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The aim of the paper is twofold: 1. To present observations based on first-year nursing students' narratives during clinical rotation in gerontological nursing care; and 2. Explore a nursing educator's reflections on these observations in relation to the didactic and ethical challenges that occurred. The teaching of ethics is included in nurse education worldwide. Students are in their first clinical placement in residential care of older persons confronted with the moral complexities of gerontological care, where they get little possibility to share emotions and thoughts about ethically challenging nursing situations with a supervising registered nurse. A critical discussion paper. The educator's reflections in this discussion paper are based on a narrative assignment in ethics where first-year nursing students reflect on and describe a nursing situation during their clinical rotation in the residential care of older persons. Most students were acting as mere spectators in the described nursing situation where an older person, ethical standards, or evidence-based care was violated. Some students acted as advocates to the older person and intervened in the situation and a few as inspirers showing alternative ways of handling ethically challenging situations. Educators in nursing programs at the undergraduate level require time for student-centered formative guidance to foster moral courage and practice. During first-year students' clinical rotation, the learning goals in long-term residential care of older persons are focused on evidence-based basic nursing care. In this, students are confronted with ethically challenging situations, where the possibility to learn from a critical reflective practice is rare. When observing situations where an older person is subjected to unethical or unsafe nursing care it is common that the students take the spectators' role, not knowing how to deal with what is observed. Some students are taking an intervening role by trying to alleviate the vulnerability of the older person. A few are showing moral courage by directly intervening when experiencing unethical or unsafe nursing care or conduct. In this the student can inspire fellow students or staff during their clinical rotation in alternative ways of handling ethically challenging situations. As older persons are the largest demographic group that nurses will experience, educators need a sound knowledge of ethics as well as gerontological care to be able to meet and nurture students' ethical reflections during clinical practice and to foster practical wisdom in nursing. [ABSTRACT FROM AUTHOR]

Discourse regarding the legal position of osteopathic clinical educators is scarce. The educator-patient-student relationship is complex and if not managed well may compromise patient and student safety. This doctrinal research paper explores how Australian Civil Liability Legislation may be applied during clinical education. The paper constitutes a thought experiment and uses reasoning by analogy, applied to a hypothetical problem scenario, set during an osteopathic student's clinical practice event for the purpose of exploring the educator's duty relationships and to tease-out possible acts or omissions that could potentially be used in an argument designed to establish a clinical educators breach of duty. The deliberations presented here illuminate the complex relationships and highlight situations in which a reasonable person may consider the clinical educator has provided poor supervision of the student's work with patients. This concept paper signposts the potential vulnerability of the patient and the student if supervision standards are not maintained and if appropriate clinical standards are not applied. Possible lines of arguments a patient may raise or a student may raise in a negligence case as well as possible defences the clinical educator may offer are presented. [ABSTRACT FROM AUTHOR]

Abstract To determine the nature and extent of the emerging field of "health law" scholarship in China, we retrieved 2956 publications about various aspects of health law published up through 2014 in 268 journals from the "Chinese Social Science Citation Index" and from the list of Chinese "Core Journals" maintained by the Peking University Library. By bibliometric analysis, we observed some interesting results which were different from our expectations. The collaboration network among Chinese health law (CHL) authors was relatively small, loose, unstable and early in its development. Kan Tian and Lixin Yang were leading authors, Renmin University of China was the primary institution, and Beijing was the predominant region studying Chinese health law (CHL). Kan Tian ranked 1st in the collaboration network and Lixin Yang published the most number of articles on CHL. Comprehensive universities made up the majority of institutions studying CHL, while medical colleges did not focus on health law research, possibly due to medical schools focusing mainly on clinical education and not attaching as much importance to social and humanistic aspects of medicine. Food safety, health administration, and the general principles of civil law were the main areas of focus in CHL research, which is basically in line with what we expected. Highlights • This paper presents the first ever bibliometric analysis of Chinese health law literature, and it employs a social network analysis. • TFocusing on the period 1978 to 2014, the network of Chinese Health Law scholarship was relatively small and loosely connected. • The main areas of focus in Chinese Health Law research included food safety, health administration, and the general principles of civil law. [ABSTRACT FROM AUTHOR]

