dc.contributor.author | van de Mortel, Thea F | |
dc.contributor.author | Needham, Judith | |
dc.contributor.author | Henderson, Saras | |
dc.date.accessioned | 2021-05-12T04:58:32Z | |
dc.date.available | 2021-05-12T04:58:32Z | |
dc.date.issued | 2021 | |
dc.identifier.issn | 0260-6917 | |
dc.identifier.doi | 10.1016/j.nedt.2021.104921 | |
dc.identifier.uri | http://hdl.handle.net/10072/404256 | |
dc.description.abstract | 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. | |
dc.description.peerreviewed | Yes | |
dc.description.sponsorship | Australian Collaborative Education Network Limited | |
dc.language | eng | |
dc.publisher | Elsevier BV | |
dc.relation.ispartofpagefrom | 104921 | |
dc.relation.ispartofjournal | Nurse Education Today | |
dc.relation.ispartofvolume | 102 | |
dc.subject.fieldofresearch | Nursing | |
dc.subject.fieldofresearch | Curriculum and pedagogy | |
dc.subject.fieldofresearch | Midwifery | |
dc.subject.fieldofresearchcode | 4205 | |
dc.subject.fieldofresearchcode | 3901 | |
dc.subject.fieldofresearchcode | 4204 | |
dc.subject.keywords | Clinical supervision, nursing students | |
dc.subject.keywords | Leadership | |
dc.subject.keywords | Near-peer supervision | |
dc.subject.keywords | Student experience | |
dc.title | Facilitating learning on clinical placement using near-peer supervision: A mixed methods study | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | van de Mortel, TF; Needham, J; Henderson, S, Facilitating learning on clinical placement using near-peer supervision: A mixed methods study, Nurse Education Today, 2021, 102, pp. 104921 | |
dcterms.dateAccepted | 2021-04-13 | |
dcterms.license | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.date.updated | 2021-05-09T23:57:15Z | |
dc.description.version | Accepted Manuscript (AM) | |
gro.rights.copyright | © 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. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Henderson, Saras | |
gro.griffith.author | van de Mortel, Thea F. | |
gro.griffith.author | Needham, Judith A. | |