Students’ learning in clinical practice – a scoping review of characteristics of research in the Nordic countries

References

• Andersson PL, Edberg A-K. Swedish nursing students’ experience of aspects important for their learning process and their ability to handle the complexity of the nursing degree program. Nurse Educ Today. 2012;32(4):453–16. doi: 10.1016/j.nedt.2011.05.011
   PubMed Web of Science ®Google Scholar
• Gruppen LD. Context and complexity in the clinical learning environment. Med Teach. 2019;41(4):373–374. doi: 10.1080/0142159X.2019.1566599
   PubMed Web of Science ®Google Scholar
• Chan M, Snell L, Philibert I. The education avenue of the clinical learning environment: a pragmatic approach. Med Teach. 2019;41(4):391–397. doi: 10.1080/0142159X.2019.1566602
   PubMed Web of Science ®Google Scholar
• Warne T, Johansson U-B, Papastavrou E, et al. An exploration of the clinical learning experience of nursing students in nine European countries. Nurse Educ Today. 2010;30(8):809–815.
   PubMed Web of Science ®Google Scholar
• Dornan T, Tan N, Boshuzien H, et al. How and what do medical students learn in clerkships? Experience based learning (ExBL). Adv Health Sci Educ Theory Pract. 2014;19:721–749. doi: 10.1007/s10459-014-9501-0
   PubMed Web of Science ®Google Scholar
• Marton F. Necessary conditions of learning. London: Routledge; 2014.
   Google Scholar
• Illeris K. A comprehensive understanding of human learning. Contemporary theories of learning. London: Routledge; 2018. pp. 1–14.
   Google Scholar
• Wenger E. A social Theory of learning. In: Illeris K, editor. Contemporary theories of learning: learning theorists in their own words. London: Routledge; 2009. pp. 91–105.
   Google Scholar
• Silén C. Lärande i verksamhetsförlagd utbildning, VFU. In: Silén C, and Laksov Bolander K, editors Att skapa pedagogiska möten i medicin och vård. Lund: Studentlitteratur; 2013. p. 77–116.
   Google Scholar
• Teunissen PW, Kogan JR, Ten Cate O, et al. Learning in practice: a valuation of context in time-Variable medical training. Acad Med. 2018;93:22–26. doi: 10.1097/ACM.0000000000002070
   PubMed Web of Science ®Google Scholar
• Billet S. Learning through health care work: premises, contributions and practices. Med Educ. 2016;50(1):124–131. doi: 10.1111/medu.12848
   PubMed Web of Science ®Google Scholar
• Sutherland L, Markauskaite L. Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. High Educ. 2012;64(6):747–766. doi: 10.1007/s10734-012-9522-7
   Web of Science ®Google Scholar
• Manninen K Experiencing Authenticity- the core of student learning in clinical practice. Doctoral thesis. Stockholm: Karolinska Institutet; 2014.
   Google Scholar
• Fredholm A, Manninen K, Hjelmqvist H, et al. Authenticity made visible in medical students’ experiences of feeling like a doctor. Int J Med Educ. 2019;10:113–121. doi: 10.5116/ijme.5cf7.d60c
   PubMed Web of Science ®Google Scholar
• Silén C, Kiessling A, Spaak J, et al. The experience of physician supervisors with clerkship students: a qualitative study. Int J Med Educ. 2011;2:56–63. doi: 10.5116/ijme.4e0c.23de
   Google Scholar
• Manninen K, Welin Henriksson E, Scheja M, et al. Supervisors’ pedagogical role at a clinical education ward – an ethnographic study. BMC Nurs. 2015;14(55). doi: 10.1186/s12912-015-0106-6
   PubMedGoogle Scholar
• Hauer KE, Ten CO, Boscardin C, et al. Understanding trust as an essential element of trainee supervision and learning in the workplace. Adv In Health Sci Educ Theory Pract. 2014;19:435–456. doi: 10.1007/s10459-013-9474-4
   PubMed Web of Science ®Google Scholar
• Jokelainen M, Turunen H, Tossavainen K, et al. A systematic review of mentoring nursing students in clinical placements. J Clin Nurs. 2011;20(19–20):2854–2867. doi: 10.1111/j.1365-2702.2010.03571.x
   PubMed Web of Science ®Google Scholar
• Löfmark A, Thorkildsen K, Råholm M, et al. Nursing students’ satisfaction with supervision from preceptors and teachers during clinical practice Nurse Educ Pract. 2012;12:164–169. doi: 10.1016/j.nepr.2011.12.005
   Google Scholar