This paper aimed to examine the psychometric properties of a modified version of the Self-Efficacy in Clinical Teaching Scale with a sample of undergraduate nursing students. Enhancing nursing students' self-efficacy in clinical teaching is important for developing their clinical teaching capabilities, which ultimately contributes to safe quality healthcare. Little is known about nursing students' self-efficacy in clinical teaching, potentially due to a lack of validated instruments to measure their self-efficacy in clinical teaching. This study used a cross-sectional survey design. In 2022, a convenience sample of Year 2 and Year 3 nursing students in an Australian Bachelor of Nursing Program completed the modified Self-Efficacy in Clinical Teaching Scale. The scale's construct validity was assessed using known-group measures (year level and peer teaching experience) and confirmatory factor analysis. Concurrent validity was established through correlation with a visual analogue scale and reliability was tested with Cronbach's alpha. Three hundred and nineteen surveys were analysed. The mean total self-efficacy in clinical teaching score for Year 2 participants was significantly lower than that of Year 3 participants (mean difference = −11.13, 95 % CI [-16.33, −5.93]). Participants with peer teaching experience had a significantly higher mean total score compared with those without peer teaching experience (mean difference = 15.32, 95 % CI [8.74, 21.91]). The scale's relative chi-square test was acceptable (CMIN/df = 4.69); other fit indices were within or just outside acceptable parameters (RMSEA =.11; SRMR =.039; NFI =.89; RFI =.88; IFI =.91; TLI =.90; CFI =.91). There was a strong correlation between participants' total self-efficacy in clinical teaching scores and their visual analogue scale scores (r =.83, n = 314, p <.001 [two-tailed]). Cronbach's alpha for the total scale was.98. The modified Self-Efficacy in Clinical Teaching Scale was sensitive to student year level and peer teaching experience. When subjected to confirmatory factor analysis, the scale's model was an acceptable fit across several indices. These findings support an argument for the scale's construct validity. Total self-efficacy scores were strongly correlated with visual analogue scales, suggesting concurrent validity. Using Cronbach's alpha, the scale was found to be reliable, however may benefit from a reduction of item numbers. The modified Self-Efficacy in Clinical Teaching Scale may support future investigations of undergraduate nursing students' self-efficacy in clinical teaching and contribute to an understanding of health professional students' self-efficacy in clinical teaching across disciplines. [ABSTRACT FROM AUTHOR]

This paper describes the development, content, structure, and implementation of a case-based collaborative learning, flipped classroom, integrated preclinical neurology, neuroanatomy, and neuroscience course for first year medical students at Harvard Medical School. We report the methods for pre-class preparation, in-class instruction, and evaluation; student feedback with respect to content, teaching method, and learning environment; and several lessons learned regarding how to optimize preparatory and in-class learning in a case-based flipped classroom course. • Active learning models include problem-based learning and team-based learning. • In the flipped classroom approach, students study material prior to class, and classroom time is used to apply what they have learned. • We describe a case-based, team-based, flipped classroom course integrating neuroanatomy/neuroscience and clinical neurology. [ABSTRACT FROM AUTHOR]

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Clinical conferencing has been a consistent feature of clinical education, but the current clinical education environment poses many challenges to its continuance. The paper raises concern regarding the current state of clinical conferencing as part of clinical practice education in nursing. This topic is of great concern, but has there is little direction for clinical educators. The paper reviews the literature on conferencing and recommends avenues for future research. [ABSTRACT FROM AUTHOR]

Evaluate interventions to prepare preceptors for their role in undergraduate health student clinical education. Preceptor training and development are crucial to quality clinical learning experiences for undergraduate health students. The efficacy of education interventions designed for preceptors and use of reliable, valid outcome measures are unclear. A systematic literature review informed by PRISMA Guidelines. Major databases CINAHL, Medline and Google Scholar were searched between January 2010 and November 2021. 1253 articles were initially retrieved. Removal of duplicates and screening by title, abstract and keywords yielded 156 papers. Twenty-one papers fulfilled the inclusion criteria and were assessed using an adapted 'Critical Appraisal Checklist for Reports of Educational Interventions' and the New World Kirkpatrick Model. Most interventions were developed for the nursing profession and evaluated using pre-post-test (86%) or post-test only (5%). Two studies were considered high quality. Most studies (81%) reported positive short-term impact on preceptor knowledge, skills, attitudes and confidence. Two thirds (62%) of included studies measured preceptor behaviour change. No study measured impact related to quality of health care. Small sample sizes limited inferential analyses. Psychometric testing of tools to measure preceptor outcomes was inconsistent and validity and reliability were not reported in most studies. Structure and content of interventions were diverse and lacked rigour in outcome measurement. Most interventions demonstrated some positive impact on preceptor development. Objective measures determining longer term impact or how enhanced preceptor development translated into quality clinical student learning support was lacking. Future research should consider how best to measure the impact of educational interventions on broader outcomes such as quality of client care. [ABSTRACT FROM AUTHOR]

