satisfied students were those with a ''personal mentor" that was considered as the most successful mentor relationship. The findings suggest more thorough examination and understanding of the characteristics of the clinical environment that are conductive to learning.