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BackgroundClinical nursing education provides opportunities for students to learn in multiple patient care settings, receive appropriate guidance, and foster the development of clinical competence and professionalism. Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competencies, and enhance problem-solving and critical thinking skills. Previous research has indicated that the teaching competencies of nurse preceptors can be transferred to students’ clinical learning to enhance their clinical competencies. ObjectiveThis study aimed to develop a clinical teaching blended learning (CTBL) program with the aid of web-based clinical pedagogy (WCP) and case-based learning for nurse preceptors and to examine the effectiveness of the CTBL program on nurse preceptors’ clinical teaching competencies, self-efficacies, attitudes toward web-based learning, and blended learning outcomes. MethodsA quasi-experimental single-group pretest and posttest design was adopted. A total of 150 nurse preceptors participated in the CTBL program, which was conducted from September 2019 to December 2019. A set of questionnaires, including the clinical teaching competence inventory, preceptor self-efficacy questionnaire, attitudes toward web-based continuing learning survey, and e-learning experience questionnaire, was used to assess the outcomes before and after the CTBL program. ResultsCompared with the baseline, the participants had significantly higher total mean scores and subdomain scores for clinical teaching competence (mean 129.95, SD 16.38; P

This paper reports on an interdisciplinary pedagogical research project involving academic literacy experts and lecturers at a School of Nursing. Specifically, the paper focusses on the development of a data-driven analytical rubric to teach and assess critical reflections in year-one nursing. The purpose of the project was to support the teaching and evaluating of critical reflections of nursing students after their initial clinical placement. Rather than focusing on inter-rater reliability or on pedagogical uses of rubrics, this paper is concerned with the ways the criteria that constitute these rubrics were devised. The data involved 200 student assignments, the existing marking criteria and two focus groups with the nursing lecturers. We analysed the data using aspects of a linguistic theory, systemic functional linguistics, and elements of a sociological framework, Legitimation Code Theory, to understand what constitutes 'deep reflection' in clinical nursing practice. Our findings led to a revised analytical rubric which makes visible what is highly valued in nursing reflection tasks. We conclude with a data-driven analytical rubric design framework which involves the analysis of student assignments at various levels of achievement to reveal academic literacy and knowledge practices requirements of reflection tasks.

Background: Peer feedback (PF) has attracted much attention in health profession education with growing evidence on its benefits. However, it lacks a proper framework to guide its operation, which raises concerns about its quality in nursing education. Purpose: To compare the effects of a 3-phase PF versus faculty feedback (FF) on students' reflective abilities and clinical competencies after simulated practice, and its impacts on peer tutors' feedback practices and empowerment level. Methods: This study used a 3-arm pretest-posttest quasi-experimental methodology. Results: Peer verbal feedback significantly increased students' reflective abilities and clinical competencies, while peer video feedback significantly increased clinical competencies. However, FF outcomes did not reach significance. Peer tutors' empowerment level did not significantly improve, but feedback practices were perceived as comparable with FF. Conclusions: Peer feedback can potentially improve students' reflective abilities and clinical competencies. Proper feedback training with a structured framework will likely enhance peer tutors' feedback practices. [ABSTRACT FROM AUTHOR]

Nurse preceptors are key stakeholders in providing quality clinical education. This study aimed to explore the perspectives of nurse preceptors on a web‐based clinical pedagogy program and clinical teaching. A descriptive qualitative design was adopted. The program was made accessible to the nurse preceptors who were assigned nursing students from July 2019 to June 2020. Upon completion of clinical teaching, a total of 19 nurse preceptors participated in four focus group discussions. The discussions were audio recorded and transcribed verbatim, and thematic analysis was conducted. Five themes, with 11 subthemes, emerged: (i) Undergoing the process of self‐awareness and development; (ii) Mastering newly acquired skills to refine own teaching approach; (iii) Implementing consistent evaluation and constructive feedback; (iv) Dual roles and responsibilities of preceptor; and (v) Benefits and barriers of the program. This study highlighted the knowledge and skills preceptors gained through the program which gave them newfound confidence and facilitated their clinical teaching and evaluation. As the shift towards online learning progresses, web‐based learning can be a useful platform for professional development of nurse preceptors. [ABSTRACT FROM AUTHOR]

This paper reports on an interdisciplinary pedagogical research project involving academic literacy experts and lecturers at a School of Nursing. Specifically, the paper focusses on the development of a data-driven analytical rubric to teach and assess critical reflections in year-one nursing. The purpose of the project was to support the teaching and evaluating of critical reflections of nursing students after their initial clinical placement. Rather than focusing on inter-rater reliability or on pedagogical uses of rubrics, this paper is concerned with the ways the criteria that constitute these rubrics were devised. The data involved 200 student assignments, the existing marking criteria and two focus groups with the nursing lecturers. We analysed the data using aspects of a linguistic theory, systemic functional linguistics, and elements of a sociological framework, Legitimation Code Theory, to understand what constitutes 'deep reflection' in clinical nursing practice. Our findings led to a revised analytical rubric which makes visible what is highly valued in nursing reflection tasks. We conclude with a data-driven analytical rubric design framework which involves the analysis of student assignments at various levels of achievement to reveal academic literacy and knowledge practices requirements of reflection tasks. [ABSTRACT FROM AUTHOR]