Abstract Breast cancer (BC) is the most frequent cancer in women and the leading cause of cancer death in females worldwide. Rapid research advancements add to the complexity of treatment options for this disease. It is known that the quality of patients' care is deeply affected by healthcare professionals following these advancements. There is a growing need for academic education to increase clinical knowledge and skills of physicians treating BC patients. The certificate of Competence in Breast Cancer Program (CCB) is a Certificate in Advanced Studies (CAS) organized by the European School of Oncology in cooperation with Ulm University (Germany), which focuses on both the clinical and scientific competence required for improving quality in the management of BC patients. This paper describes the experience of the second CCB cohort (CCB2), which brought together 24 physicians from four continents who shared the common will to improve their competence and skills in BC treatment. [ABSTRACT FROM AUTHOR]

Encountering and responding to patient resistance can be especially challenging for student healthcare providers. Navigating who ultimately holds the authority to know and understand a health concern, make recommendations for a course of action, and accept or resist these recommendations are all part of how epistemic authority is negotiated in medical settings. The purpose of this paper is to systematically examine how student providers enrolled in a communication skills course at an American university responded to standardized patient resistance. The data for this study were 121 video-recorded and transcribed final objective structured clinical examinations from the fall 2019 course. We used discourse analysis informed by principles of conversation analysis to identify several discursive strategies used by the students, including: 1) asking for clarification; 2) expressing uncertainty and offering to gather additional resources; 3) aligning with and offering an account for the resistance; 4) recommending a new course of action; and 5) confronting the resistance. Our findings point to the value of including instruction for both student healthcare providers and standardized patients on how to respond to resistance they encounter in ways that may help improve healthcare outcomes. • Standardized patient resistance presents an epistemic dilemma for student healthcare providers. • Five strategies were used by student providers to align with either the patient or the doctor. • Strategies for navigating patient resistance should be included in communication skills courses. [ABSTRACT FROM AUTHOR]

To explore the nature and extent of learning attained as a result of unaccompanied-by-faculty clinical nursing study abroad experiences and to answer the research question 'what is the nature and extent of learning during study abroad?'. Following the Covid-19 restrictions, international placement opportunities for student nurses are now resuming. In light of this, it is an opportune time for nurse educators to reflect and consider the effectiveness of clinical study abroad placements as contexts of learning, especially in relation to attainment of desired learning outcomes such as personal and professional growth and the development of culturally competent global graduates. This is an important area to research as specific understanding in relation to the extent of learning and variations in learning between students is limited. The study was situated within the interpretivist paradigm to elicit experiences of study abroad. Aligned to this, a hermeneutic phenomenological methodology was applied to ensure these experiences emerged from the subjective horizon of student nurses. Following ethical approval, two semi-structured interviews per student (post-return and follow-up) were conducted with student nurses who had undertaken a study abroad experience. Phenomenological hermeneutical data analysis for multiple context research was undertaken and a change-transformative learning theory lens was additionally employed to the analysis to differentiate between the extent of and variations in, learning attained. Twenty UK and European student nurses, who were registered onto a study abroad programme prior to the Covid-19 restrictions participated. Variations between participants were identified in relation to the nature and extent of learning. Participants experienced personal and professional growth and they experienced transformation in relation to self as a person, learner and nurse. However, variations existed when considering the attributes of global graduateness and cultural competence development. Whilst participants changed by expanding their knowledge in relation to global and cultural issues, some participants also appear to have concurrently experienced a reinforcement of ethnocentric frames of reference. Analysis revealed that study abroad offered opportunities for students to experience change and transformation. Whilst students demonstrated learning in both the domains of change and transformation, transformative learning in all identified outcome areas was not guaranteed. Whilst transformative learning was apparent when considering personal and professional growth, less extensive learning was demonstrated when considering development of the attributes of global graduateness and cultural competence. The paper therefore recognises the complex nature of study abroad experiences and recommends continued investigation in this field. [ABSTRACT FROM AUTHOR]

