Evaluation Nursing Students’ Views of Improved Competence Development after Clinical Supervision: An Educative Approach to the WHO Patient Safety Model
Affiliation(s)
Centre for Women’s, Family and Child Health, Faculty of Health Sciences, Buskerud & Vestfold University College, Kongsberg, Norway.
Centre for Women’s, Family and Child Health, Faculty of Health Sciences, Buskerud & Vestfold University College, Kongsberg, Norway.
ABSTRACT
Bachelor of Science Nursing (BSN) students’ education comprises both theories and practical aspects. Access to resources is required for the development of a professional identity, which includes gaining technical knowledge and receiving feedback, guidance as well as social and emotional support from clinical supervisors. The aim of this study was to evaluate BSN students’ views of professional development after clinical supervision (CS) during their undergraduate education. An additional aim was to illuminate how competence development was related to the WHO Patient Safety Educational Model. A cross-sectional study was conducted, in which CS was measured as part of a survey completed by a sample of nursing students after their clinical placement at two time-points, namely 2012 and 2013. Statistical descriptive and inferential analyses were used and differences in the responses between Time 1 and Time 2 compared. The benefit of CS for nursing students’ competence development revealed a positive significant relationship between students’ Interpersonal skills and the factor Improved care/skills. There were differences in terms of variables related to the Importance value of CS and Professional skills. The results can be used to inform undergraduate nursing education leaders, teachers and practice partners on individual, group and organisational level in order to enhance patient safety and highlight the importance of CS for BSN students’ professional development.
Bachelor of Science Nursing (BSN) students’ education comprises both theories and practical aspects. Access to resources is required for the development of a professional identity, which includes gaining technical knowledge and receiving feedback, guidance as well as social and emotional support from clinical supervisors. The aim of this study was to evaluate BSN students’ views of professional development after clinical supervision (CS) during their undergraduate education. An additional aim was to illuminate how competence development was related to the WHO Patient Safety Educational Model. A cross-sectional study was conducted, in which CS was measured as part of a survey completed by a sample of nursing students after their clinical placement at two time-points, namely 2012 and 2013. Statistical descriptive and inferential analyses were used and differences in the responses between Time 1 and Time 2 compared. The benefit of CS for nursing students’ competence development revealed a positive significant relationship between students’ Interpersonal skills and the factor Improved care/skills. There were differences in terms of variables related to the Importance value of CS and Professional skills. The results can be used to inform undergraduate nursing education leaders, teachers and practice partners on individual, group and organisational level in order to enhance patient safety and highlight the importance of CS for BSN students’ professional development.
Cite this paper
Lyberg, A. , Amsrud, K. and Severinsson, E. (2015) Evaluation Nursing Students’ Views of Improved Competence Development after Clinical Supervision: An Educative Approach to the WHO Patient Safety Model. Open Journal of Nursing, 5, 725-734. doi: 10.4236/ojn.2015.58075.
Lyberg, A. , Amsrud, K. and Severinsson, E. (2015) Evaluation Nursing Students’ Views of Improved Competence Development after Clinical Supervision: An Educative Approach to the WHO Patient Safety Model. Open Journal of Nursing, 5, 725-734. doi: 10.4236/ojn.2015.58075.
References
[1] KD Rammeplan for Sykepleierutdanning (2008) Guidelines for the National Curriculum in Nursing Education in Norway. Kunnskaps Departementet, Ministry of Education and Research, Oslo. [2] Lindquist, I., Johansson, I. and Severinsson, E. (2011) Evaluation of Process-Oriented Supervision of Student Nurses: A Swedish Case Study. Nursing and Health Sciences, 14, 2-7.
http://dx.doi.org/10.1111/j.1442-2018.2011.00628.x [3] Severinsson, E. (1998) Bridging the Gap between Theory and Practice: A Supervision Programme for Nursing Students. Journal of Advanced Nursing, 27, 1269-1277.
