Ett nytt system och en ny modell stöder handledningen av studerande på en högteknologisk avdelning : En kvalitativ studie från sjukskötarens perspektiv
Andtfolk, Jannica (2020)
Andtfolk, Jannica
Åbo Akademi
2020
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2020040610538
https://urn.fi/URN:NBN:fi-fe2020040610538
Tiivistelmä
The aim of this study in caring science was to evaluate how nurses experience supervision of students after a new student guidance system and a staircase model were implemented. The research questions were: 1. How do nurses experience supervision of students after the new student guidance system was implemented? 2. How do nurses experience guidance of students with the help of the staircase model? The theoretical background includes Ekebergh's theories of guidance, learning and the meaning of feedback.
A qualitative research method was used. The interviews consisted of focus group interviews in which a total of 13 nurses participated. The material was analysed by using qualitative content analysis.
The results showed that the new student guidance system, consisting of a mentor and a daily supervision, has led the nurses in the participating ward to experience that student supervision, after the implementation of this system, has become less burdensome. The use of the new student guidance system has resulted in that the informants are now feeling that (student) supervision occurs under a shared responsibility. Students kknowledge and learning were highlighted as challenges after the implementation of the new system. According to the participants, students' knowledge and learning can sometimes suffer from the daily change of a clinical supervision. In connection with the introduction of the new tutoring system, a new tutorial model, the staircase model, was also introduced. According to the results, this staircase model facilitates and supports the supervision of students when supervision changes nearly every day. Without the staircase model it can be difficult to establish what should be reviewed and when. According to the supervisors, the new staircase model provides a framework of all the things that students have an opportunity to learn. The participants experienced that with the help of the staircase model they are provided with a quick overview of what students have learnt so far. The new staircase model serves as a tool for both the supervisor and the student. Conclusion, a particularly good learning environment is found to be in such wards where there is a clear structure for receiving students and offering student guidance from more than one supervision.
A qualitative research method was used. The interviews consisted of focus group interviews in which a total of 13 nurses participated. The material was analysed by using qualitative content analysis.
The results showed that the new student guidance system, consisting of a mentor and a daily supervision, has led the nurses in the participating ward to experience that student supervision, after the implementation of this system, has become less burdensome. The use of the new student guidance system has resulted in that the informants are now feeling that (student) supervision occurs under a shared responsibility. Students kknowledge and learning were highlighted as challenges after the implementation of the new system. According to the participants, students' knowledge and learning can sometimes suffer from the daily change of a clinical supervision. In connection with the introduction of the new tutoring system, a new tutorial model, the staircase model, was also introduced. According to the results, this staircase model facilitates and supports the supervision of students when supervision changes nearly every day. Without the staircase model it can be difficult to establish what should be reviewed and when. According to the supervisors, the new staircase model provides a framework of all the things that students have an opportunity to learn. The participants experienced that with the help of the staircase model they are provided with a quick overview of what students have learnt so far. The new staircase model serves as a tool for both the supervisor and the student. Conclusion, a particularly good learning environment is found to be in such wards where there is a clear structure for receiving students and offering student guidance from more than one supervision.
Kokoelmat
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