The clinical education of paramedic students is an international concern. In Australia, student placements are commonly undertaken with local district ambulance services, however these placements are increasingly limited. Clinical placements within inter-professional settings represent an innovative yet underdeveloped area of investigation. This paper addresses that gap by reporting a pilot evaluation of paramedic student clinical placements in a specialised obstetrics setting. Using a case study approach, the evaluation aimed to identify paramedic psychomotor skills that could be practised in this setting, and understand the nature of key learning events. A purposive sample of paramedic students was recruited following completion of the obstetrics placement. A combination of student reflection and assessed psychomotor skills data were collected from clinical placement logs. Content analysis of all data was conducted inductively and deductively, as appropriate. Findings indicated a comprehensive range of psychomotor skills can be practised in this setting, with over thirty psychomotor skills identified directly related to the paramedic curriculum; and seven psychomotor skills indirectly related. The themes finding confidence in maternity care , watching the experts , and putting theory into practice provide narrative insight into the clinical learning experience of paramedic students in this setting. Further research is recommended to build upon this pilot. [ABSTRACT FROM AUTHOR]

Resilience is the ability to overcome adversity and grow stronger from the experience. Increased resilience has been shown to positively impact nurses in practice. With this knowledge, recommendations to incorporate resilience training into nursing education have been made. Research, integrative reviews and a theoretical model of resilience in nursing students are explored in this paper. The authors posit that facilitating resilience is important in the setting of clinical education. Through incorporating resilience training in the clinical setting, educators can better prepare students for challenges in their educational environment and ultimately for nursing practice. Specific strategies for clinical educators to incorporate resilience training are suggested. Strategies are organized into three categories, support, education and reflection. The position of facilitating resilience in clinical education may open a discussion for future educational practices. [ABSTRACT FROM AUTHOR]

The objective of this meta-analysis was to assess the effects of mobile learning for nursing students in clinical nursing education. Five electronic databases including PubMed, CINAHL, EMBASE, the Cochrane library and Web of Science were searched for English language articles published on or before February 10, 2020. Two reviewers retrieved articles, evaluated quality and extracted data independently. Review Manager (RevMan) version 5.3 software was used to perform meta-analysis. A total of 9 studies including 580 nursing students receiving clinical nursing education met the inclusion criteria. The mobile learning intervention led to significant improvements in nursing students' skills (SMD = 1.22, 95% CI [0.29, 2.14], P = 0.009), knowledge (SMD = 0.43, 95% CI [0.11, 0.76], P = 0.009), satisfaction (SMD = 0.31, 95% CI [0.05, 0.56], P = 0.020), and confidence (SMD = 0.4, 95% CI [0.16, 0.63], P < 0.001) compared with the control group. Due to differences in experimental design among studies and limited data availability, we cautiously conclude that mobile learning has a beneficial effect on clinical nursing education for nursing students compared with conventional methods. • What is already known about this topic? • Mobile learning is popular in nursing education. Students may study at anytime and anywhere with the help of mobile devices • The effects of mobile learning in nursing student education have been controversial. • What this paper adds? • We performed the first meta-analysis by investigating the effects of mobile learning interventions on nursing students' skills, knowledge, satisfaction, and confidence. • Mobile learning was proven to be effective in improving clinical nursing students' skills, knowledge, satisfaction, and confidence significantly. • Mobile learning will likely play an increasingly important role in clinical nursing education because of advantages such as no limitations in time and space, easy acquisition of learning materials, and self-directed studying • The implications of this paper: • Mobile learning may be a complementary teaching method in clinical nursing education. • Research on the application of mobile learning in clinical nursing education is scarce due to the limited number of studies that have examined mobile learning in nursing education. • We argue that future studies of single mobile devices such as smartphones and studies using multi-lingual platforms are needed to confirm our findings. [ABSTRACT FROM AUTHOR]

The Midwifery Development Education Service was established in the Birthing Unit at Middlemore Hospital in South Auckland New Zealand in 2007. The service is unique in the New Zealand midwifery context for the way it operates as a collaboration between the education and health provider to optimise the clinical learning experience of student midwives. This paper reports on the evaluation of the Midwifery Development Education Service that was undertaken in 2015. The evaluation captured the views and experience of students and midwives who had been involved with, or had worked alongside, the service. A mixed-method approach was adopted for the evaluation study, comprising of an anonymous on-line survey, qualitative interviews and focus group discussion. Considerable satisfaction with the service was identified. This article draws attention to participants’ perceptions of the service as supporting student midwives; the significance of quality time in the provision of the clinical midwifery education; the situating of the service at a unique vantage point (overseeing the needs of the university and the hospital) and its impact upon the learning culture of education within the unit. A potential tension is also identified between the provision of a supportive learning environment and the assessment of student performance. [ABSTRACT FROM AUTHOR]

