Facilitating learning on clinical placement using near-peer supervision: A mixed methods study
File version
Accepted Manuscript (AM)
Author(s)
van de Mortel, Thea F
Needham, Judith
Henderson, Saras
Year published
2021
Metadata
Show full item recordAbstract
BACKGROUND: Graduating nursing students report lower competence in leadership and delegation skills, which may be due to lack of sufficient opportunities to practice leadership skills such as delegation and supervision. A near-peer clinical supervision model, in which third-year students supervise first-year students on placement, may provide a mechanism to develop graduating students' leadership skills while improving the learning experience for junior students. OBJECTIVES: To evaluate nursing students' experiences and perceptions of participating in a near-peer clinical supervision model. DESIGN: A mixed methods design ...
View more >BACKGROUND: Graduating nursing students report lower competence in leadership and delegation skills, which may be due to lack of sufficient opportunities to practice leadership skills such as delegation and supervision. A near-peer clinical supervision model, in which third-year students supervise first-year students on placement, may provide a mechanism to develop graduating students' leadership skills while improving the learning experience for junior students. OBJECTIVES: To evaluate nursing students' experiences and perceptions of participating in a near-peer clinical supervision model. DESIGN: A mixed methods design including an anonymous post-placement survey of students, and a group interview. SETTINGS: Medical and surgical wards in three Australian hospitals. METHOD: Forty-three first-year nursing students were supervised by 92 third-year nursing students on clinical placement under the supervision of a registered nurse in a near-peer supervision model. RESULTS: Twenty-seven first-year (69.2%) and 43 third-year (46.7%) students completed the questionnaire. First-years reported that being supervised by a senior student was a positive experience and would recommend it to other students (4.49/5 ± 0.71), and indicated that third-year students behaved professionally, were knowledgeable, and provided opportunities to ask questions (4.52-4.81/5). Third-year students reported gaining confidence, teaching, delegation and leadership skills (4.21-4.49/5). Qualitative responses supported the quantitative findings. Additional findings were the need for greater preparation of ward registered nurses to work in the model. CONCLUSIONS: Both groups enjoyed working in a near-peer clinical supervision model. The model provided opportunities for senior students to develop leadership and delegation skills and a positive experience of placement for junior students. Further attention to preparation of ward registered nurses would improve model delivery.
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View more >BACKGROUND: Graduating nursing students report lower competence in leadership and delegation skills, which may be due to lack of sufficient opportunities to practice leadership skills such as delegation and supervision. A near-peer clinical supervision model, in which third-year students supervise first-year students on placement, may provide a mechanism to develop graduating students' leadership skills while improving the learning experience for junior students. OBJECTIVES: To evaluate nursing students' experiences and perceptions of participating in a near-peer clinical supervision model. DESIGN: A mixed methods design including an anonymous post-placement survey of students, and a group interview. SETTINGS: Medical and surgical wards in three Australian hospitals. METHOD: Forty-three first-year nursing students were supervised by 92 third-year nursing students on clinical placement under the supervision of a registered nurse in a near-peer supervision model. RESULTS: Twenty-seven first-year (69.2%) and 43 third-year (46.7%) students completed the questionnaire. First-years reported that being supervised by a senior student was a positive experience and would recommend it to other students (4.49/5 ± 0.71), and indicated that third-year students behaved professionally, were knowledgeable, and provided opportunities to ask questions (4.52-4.81/5). Third-year students reported gaining confidence, teaching, delegation and leadership skills (4.21-4.49/5). Qualitative responses supported the quantitative findings. Additional findings were the need for greater preparation of ward registered nurses to work in the model. CONCLUSIONS: Both groups enjoyed working in a near-peer clinical supervision model. The model provided opportunities for senior students to develop leadership and delegation skills and a positive experience of placement for junior students. Further attention to preparation of ward registered nurses would improve model delivery.
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Journal Title
Nurse Education Today
Volume
102
Copyright Statement
© 2021 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.
Subject
Nursing
Curriculum and pedagogy
Clinical supervision, nursing students
Leadership
Near-peer supervision
Student experience