http://dx.doi.org/10.1046/j.1365-2648.1998.00644.x [4] Brunero, S. and Stein-Parbury, J. (2008) The Effectiveness of Clinical Supervision in Nursing: An Evidence Based Literature Review. Australian Journal of Advanced Nursing, 25, 86-94. [5] Severinsson, E. (1996) Nurse Supervisors’ View of their Supervisory Styles in Clinical Supervision: A Hermeneutic Approach. Journal of Nursing Management, 4, 191-199.
http://dx.doi.org/10.1111/j.1365-2834.1996.tb00050.x [6] Severinsson, E., Johansson, I. and Lindquist, I. (2014) Effects of Process-Oriented Group Supervision—A Comparison of Three Groups of Student Nurses. Journal of Nursing Management, 22, 443-451.
http://dx.doi.org/10.1111/j.1365-2834.2012.01463.x [7] Severinsson, E. and Sand, Å. (2010) Evaluation of the Clinical Supervision and Professional Development of Student Nurses. Journal of Nursing Management, 18, 669-677.
http://dx.doi.org/10.1111/j.1365-2834.2010.01146.x [8] Severinsson, E. (2014) Effectiveness and Implementation of Patient Safety Care. Journal of Nursing Management, 22, 823-824.
http://dx.doi.org/10.1111/jonm.12263 [9] Amsrud, K.E., Lyberg, A. and Severinsson, E. (2015) The Influence of Clinical Supervision and its Potential for Enhancing Patient Safety—Undergraduate Nursing Students’ Views. Journal of Nursing Education and Practice, 5, 87-95.
http://dx.doi.org/10.5430/jnep.v5n6p87 [10] Sullivan, T.D., Hirst, D. and Cronenwett, L. (2009) Assessing Quality and Safety Competences of Graduating Prelicensure Nursing Students. Nursing Outlook Today, 57, 323-331.
http://dx.doi.org/10.1016/j.outlook.2009.08.004 [11] World Health Organization (2011) Patient Safety Curriculum Guide: Multi Professional Edition. [12] Emanuel, L., Berwick, D., Conway, J. and Combes, J. (2008) What Exactly Is Patient Safety? In: Henriksen, K., Battles, J.B., Keyes, M.A. and Grady M.L., Eds., Advances in Patient Safety: New Directions and Alternative Approaches, MD Agency for Healthcare Research and Quality, Rockville, 19-35. [13] Walton, N.N. (2006) Developing a National Patient Safety Education Framework for Australia. Quality & Safety in Health Care, 15, 437-442.
http://dx.doi.org/10.1136/qshc.2006.019216 [14] Canadian Patient Safety Institute (2009) The Safety Competences. First Edition, Canadian Patient Safety Institute, Toronto.
http://www.patientsafetyinstitute.ca/en/toolsResources/safetyCompetencies/Documents/Safety%20
Competencies.pdf [15] Polit, D.F. and Beck, C.T. (2013) Essentials of Nursing Research: Appraising Evidence for Nursing Practice. Eighth Edition, Lippicott, Williams & Wilkins, Philadelphia. [16] Winstanley, J. (2002) Manchester Clinical Supervision Scale. Nursing Standard, 19, 31-32. [17] Severinsson, E. (2005) Clinical Nursing Supervision in Health Care. Doctoral Thesis, The Nordic School of Public Health, Göteborg. [18] SPSS (2002) SPSS Inc. LEAD Technologies, Haddonfield, NJ, USA. [19] Siegel, S. and Castellan, J.N. (1998) Nonparametric Statistics for the Behavioral Sciences. McGraw-Hill Inc., New York. [20] World Medical Association Declaration of Helsinki (2008) Ethical Principles for Medical Research Involving Human Subjects. Adopted by the 59th WMA General Assembly, Seoul, October 2008.