Background This paper explores constraints, considerations and educational benefits around pre-professional student learning in a private osteopathic clinical practice. Objective To elicit faculty attitude toward and education in a private practice setting, to ascertain students' experiences of the educational value in attending a private clinic. Methods In this case study individual interviews were conducted with faculty at three universities and, separately, with the owner manage of the private practice in focus. Students attending the practice were surveyed. Results Eight students from three universities, a member of faculty of each and one private practice owner/manager participated. Hurdles for the university regarding clinical education in private practice include: practitioner availability versus student availability; practitioners without knowledge and skills for clinical education; resource intensive logistical and educational processes. Nevertheless, students regarded the opportunity highly and report substantial improvement in clinical competence in this one setting. A featured learning strategy was the student Personal Learning Plan. Conclusion From the student perspective, this particular case study shows the approach to clinical education achieved success in assisting their development of core osteopathic clinical competencies. Universities may be inclined to further encourage student participation in clinical education in private osteopathic practices if an accreditation system for osteopathic private practitioner-educators is developed. [ABSTRACT FROM AUTHOR]

Discussions continue within the midwifery profession around the number of and type of clinical experiences required to ensure competent midwifery graduates. Introduction of the three year Bachelor of Midwifery in Australia, almost two decades ago, was intended to reduce the pressure students were under to complete their academic requirements whilst ensuring students developed midwifery practice that encapsulates the philosophical values of midwifery. Currently, midwifery students are mandated to achieve a minimum number of clinical skills and Continuity of Care Experience (CCE) relationships in order to register upon completion of their degree. To achieve these experiences, universities require students to complete a number of clinical practicum hours. Furthermore students are required to demonstrate competent clinical performance of a number of clinical skills. However, there is no evidence to date that a set number of experiences or hours ensures professional competence in the clinical environment. The aim of this paper is to promote discussion regarding the mandated requirements for allocated clinical practicum hours, specified numbers of clinical-based skills and CCE relationships in the context of learning to be a midwife in Australia. [ABSTRACT FROM AUTHOR]

Research suggests that the interventions of practice education facilitators, who liaise between the higher education institution and the clinical placement sites, may strengthen the clinical learning environment for nursing students. However, there is a lack of evidence concerning the value of these roles in nursing education. The objective of this study was to explore how, under what circumstances and why the practice education facilitator role can strengthen the clinical learning environment for nursing students. A realist review was conducted to understand the contextual factors and mechanisms that support or hinder the capacity of the practice education facilitator to strengthen the clinical learning environment for nursing students. The settings are clinical areas where nursing students are directly involved with patient care. The participants comprised academic and clinical staff involved in clinical nursing education. This realist review was conducted in three overlapping and iterative phases: (1) the development of an initial programme theory explaining how the practice education facilitator role is thought to strengthen the clinical learning environment; (2) structured searches, screening and data extraction; and (3) analysis and synthesis to develop and refine the programme theory. The review included 27 research papers. Evidence from these studies led to the development of five context–mechanism–outcome configurations that explain how, under what circumstances and why practice education facilitators can (or can fail to) strengthen the clinical learning environment. Factors such as practice education facilitators' visibility and accessibility in the clinical area and their clinical credibility were found to influence whether clinical supervisors took the opportunity to seek support and guidance from them. Moreover, ward culture regarding student learning and opportunities to prepare for the role were found to influence clinical supervisors' motivation to carry out the functions of the role and develop professionally; this in turn further influenced whether they used the resources provided by the practice education facilitator. Theory-based explanations of how, under what circumstances and why the practice education facilitator role may strengthen the clinical learning environment of nursing students may support further development of this role in the future. [ABSTRACT FROM AUTHOR]

