1,717
Views
17
CrossRef citations to date
0
Altmetric
Comments

Challenges to the provision of clinical education in nursing

, , , ORCID Icon & ORCID Icon
Pages 458-467 | Received 16 Apr 2018, Accepted 07 Apr 2019, Published online: 26 Apr 2019

References

  • Australian Nursing and Midwifery Accreditation Council (ANMAC). (2012). Registered nurse accreditation standards, 2012. Canberra: Author.
  • Benner, P. (2012). Educating nurses: A call for radical transformation. Journal of Nursing Education, 51(4), 183–184. doi: 10.3928/01484834-20120402-01
  • Birks, M., Bagley, T., Park, T., Burko, C., & Mills, J. (2017). The impact of clinical placement model on learning in nursing: A descriptive exploratory study. Australasian Journal of Advanced Nursing, 34(3), 16–23.
  • Brynildsen, G., Bjork, I. T., Bernsten, K., & Hestetun, M. (2014). Improving the quality of nursing students’ clinical placements in nursing homes: An evaluation study. Nurse Education in Practice, 14(6), 722–728. doi: 10.1016/j.nepr.2014.09.004
  • Conway, J. (2009). Implementing interprofessional learning in clinical education: Findings from a utility-led evaluation. Contemporary Nurse, 32(1-2), 187–200. doi: 10.5172/conu.32.1-2.187
  • Courtney-Pratt, H., FigzGerald, M., Ford, K., Marsden, K., & Marlow, A. (2011). Quality clinical placements for undergraduate nursing students: A cross sectional survey of undergraduates and supervising nurses. Journal of Advanced Nursing, 68(6), 74–79. doi: 10.1111/j.1365-2648.2011.05851.x
  • Crawford, R., Gallagher, P., Hardy, T., McKinlay, E., & Pullon, S. (2016). Interprofessional undergraduate students talk about nurses and nursing: A qualitative study. Nurse Education Today, 39, 7–11. doi: 10.1016/j.nedt.2015.12.021
  • Doyle, K., Sainsbury, K., Clearly, S., Parkinson, L., Vindigni, D., McGrath, I., & Cruickshank, M. (2017). Happy to help/happy to be here: Identifying components of successful clinical placements for undergraduate nursing students. Nurse Education Today, 49, 27–32. doi.org/10.1016/j.nedt.2016.11.001
  • Earle, V., & Myrick, F. (2009). Nursing pedagogy and the intergenerational discourse. Journal of Nursing Education, 48(11), 624–630. doi: 10.3928/01484834-20090716-08
  • Erlam, G. (2015). Improving pedagogical practices with undergraduate nursing students in high-fidelity simulation. Unpublished Doctor of Health Science dissertation. Auckland: AUT University.
  • Farrell, G., Pearson, A., & Roberts, K. (2002). Leading opinions: The challenges in providing quality clinical education for undergraduate nursing. Collegian, 9(2), 6–9. doi: 10.1016/S1322-7696(08)60408-4
  • Forber, J., DiGiacomo, M., Carter, B., Davidson, P., Phillips, J., & Jackson, D. (2016). In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review. Nurse Education in Practice, 21, 83–92. doi: 10.1016/j.nepr.2016.09.007
  • Ford, K., Courtney-Pratt, H., Marlow, A., Cooper, J., Williams, D., & Mason, R. (2016). Quality clinical placements: The perspectives of undergraduate nursing students and their supervising nurses. Nurse Education Today, 37, 97–102. doi: 10.1016/j.nedt.2015.11.013
  • Foth, T., & Holmes, D. (2017). Neoliberalism and the government of nursing through competency based education. Nursing Inquiry, 24(2), e12154. doi: 10.1111/nin.12154
  • Gillett, K. (2010). From ‘part of’ to ‘partnership’: The changing relationship between nurse education and the national health service. Nursing Inquiry, 17(3), 197–207. doi: 10.1111/j.1440-1800.2010.00496.x
