Clinical practice is an essential component of the nursing curriculum. In order for the student to benefit fully from the experience regular performance feedback is required. Feedback should provide the student with information on current practice and offer practical advice for improved performance. The importance of feedback is widely acknowledged however it appears that there is inconsistency in its provision to students. The benefits of feedback include increased student confidence, motivation and self-esteem as well as improved clinical practice. Benefits such as enhanced interpersonal skills and a sense of personal satisfaction also accrue to the supervisor. Barriers to the feedback process are identified as inadequate supervisor training and education, unfavourable ward learning environment and insufficient time spent with students. In addition to the appropriate preparation of the supervisor effective feedback includes an appreciation of the steps of the feedback process, an understanding of the student response to feedback and effective communication skills.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.
"Researchers have identified factors that can hamper the feedback process. Examples are inadequate education and training for supervisors, insufficient time spent with students and an environment in practice that is not conducive to learning (Clynes and Raftery, 2008). Acceptance to the 18-month long Swedish midwifery programme is dependent on both previous registration as a nurse (three years education) and at least one year post-registration experience in clinical practice. "
[Show abstract][Hide abstract]ABSTRACT: Objective:
to examine the content in midwifery students׳ written daily reflections and in their supervisors׳ written feedback during clinical practice at birth units.
a total of 388 reflections written by a cohort of 18 midwifery students and written feedback provided by their supervisors have been analysed using content analysis.
one main category, transition to midwifery competence emerged and was interpreted as a process of development in midwifery skills over time. This main category encompasses five categories: evaluations, own actions, communication, own emotions and insights comprising fourteen subcategories. As the education programme progressed there was evidence of development from fragmented reflections about care and learning to holistic reflections on learning. Comments from the clinical supervisors contained acknowledgement of the students׳ reflections or comments with a didactic content.
daily written reflections on practice may be a useful pedagogical tool as reflective writing helps students to be active in transition to midwifery competence. Professional development may be facilitated by insights generated by reflection. Amount and content of feedback varied between supervisors which can result in a discrepancy in pedagogical value for individual students.
"Yonge, Myrick and Furguson (2011) are of the opinion that feedback should be gentle and should focus more on helping than correcting. If constructive feedback is given the student will gain specific insight into their performance and options for improving practice can be explored (Clynes and Raftery, 2008). Providing a verbal or non-verbal cue to a student who performs a task creates a positive learning environment. "
"Researchers argue that feedback is an essential dimension of teaching and learning, and is considered a "critical force of learning". The importance of feedback has been proven, especially in clinical teaching (24). "
[Show abstract][Hide abstract]ABSTRACT: Professionalism in nursing is critical for creating credibility and a positive image.
This study was carried out to explain the use of hidden curriculum in teaching professionalism in nursing students.
This qualitative study was conducted through purposeful sampling strategy by the participation of 32 nursing students. The data were collected by using semi-structured interviews, and this process was continued until achieving data saturation and themes' emergence. Content analysis method was used for data analysis.
DATA ANALYSIS REVEALED THREE MAIN THEMES: Development of understanding the professionalism elements, Variety of influenceability strategies, and Influenceability to various resources. Each theme consisted of some subthemes.
The nursing students learnt the professionalism elements by different methods from different resources through the hidden curriculum. Therefore, exploration of the currently administered hidden curricula is suggested.