This paper sought to investigate the influence of the supernumerary clinical nurse educator role on the newly qualified graduate nurses' professional development and successful transition to competent and confident practitioners in the acute care hospital environment. The novice nurses learning in the inpatient clinical environment is affected by increasing patient acuity, complex conditions and organisational expectations. The supernumerary clinical nurse educator is uniquely positioned to prioritise these nurses' education through protected and available time to support adaption in the workplace culture and retention in the organisation. A convergent mixed methods design was used to investigate the relationship between the supernumerary clinical nurse educator role through the opinions and experiences of the graduate nurse. Data were collected in February - July 2015 from graduate nurses from three hospital sites in a healthcare organisation in Western Australia. The research used online questionnaires (n = 39) and face to face interviews (n = 10). Analysis of quantitative data used descriptive statistics and qualitative data used thematic analysis. Four main themes were identified. These were: acknowledges new and challenging experiences, available to provide constructive responses, sympathises with anxiety and missing in action. The graduate registered nurses perceived that clinical sympathy provided by the clinical nurse educator was essential to their new role of frontline nurses influencing their delivery of quality patient care and as a practical solution to champion the graduate nurses' longevity in the future nursing workforce. [ABSTRACT FROM AUTHOR]

To examine issues and challenges encountered by university and clinical milieus in addressing the needs of students with disability during their clinical placements; and to identify existing or potential accommodation and support measures to address the challenges encountered. The influx of students with learning disabilities, attention deficit disorder [with or without hyperactivity], mental health disorders or on the autism spectrum has caused an increase in the number of students with disabilities of more than 900% in universities in the past decade. This increase is causing added pressures to both the academic services providing student assistance and the personnel responsible for these students' clinical placements. While several studies have focused on measures designed to accommodate students with disabilities during their theoretical courses, only a small number worldwide have focused on student accommodation and support in the context of clinical placements. In the current paper, strategies highlighted in these studies were grouped under three categories: prior, during and post clinical placements. Collaborative action research conducted amidst three learning communities. The larger study included learning communities from three disciplines: education, social work and nursing. Three tools helped guide the discussions: 1) brainstorming and classification tool; 2) contribution and feasibility tool; and 3) carrousel tool. The current study focusses solely on the findings from the five meetings of the nursing learning community (n = 14 participants). Six categories of challenges were documented: 1) Poor writing skills; 2) Difficulty adapting to clinical milieus; 3) Difficulty linking theory with practice and setting priorities; 4) Difficulty managing specific and situational needs; 5) Issues with interpersonal skills and overall attitude; and 6) Challenges pertaining to students' professional responsibility to disclose their condition. Several accommodation and support measures were identified for each set of challenges and were also grouped under three categories: prior, during and post clinical placements. Our study revealed that the issues identified could in fact be faced by any students, albeit their impact and complexity increased considerably when dealing with students with disability. It brought to light that the implementation of some of the measures identified will require changes to the structure of nursing programs. It also highlighted the ever-growing complexity of the clinical instructor role and the fact that clinical instructors do not always feel adequately prepared to support students with disability. [ABSTRACT FROM AUTHOR]

The clinical learning environment and supervisor-student relationship play vital roles in the learning outcomes of nursing students. The aim of this study is to evaluate nursing students' experiences with the clinical learning environment and supervision in a hospital placement organised with a dual preceptor team – preceptors holding dual positions both in the clinic and the nursing faculty in addition to the standard one-to-one supervision by a clinical preceptor. The study is a paper-based survey based on a validated questionnaire developed and tested in hospital settings in various European countries, including Norway. The Norwegian version of the CLES+T Evaluation Scale, was distributed to all second-year students in three different years (2015–2017) at a nursing faculty. A total of 61% students (n = 261) returned the questionnaire. Overall, the students considered that their hospital placement provided a good clinical learning environment. The results suggest that the dual preceptor team on top of one-to-one supervision did not interfere negatively with the clinical learning environment Nevertheless, the dual preceptor model did not compensate for a poor relationship with the clinical preceptor. Thus, the association between a reported 'strained relationship' with the clinical preceptor and low scores on the CLES+T, reported on by other studies, remained in our data. To better grasp the complexity in this area, various methods are needed, such as in-depth interviews with students, nurse teachers and clinical preceptors. Further studies need to elaborate on students' experiences of clinical learning environment according to how supervision is organised. • Nurse students evaluated the clinical learning environment with dual preceptor team as positively. • Stable one-to-one supervisory relationships were highly valued. • Future studies about organising of supervision and clinical learning environment is recommended. [ABSTRACT FROM AUTHOR]

