Identifying clinical learning needs using structured group feedback: First year evaluation of pre-registration nursing and midwifery degree programmes

Frazer, K. and Connolly, M. and Naughton, C. and Kow, V. (2014) Identifying clinical learning needs using structured group feedback: First year evaluation of pre-registration nursing and midwifery degree programmes. Nurse Education Today, 34 (7). pp. 1104-1108.

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Abstract

Background: Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. Methods: The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Results: Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. Conclusions: The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. (C) 2014 Elsevier Ltd. All rights reserved.

Item Type: Article
Additional Information: Frazer, Kate Connolly, Michael Naughton, Corina Kow, Veronica
Depositing User: National Forum
Date Deposited: 03 Dec 2015 15:38
Last Modified: 03 Dec 2015 15:42
URI: http://eprints.teachingandlearning.ie/id/eprint/2304

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