• Dilworth S, Higgins I, Parker V, et al. Finding a way forward: a literature review on the current debates around clinical supervision. Contemp Nurse. 2013;45(1):22–32. doi: 10.5172/conu.2013.45.1.22
   PubMed Web of Science ®Google Scholar
• Mackay M, Riley K, Dewing J. How do we consider the impact of clinical supervisor education? A participatory literature review. IPDJ. 2019;9(1):1–16. doi: 10.19043/ipdj.91.007
   Google Scholar
• Zwet JVD, Zwietering PJ, Teunissen PW, et al. Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship. Adv In Health Sci Educ Theory Pract. 2011;16:359–373. doi: 10.1007/s10459-010-9268-x
   PubMed Web of Science ®Google Scholar
• Tricco AC, Lillie E, Zarin W, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169(7):467–473. doi: 10.7326/M18-0850
   PubMed Web of Science ®Google Scholar
• Munn Z, Peters MDJ, Stern C, et al. Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Med Res Methodol. 2018;18:143. doi: 10.1186/s12874-018-0611-x
   PubMed Web of Science ®Google Scholar
• Korhonen A, Hakulinen-Viitanen T, Jylhä V, et al. Meta-synthesis and evidence-based health care - a method for systematic review. Scand J Caring Sci. 2013;27(4):1027–1034. doi: 10.1111/scs.12003
   PubMed Web of Science ®Google Scholar
• Elo S, Kyngäs, H. The qualitative content analysis process. J Adv Nurs. 2008;62(1):107–115. doi: 10.1111/j.1365-2648.2007.04569.x
   PubMed Web of Science ®Google Scholar
• Suikkala A, Koskinen S, Leino-Kilpi H. Patients’ involvement in nursing students’ clinical education: a scoping review. Int J Nurs Stud. 2018;84:40–51. doi: 10.1016/j.ijnurstu.2018.04.010
   PubMed Web of Science ®Google Scholar
• Recognition of professional qualifications laid down in Directive 2005/36/EC. Single Market standards, European Commission.
   Google Scholar
• Liljedahl M, Engqvist Boman L, Porthén Fält C, et al. What students really learn: contrasting medical and nursing students’ experiences of the clinical learning environment. Adv In Health Sci Educ Theory Pract. 2015;20(3):765–779. doi: 10.1007/s10459-014-9564-y
   PubMed Web of Science ®Google Scholar
• Mayer R. Rote versus meaningful learning. Theory into practice. Theory Pract. 2002;41(4):226–232. doi: 10.1207/s15430421tip4104_4
   Web of Science ®Google Scholar
• Karpicke J, Grimaldi P. Retrieval-based learning: a perspective for enhancing meaningful learning. Educ Psychol Rev. 2012;24(3):401–418. doi: 10.1007/s10648-012-9202-2
   Web of Science ®Google Scholar
• Vivekananda-Schmidt P, Sandars J. Belongingness and its implications for undergraduate health professions education: a scoping review. Educ Primary Care. 2018;29(5):268–275. doi: 10.1080/14739879.2018.1478677
   PubMed Web of Science ®Google Scholar
• Damodaran A, Shulruf B, Jones P. Trust and risk: a model for medical education. Med Educ. 2017;51(9):892–902. doi: 10.1111/medu.13339
   PubMed Web of Science ®Google Scholar
• Lundh P, Palmgren P, Stenfors T. Perceptions about trust: a phenomenographic study of clinical supervisors in occupational therapy. BMC Med Educ. 2019;19(1):404. doi: 10.1186/s12909-019-1850-1
   PubMed Web of Science ®Google Scholar
• Moffett J, Hammond J, Murphy P, et al. The ubiquity of uncertainty: a scoping review on how undergraduate health professions’ students engage with uncertainty. Adv In Health Sci Educ Theory Pract. 2021;26(3):913–958. doi: 10.1007/s10459-021-10028-z
   PubMed Web of Science ®Google Scholar
• McCune V. Final year biosciences students’ willingness to engage: teaching–learning environments, authentic learning experiences and identities. Stud High Educ. 2009;34(3):347–361. doi: 10.1080/03075070802597127
   Web of Science ®Google Scholar
• Jacobsen F. An overview of pedagogy and organisation in clinical interprofessional training units in Sweden and Denmark. J Interprof Care. 2016;30(2):156–164. doi: 10.3109/13561820.2015.1110690
   PubMed Web of Science ®Google Scholar
• Razack S, Philbert I. Inclusion in the clinical learning environment: building the conditions for diverse human flourishing. Med Teach. 2019;42(4):380–384. doi: 10.1080/0142159X.2019.1566600
   PubMedGoogle Scholar