  • Gorton, K., & LaSala, K. (2015). Forming academic/community partnerships to help alleviate the clinical placement crisis. Journal of Nursing Education and Practice, 5(4), 1–6. doi: 10.5430/jnep.v5n4p1
  • Gower, S., Duggan, R., Dantas, J., & Boldy, D. (2017). Something has shifted: Nursing students’ global perspective following international clinical placements. Journal of Advanced Nursing, 73(10), 2395–2406. doi: 10.1111/jan.13320
  • Hayes, C., Jackson, D., Davidson, P., & Power, T. (2015). Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses. Nurse Education Today, 35(9), 981–986. doi: 10.1016/j.nedt.2015.07.002
  • Health Workforce Australia. (2013). Australia’s health workforce services – nurses in focus. Adelaide: Author.
  • Henderson, A., & Tyler, S. (2011). Facilitating learning in clinical practice: Evaluation of a trial of a supervisor of clinical education role. Nurse Education in Practice, 11(5), 288–292. doi: 10.1016/j.nepr.2011.01.003
  • Hutchings, A., Williamson, G. R., & Humphreys, A. (2005). Supporting learners in clinical practice: Capacity issues. Journal of Clinical Nursing, 14(8), 945–955. doi: 10.1111/j.1365-2702.2005.01239.x
  • Institute of Medicine [IOM]. (2011). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press.
  • Ironside, P., McNelis, A., & Ebright, P. (2014). Clinical education in nursing: Rethinking learning in practice settings. Nursing Outlook, 62(3), 185–191. doi: 10.1016/j.outlook.2013.12.004
  • Kelly, C. (2007). Students’ perceptions of effective clinical teaching revisted. Nurse Education Today, 27, 885–892. doi: 10.1016/j.nedt.2006.12.005
  • Krol, P. J., & Lavoie, M. (2014). Beyond nursing nihilism, a Nietzchean transvaluation of neoliberal values. Nursing Philosophy, 15, 112–124. doi:10.1111/nup.12125 doi: 10.1111/nup.12025
  • Lamont, S., Brunero, S., & Woods, K. (2015). Satisfaction with clinical placement- The perspective of nursing students from multiple universities. Collegian, 22(1), 125–133. doi: 10.1016/j.colegn.2013.12.005
  • Lane, A., & Hirst, S. (2012). Placement of undergraduate students in nursing homes: Careful consideration versus convenience. Journal of Nursing Education, 51(3), 145–149. doi: 10.3928/01484834-20120127-04
  • Lea, E., Marlow, A., Bramble, M., Andrews, S., Eccleston, C., McInerney, F., & Robinson, A. (2015). Improving student nurses’ aged care understandings through a supported placement. International Nursing Review, 62(1), 28–35. doi: 10.1111/inr.12156
  • LeFlore, J., Anderson, M., Michael, J., Engle, W., & Anderson, J. (2007). Comparison of self-directed learning versus instructor-modelled learning during simulated clinical experience. Simulation in Healthcare, 2, 170–177. doi: 10.1097/SIH.0b013e31812dfb46
  • Mannix, J., Faga, P., Beale, B., & Jackson, D. (2006). Towards sustainable models for clinical education in nursing: An ongoing conversation. Nurse Education in Practice, 6, 3–11. doi: 10.1016/j.nepr.2005.05.004
  • Mannix, J., Wilkes, L., & Luck, L. (2009). Key stakeholders in clinical learning and teaching in bachelor of nursing programs: A discussion chapter. Contemporary Nurse, 32(1-2), 59–68. doi: 10.5172/conu.32.1-2.59
  • Metcalfe, S. E., Hall, V. P., & Carpenter, A. (2007). Promoting collaboration in nursing education: The development of a regional simulation laboratory. Journal of Professional Nursing, 23(3), 180–183. doi: 10.1016/j.profnurs.2007.01.017
  • Mueller, J. (2015). A review of clinical placement models for undergraduate nurses. Auckland: Waipiata Consulting Ltd.