http://www.wma.net [21] Proctor, B. (1991) Supervision: A Co-Operative Exercise in Accountability. In: Marken, M. and Payn, M., Eds., Enabling and Ensuring: Supervision in Practice, National Bureau and Council for Education and Training in Youth and Community Work, Leicester, 21-23. [22] Hilli, Y., Melender, H-L. and Jonsén, E. (2011) The Experience of Being a Preceptor for Nurse Students in Clinical Practice—A Cross-Sectional Qualitative Study. Learning Communities: International Journal of Learning in Social Contexts, 1, 84-99. [23] Löfmark, A. and Wikblad, K. (2001) Facilitating and Obstructing Factors for Development of Learning in Clinical Practice: A Student Perspective. Journal of Advanced Nursing, 34, 43-50.
http://dx.doi.org/10.1046/j.1365-2648.2001.3411739.x [24] Jonsén, E., Melender, H.L. and Hilli, Y. (2013) Finnish and Swedish Nursing Students’ Experiences of Their First Clinical Practice Placement—A Qualitative Study. Nurse Education Today, 33, 297-302.
http://dx.doi.org/10.1016/j.nedt.2012.06.012 [25] Haugan, G., Sørensen, A-H. and Hanssen, I. (2012) The Importance of Dialogue in Student Nurses’ Clinical Education. Nurse Education Today, 32, 438-442.
http://dx.doi.org/10.1016/j.nedt.2011.03.011 [26] Lilja Andersson, P. and Edberg, A-K. (2012) Swedish Nursing Students’ Experience of Aspects Important for Their Learning Process and Their Ability to Handle the Complexity of the Nursing Degree Program. Nurse Education Today, 32, 453-457.
http://dx.doi.org/10.1016/j.nedt.2011.05.011 [27] UHR Norwegian Association of Higher Education Institutions (2010) Fokus på praksisstudiene i helse- og sosial-fagutdanningene. Rapport fra UHRs kartleggingsundersøkelse av ekstern, veiledet praksis som del av studieforløpet for 115 helse- og sosialfagutdanninger. [28] Nursing and Midwifery Council (NMC) (2008) Standards to Support Learning and Assessment in Practice. NMC Standards for Mentors, Practice Teachers and Teachers. NMC, London. [29] Ehrenberg, A.C. and Häggblom, M. (2007) Problem-Based Learning in Clinical Nursing Education: Integrating Theory and Practice. Nurse Education in Practice, 7, 67-74.
http://dx.doi.org/10.1016/j.nepr.2006.04.005 [30] McGaghie, W., Issenberg, B., Petrusa, E. and Scalese, R. (2009) Article Review of Simulation-Based Medical Education Research: 2003-2009. Medical Education, 44, 50-63.
http://dx.doi.org/10.1111/j.1365-2923.2009.03547.x [31] Jeffries, P. (2005) A Framework for Designing, Implementing and Evaluating Simulations Used as Teaching Strategies in Nursing. Nursing Education Perspective, 26, 96-103. [32] Sherwood, G. and Drenkard, K. (2007) Quality and Safety Curricula in Nursing Education: Matching Practice Realities. Nursing Outlook, 55, 151-155.
http://dx.doi.org/10.1016/j.outlook.2007.02.004 [33] Saarikoski, M., Warne, T., Kaila, P. and Leino-Kilpi, H. (2009) The Role of the Teacher in Clinical Practice: An Empirical Study of Finnish Student Nurse Experiences. Nurse Education Today, 29, 595-600.
http://dx.doi.org/10.1016/j.nedt.2009.01.005 [34] Cronenwett, L., Sherwood, G. and Gelmon, S. (2009) Improving Quality and Safety Education: The QSEN Learning Collaborative. Nursing Outlook, 57, 304-312.
http://dx.doi.org/10.1016/j.outlook.2009.09.004
[1] KD Rammeplan for Sykepleierutdanning (2008) Guidelines for the National Curriculum in Nursing Education in Norway. Kunnskaps Departementet, Ministry of Education and Research, Oslo. [2] Lindquist, I., Johansson, I. and Severinsson, E. (2011) Evaluation of Process-Oriented Supervision of Student Nurses: A Swedish Case Study. Nursing and Health Sciences, 14, 2-7.
