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dc.contributor.authorGrealish, Laurie
dc.contributor.authorde Mortel, Thea van
dc.contributor.authorBrown, Candy
dc.contributor.authorFrommolt, Valda
dc.contributor.authorGrafton, Eileen
dc.contributor.authorHavell, Michelle
dc.contributor.authorNeedham, Judith
dc.contributor.authorShaw, Julie
dc.contributor.authorHenderson, Amanda
dc.contributor.authorArmit, Lyn
dc.date.accessioned2019-06-06T01:41:07Z
dc.date.available2019-06-06T01:41:07Z
dc.date.issued2018
dc.identifier.issn1471-5953
dc.identifier.doi10.1016/j.nepr.2018.09.005
dc.identifier.urihttp://hdl.handle.net/10072/380964
dc.description.abstractRising numbers of students are required to address the forecast nursing shortage. Health services are challenged to release experienced nursing staff to become supervisors in clinical supervision models and preceptorship models require significant investment in registered nurse education for effectiveness. One health service in southeast Queensland, Australia, developed an innovative clinical education model that draws upon the strengths of supervision and preceptor models, and is consistent with the Dedicated Education Unit model, without the dedicated university and prescribed attendance requirements. Using an iterative qualitative approach and learning circle methods, the aim was to determine feasibility of the model, using information gathered from clinical facilitators, who were the key implementers. Model feasibility was found to be dependent upon three key activities undertaken by the facilitators: align stakeholder expectations with the new model, clarify roles and responsibilities within clusters, and develop strategies for collecting information about student performance. The experience of implementing the model has raised further questions about how students, newly qualified nurses and registered nurses learn in localised work units and what practice pedagogies can be developed to support learning from, as well as improve practice.
dc.description.peerreviewedYes
dc.description.sponsorshipGold Coast Hospital and Health Service
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom84
dc.relation.ispartofpageto89
dc.relation.ispartofjournalNurse Education in Practice
dc.relation.ispartofvolume33
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchNursing not elsewhere classified
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchMidwifery
dc.subject.fieldofresearchcode4205
dc.subject.fieldofresearchcode420599
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode4204
dc.titleRedesigning clinical education for nursing students and newly qualified nurses: A quality improvement study
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.rights.copyright© 2018 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorFrommolt, Valda J.
gro.griffith.authorNeedham, Judith A.
gro.griffith.authorvan de Mortel, Thea F.


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