Self-efficacy is a well-researched concept and a key component of Bandura's Social Cognitive Theory. Teacher self-efficacy is widely researched within education; it affects student achievement and motivation as well as teacher performance and commitment. Minimal information exists on teacher self-efficacy within clinical settings of practice professions which likely affects patient outcomes. This paper provides background on self-efficacy and teacher self-efficacy; it then addresses clinical teacher self-efficacy using the Walker and Avant (2005) method for concept analysis. Assumptions, definitions, characteristics, antecedents and consequences of the concept of clinical teacher self-efficacy are discussed and represented visually, and exemplified as cases within nursing education. Implications and recommendations are suggested for the applicability of clinical teacher self-efficacy within clinician education and practice. • Self-efficacy and teacher self-efficacy underpin clinical teacher self-efficacy. • Addresses the gap in concept literature regarding clinical teacher self-efficacy. • Clinical teacher self-efficacy applies to all clinical education programs. • Clinical teacher self-efficacy has critical implications for student performance. [ABSTRACT FROM AUTHOR]

This paper explores Intensive Care nurses' perceptions of benefits, rewards, supports and their commitment to the role of preceptor. A questionnaire, consisting of Likert-scales and open-ended questions was used to collect data during October 2018. Preceptors were committed to their role. Correlations were found between preceptors' perceptions of benefits or rewards and commitment to the role (p = 0.003, r 2 = 0.39) and perceptions of support and commitment to the role (p =. 001, r 2 = 0.46). Altruistic benefits were perceived to be of the greatest importance. Participants who recognised the importance of preceptorship for the organisation were more likely to be committed to the role. Eighty-three percent of respondents reported a lack of consistency in allocation to work with their preceptee. Qualitative results elucidated themes of helping, personal professional development, the opportunity to teach, and organisational improvement. Supports as barriers and enablers to successful preceptorship were discussed in terms of peer and leadership support, role preparation, the logistics of the environment, role conflict, and consistency of allocation to work in a preceptorship dyad. Commitment to the preceptor role may be increased by highlighting organisational benefits of preceptorship, increasing consistency of contact between preceptorship dyads, and increasing access to supports and preparation. • ICU nurse preceptors value the altruistic benefits of preceptorship. • Commitment is increased when organisational benefits are recognised. • ICU preceptors report a lack of consistency and support in their role. [ABSTRACT FROM AUTHOR]

Summary Background Australia has a well-established universal child and family health service predominately staffed by specialist/qualified child and family health nurses. Two common and interrelated concerns are the need for nurses to be ready for practice after completing a nursing education program and the means to ensure ongoing nursing competence. Objective To investigate the readiness of CFH nurses to practise after qualification and their continuing engagement with learning. Design The study used an interpretive descriptive approach. Setting This paper presents data from four questions from a larger survey of child and family health nurses across Australia. Participants 1098 child and family health nurses responded to the survey. Method Qualitative survey responses from the four education questions were analysed using inductive thematic content analysis. Results Five significant themes were identified: hands-on experience (student clinical practice/placement); drawing on prior experience; learning on the job; learning (learning over time); and barriers to learning. Conclusion This paper provides insights into nurses' readiness for practice at the completion of a postgraduate child and family health nursing qualification and their maintenance of competence and specialist knowledge. It highlights: the need for clinical placement to be retained and enhanced; the significant contribution of more experienced child and family health nurses mentoring newly graduated child and family health nurses; the need for minimum education standards; the importance of reviewing education courses in relation to graduates' readiness for child and family health nursing practice; the importance of supporting ongoing professional development; and the removal of barriers to accessing education opportunities. [ABSTRACT FROM AUTHOR]

This process paper describes the evolution and growth of Dedicated Education Units through an academic-practice partnership at a college of nursing and urban medical center. This collaboration marked a period of rapid expansion from a single unit pilot dedicated education unit to five within a six-year timeframe. During the expansion from the pilot phase to creation of the dedicated units, it was determined that success in one unit did not translate to success in others. Using Tuckman's Group Development Theory as a lens for analysis of barriers and facilitators, suggested oversight and monitoring parameters were identified and include: (1) a dedicated clinical faculty coordinator is a necessity; (2) clearly defined dedicated education unit vision and goals need to be articulated to all; (3) a unit must commit to providing dedicated education unit clinical experiences only; (4) designated resources are needed for attending to staff and student scheduling requirements; (6) established and barrier-free clinical instructor educational support for nurse educator transition; (7) an objective evaluation plan with established benchmarks, (8) a need to evaluate the coordinator role as partnerships expand to multiple units, and (9) awareness of potential storming among new and experienced dedicated education units. • Group Development Theory provides a novel framework for guiding dedicated education unit (DEU) growth and success. • Identification of the need for a Clinical Faculty Coordinator as DEU champion to facilitate DEU creation and expansion. • Suggested evaluation of academic roles as DEU partnerships expand. • Strategies to ensure DEUs success, since adequate planning and resourcing are critical. • Approaches provided to monitor for unintentional changes to the DEU model/philosophy during program expansion. [ABSTRACT FROM AUTHOR]