  • Neiderhauser, V., Schoessler, M., Gubrud-Howe, P., Magnusson, L., & Codier, E. (2012). Creating innovative models of clinical nursing education. Journal of Nursing Education, 51(11), 603–608. doi:10.3928/01484834-2012011-02 doi: 10.3928/01484834-20121011-02
  • NSW Ministry of Health. (2017). 2018 graduate nursing and midwifery transition to professional practice handbook. North Sydney: Author.
  • Nursing and Midwifery Board of Australia. (2016). Registered Nurse Standards for Practice. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/FAQ/fact-sheet-registered-nurse-standards-for-practice.aspx
  • Nursing Council of New Zealand [NCNZ]. (2007). Competencies for registered nurses. Wellington: Author.
  • Nursing Council of New Zealand [NCNZ]. (2017). Handbook for nursing departments offering programmes leading to registration as an enrolled nurse or a registered nurse. Wellington: Author.
  • Peters, K., Halcomb, E., & Mcinnes, S. (2013). Clinical placements in general practice: Relationships between practice nurses and tertiary institutions. Nurse Education in Practice, 13(1), 186–191. doi: 10.1016/j.nepr.2012.09.007
  • Pitt, V., Powis, D., Levett-Jones, T., & Hunter, S. (2012). Factors influencing nursing students’ academic and clinical performance and attrition; An integrative review. Nurse Education Today, 32, 903–913. doi: 10.1016/j.nedt.2012.04.011
  • Rhodes, M., Meyers, C., & Underhill, M. (2012). Evaluation outcomes of a dedicated education unit in a baccalaureate nursing programme. Journal of Professional Nursing, 28(4), 223–230. doi:10.1016/j.profnurs.2011.11.019
  • Rohatinsky, N., Chachula, K., Compton, R., Sedgwick, M., Press, M., & Lane, B. (2017). Nursing student preference for block versus nonblack clinical models. Journal of Nursing Education, 56(3), 152–157. doi: 10.3928/01484834-20170222-06
  • Spence, D., Vallant, S., Roud, D., & Aspinall, C. (2012). Preparing registered nurses depends on “us and us and all of us”. Nursing Praxis in New Zealand, 28(2), 5–13.
  • Studnicka, K., & O’Brien, K. (2016). Where is the nursing?: Baccalaureate nursing students’ perceptions of non-traditional child health clinical placements. Journal of Nursing Education, 55(6), 349–352. doi: 10.3928/01484834-20160516-09
  • Van Doren, E., & Vander Werf, M. (2012). Developing non-traditional community health placements. Journal of Nurse Education, 51(1), 46–49. doi: 10.3928/01484834-20111116-04
  • Warne, T., Johansson, U., Papastavrou, E., Tichelaar, E., Tomietto, M., Bossche, K. V., … Saarikoski, M. (2010). An exploration of the clinical learning experience in nine European countries. Nurse Education Today, 30(8), 809–815. doi: 10.1016/j.nedt.2010.03.003
  • Wilkinson, J., Neville, S., Huntington, A., & Watson, P. (2016). Factors that influence new graduates’ preferences for specialty areas. Nursing Praxis in New Zealand, 32(1), 8–19.
  • Wong, F. K. Y., Liu, H., Wang, H., Anderson, D., Seib, C., & Molasiotis, A. (2015). Global nursing issues and development: Analysis of World Health Organisation documents. Journal of Nursing Scholarship, 47(6), 574–583. doi: 10.1111/jnu.12174
  • World Health Organisation [WHO]. (2015). Global strategy on human resources for health: Workforce 2030, Retrieved from http://www.who.int/hrh/resources/globstrathrh-2030/en/
  • World Health Organisation [WHO]. (2016). Global strategy on Human resources for health. Geneva: WHO.
  • Zwarenstein, M., Reeves, S., & Perrier, L. (2009). Effectiveness of pre-licensure interprofessional education and post-licensure collaborative interventions. Journal of Interprofessional Care, 19(1), 148–165. doi: 10.1080/13561820500082800

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.