http://dx.doi.org/10.1111/j.1442-2018.2011.00628.x [3] Severinsson, E. (1998) Bridging the Gap between Theory and Practice: A Supervision Programme for Nursing Students. Journal of Advanced Nursing, 27, 1269-1277.
http://dx.doi.org/10.1046/j.1365-2648.1998.00644.x [4] Brunero, S. and Stein-Parbury, J. (2008) The Effectiveness of Clinical Supervision in Nursing: An Evidence Based Literature Review. Australian Journal of Advanced Nursing, 25, 86-94. [5] Severinsson, E. (1996) Nurse Supervisors’ View of their Supervisory Styles in Clinical Supervision: A Hermeneutic Approach. Journal of Nursing Management, 4, 191-199.
http://dx.doi.org/10.1111/j.1365-2834.1996.tb00050.x [6] Severinsson, E., Johansson, I. and Lindquist, I. (2014) Effects of Process-Oriented Group Supervision—A Comparison of Three Groups of Student Nurses. Journal of Nursing Management, 22, 443-451.
http://dx.doi.org/10.1111/j.1365-2834.2012.01463.x [7] Severinsson, E. and Sand, Å. (2010) Evaluation of the Clinical Supervision and Professional Development of Student Nurses. Journal of Nursing Management, 18, 669-677.
http://dx.doi.org/10.1111/j.1365-2834.2010.01146.x [8] Severinsson, E. (2014) Effectiveness and Implementation of Patient Safety Care. Journal of Nursing Management, 22, 823-824.
http://dx.doi.org/10.1111/jonm.12263 [9] Amsrud, K.E., Lyberg, A. and Severinsson, E. (2015) The Influence of Clinical Supervision and its Potential for Enhancing Patient Safety—Undergraduate Nursing Students’ Views. Journal of Nursing Education and Practice, 5, 87-95.
http://dx.doi.org/10.5430/jnep.v5n6p87 [10] Sullivan, T.D., Hirst, D. and Cronenwett, L. (2009) Assessing Quality and Safety Competences of Graduating Prelicensure Nursing Students. Nursing Outlook Today, 57, 323-331.
http://dx.doi.org/10.1016/j.outlook.2009.08.004 [11] World Health Organization (2011) Patient Safety Curriculum Guide: Multi Professional Edition. [12] Emanuel, L., Berwick, D., Conway, J. and Combes, J. (2008) What Exactly Is Patient Safety? In: Henriksen, K., Battles, J.B., Keyes, M.A. and Grady M.L., Eds., Advances in Patient Safety: New Directions and Alternative Approaches, MD Agency for Healthcare Research and Quality, Rockville, 19-35. [13] Walton, N.N. (2006) Developing a National Patient Safety Education Framework for Australia. Quality & Safety in Health Care, 15, 437-442.
http://dx.doi.org/10.1136/qshc.2006.019216 [14] Canadian Patient Safety Institute (2009) The Safety Competences. First Edition, Canadian Patient Safety Institute, Toronto.
http://www.patientsafetyinstitute.ca/en/toolsResources/safetyCompetencies/Documents/Safety%20
Competencies.pdf [15] Polit, D.F. and Beck, C.T. (2013) Essentials of Nursing Research: Appraising Evidence for Nursing Practice. Eighth Edition, Lippicott, Williams & Wilkins, Philadelphia. [16] Winstanley, J. (2002) Manchester Clinical Supervision Scale. Nursing Standard, 19, 31-32. [17] Severinsson, E. (2005) Clinical Nursing Supervision in Health Care. Doctoral Thesis, The Nordic School of Public Health, Göteborg. [18] SPSS (2002) SPSS Inc. LEAD Technologies, Haddonfield, NJ, USA. [19] Siegel, S. and Castellan, J.N. (1998) Nonparametric Statistics for the Behavioral Sciences. McGraw-Hill Inc., New York. [20] World Medical Association Declaration of Helsinki (2008) Ethical Principles for Medical Research Involving Human Subjects. Adopted by the 59th WMA General Assembly, Seoul, October 2008.