Whilst it is widely accepted that the ability to critique, interpret and integrate research is an integral part of the evidence-based practice of nursing and midwifery, teaching such skills to undergraduate students is equally recognised as challenging. From a student's perspective the theoretical aspects, concepts and language of research design may seem far removed from the imperative of developing skills and gaining clinical experience. Simulation has been widely demonstrated as an effective pedagogical approach to engage students in learning and developing practical skills. The 'hands-on' approach provides a cognitive link between theory and practice that is immediately relevant to the student. Simulation training has also been used in other areas of healthcare such as communication and ethics. However, the use of simulation to demonstrate the theoretical and practical aspects of research design to midwifery and nursing students has not been explored. This paper describes a novel approach to teaching undergraduate students fundamental concepts of randomised controlled trial design through their participation in a simulated research trial. Students experienced aspects such as consent, randomisation, intervention, data collection, analysis and interpretation. Post workshop evaluations suggest that students found the approach engaging, increased their knowledge and understanding of research and evidenced-based practice. • Students may find understanding concepts of research design challenging. • Simulation that provides hands-on experience improves knowledge and critical thinking skills. • Participating in a simulated trial improved students understanding of randomised controlled design concepts. [ABSTRACT FROM AUTHOR]

Exposure of nursing students to global health care systems and cultures that are vastly different from which they are accustomed allow them to gain a unique perspective of our global village. A plethora of research has studied the lived experiences of visiting students during international clinical placements. Many studies have noted a multitude of benefits for visiting students. However, very little research examined the perspectives of host participants. This study explores both visiting and host students and faculty's perceptions of reciprocity during international learning experiences. A qualitative descriptive design was utilised. Intercultural collaboration between visiting and host participants occurred over a two week clinical learning experience in a regional hospital in Jamaica. Ten third year undergraduate Bachelor of Nursing students and two faculty from Canada engaged in clinical learning experiences with twelve fourth year host nursing students and three faculty from Jamaica. Visiting students submitted reflective papers, participated in interviews, and a focus group two months later. Two separate focus groups were held to gather data from the hosting students and faculty. All data was analysed using thematic analysis for recurring themes. The findings of this study show that both host and visiting students and faculty mutually gain benefits from intercultural exchange and collaboration. Reciprocity was noted in experiential knowledge acquisition, cultural awareness from educational and professional perspectives, and personal and professional transformative learning. Although notable differences from contrasting health care worlds were identified, the recognition of similarities and opportunities for transformative learning greatly outweighed the differences. There are reciprocal benefits to be gained in nursing education for visiting and host participants through the development of collaborative international partnerships. More research is required to further explore mutuality for students and faculty from different countries. • Mutual gains were noted between host and visiting nursing students and faculty. • Similarities outweighed the differences between health care and culture. • Personal and professional growth occurred for participating students and faculty. • Knowledge sharing and intercultural collaboration developed mutual cultural awareness. [ABSTRACT FROM AUTHOR]

Summary Background Many baccalaureate schools of nursing are using non-traditional placements for undergraduate community health clinical rotations. These placements occur at agencies not organizationally affiliated with the health care system and they typically do not employ registered nurses (RNs). Objectives and Design In this paper, we describe the qualitative findings of a mixed method study that explored these gaps as they relate to pre-registration nursing students' preparation for community health roles. Results While non-traditional community health placements offer unique opportunities for learning through carefully crafted service learning pedagogy, these placements also present challenges for student preparation for practice in community health roles. The theory–practice gap and the gap between the expected and actual performance of new graduates are accentuated through the use of non-traditional community clinical experiences. These gaps are not necessarily due to poor pedagogy, but rather due to the perceptions and values of the stakeholders involved: nursing students, community health nursing faculty, and community health nurses. Conclusions New ways must be developed between academe and community health practice areas to provide students with opportunities to develop competence for practice. [ABSTRACT FROM AUTHOR]