http://www.wma.net [21] Proctor, B. (1991) Supervision: A Co-Operative Exercise in Accountability. In: Marken, M. and Payn, M., Eds., Enabling and Ensuring: Supervision in Practice, National Bureau and Council for Education and Training in Youth and Community Work, Leicester, 21-23. [22] Hilli, Y., Melender, H-L. and Jonsén, E. (2011) The Experience of Being a Preceptor for Nurse Students in Clinical Practice—A Cross-Sectional Qualitative Study. Learning Communities: International Journal of Learning in Social Contexts, 1, 84-99. [23] Löfmark, A. and Wikblad, K. (2001) Facilitating and Obstructing Factors for Development of Learning in Clinical Practice: A Student Perspective. Journal of Advanced Nursing, 34, 43-50.
http://dx.doi.org/10.1046/j.1365-2648.2001.3411739.x [24] Jonsén, E., Melender, H.L. and Hilli, Y. (2013) Finnish and Swedish Nursing Students’ Experiences of Their First Clinical Practice Placement—A Qualitative Study. Nurse Education Today, 33, 297-302.
http://dx.doi.org/10.1016/j.nedt.2012.06.012 [25] Haugan, G., Sørensen, A-H. and Hanssen, I. (2012) The Importance of Dialogue in Student Nurses’ Clinical Education. Nurse Education Today, 32, 438-442.
http://dx.doi.org/10.1016/j.nedt.2011.03.011 [26] Lilja Andersson, P. and Edberg, A-K. (2012) Swedish Nursing Students’ Experience of Aspects Important for Their Learning Process and Their Ability to Handle the Complexity of the Nursing Degree Program. Nurse Education Today, 32, 453-457.
http://dx.doi.org/10.1016/j.nedt.2011.05.011 [27] UHR Norwegian Association of Higher Education Institutions (2010) Fokus på praksisstudiene i helse- og sosial-fagutdanningene. Rapport fra UHRs kartleggingsundersøkelse av ekstern, veiledet praksis som del av studieforløpet for 115 helse- og sosialfagutdanninger. [28] Nursing and Midwifery Council (NMC) (2008) Standards to Support Learning and Assessment in Practice. NMC Standards for Mentors, Practice Teachers and Teachers. NMC, London. [29] Ehrenberg, A.C. and Häggblom, M. (2007) Problem-Based Learning in Clinical Nursing Education: Integrating Theory and Practice. Nurse Education in Practice, 7, 67-74.
http://dx.doi.org/10.1016/j.nepr.2006.04.005 [30] McGaghie, W., Issenberg, B., Petrusa, E. and Scalese, R. (2009) Article Review of Simulation-Based Medical Education Research: 2003-2009. Medical Education, 44, 50-63.
http://dx.doi.org/10.1111/j.1365-2923.2009.03547.x [31] Jeffries, P. (2005) A Framework for Designing, Implementing and Evaluating Simulations Used as Teaching Strategies in Nursing. Nursing Education Perspective, 26, 96-103. [32] Sherwood, G. and Drenkard, K. (2007) Quality and Safety Curricula in Nursing Education: Matching Practice Realities. Nursing Outlook, 55, 151-155.
http://dx.doi.org/10.1016/j.outlook.2007.02.004 [33] Saarikoski, M., Warne, T., Kaila, P. and Leino-Kilpi, H. (2009) The Role of the Teacher in Clinical Practice: An Empirical Study of Finnish Student Nurse Experiences. Nurse Education Today, 29, 595-600.
http://dx.doi.org/10.1016/j.nedt.2009.01.005 [34] Cronenwett, L., Sherwood, G. and Gelmon, S. (2009) Improving Quality and Safety Education: The QSEN Learning Collaborative. Nursing Outlook, 57, 304-312.
http://dx.doi.org/10.1016/j.outlook.2009.09.004