Upskilling Australian registered nurses to enhance students’ clinical placement experiences : a contemporary discussion
- Ryan, Colleen, Cant, Robyn, Hughes, Lynda, Luders, Elise, Cooper, Simon, Ossenberg, Christine, Ahchay, Darrelle, Fitzgerald, Megan
- Authors: Ryan, Colleen , Cant, Robyn , Hughes, Lynda , Luders, Elise , Cooper, Simon , Ossenberg, Christine , Ahchay, Darrelle , Fitzgerald, Megan
- Date: 2022
- Type: Text , Journal article
- Relation: Australian Journal of Advanced Nursing Vol. 39, no. 3 (2022), p. 54-59
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- Description: Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements. Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students’ learning. Study design and methods: This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities. Discussion: Nursing students’ placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses’ education capabilities and to better support students’ clinical learning. Conclusion: Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice: Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students’ clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students’ clinical placement and supervisor experiences. The ways that some nursing specialities recognise excellence in practice are discussed as options for improving clinical supervision. What is already known about the topic • Nursing students’ clinical placements need improvement; students continue to report less than optimal experiences. • There are no requirements in Australia for registered nurse clinical supervisors to undertake assessment of capability for the role. • National and international processes exist to recognise supervisor capabilities and role excellence. What this paper adds • Options for recognising capability and practice excellence in nursing clinical supervision. • A discussion around clinical supervisors engaging with formal and informal education and processes that recognise excellence in role capabilities. © 2022, Australian Nursing Federation. All rights reserved.
- Authors: Ryan, Colleen , Cant, Robyn , Hughes, Lynda , Luders, Elise , Cooper, Simon , Ossenberg, Christine , Ahchay, Darrelle , Fitzgerald, Megan
- Date: 2022
- Type: Text , Journal article
- Relation: Australian Journal of Advanced Nursing Vol. 39, no. 3 (2022), p. 54-59
- Full Text:
- Reviewed:
- Description: Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements. Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students’ learning. Study design and methods: This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities. Discussion: Nursing students’ placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses’ education capabilities and to better support students’ clinical learning. Conclusion: Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice: Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students’ clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students’ clinical placement and supervisor experiences. The ways that some nursing specialities recognise excellence in practice are discussed as options for improving clinical supervision. What is already known about the topic • Nursing students’ clinical placements need improvement; students continue to report less than optimal experiences. • There are no requirements in Australia for registered nurse clinical supervisors to undertake assessment of capability for the role. • National and international processes exist to recognise supervisor capabilities and role excellence. What this paper adds • Options for recognising capability and practice excellence in nursing clinical supervision. • A discussion around clinical supervisors engaging with formal and informal education and processes that recognise excellence in role capabilities. © 2022, Australian Nursing Federation. All rights reserved.
Patient safety elements taught to preregistration nurses using simulation designs : an integrative review
- Ryan, Colleen, Kurup, Chanchal, Cant, Robyn, Reid-Searl, Kerry, Johnson, Trish, Barlow, Melanie, Heaton, Leeanne
- Authors: Ryan, Colleen , Kurup, Chanchal , Cant, Robyn , Reid-Searl, Kerry , Johnson, Trish , Barlow, Melanie , Heaton, Leeanne
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 84, no. (2023), p.
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- Description: This integrative literature review aimed to examine preregistration nursing simulation-based education aligned to patient safety. Understanding quality standards and simulation best practices used to guide the simulation activities also featured. Eight data bases were searched using a standardized search strategy. A total of 33 studies met the inclusion criteria. Six patient safety standards featured in over 38 simulation scenarios, particularly the management of deteriorating patients. Students’ patient safety knowledge and simulated performances consistently returned significant gains following the interventions. Manikin-based, face to face delivery was the most commonly described simulation modality, followed by virtual simulation and virtual reality programmes. The evidence supports simulation as a beneficial technique for teaching patient safety in nursing education. In future, well planned controlled experimental studies are needed to deliver more evidence. Simulation design best practices aligned to international guidelines could be reported in more depth. © 2023
- Authors: Ryan, Colleen , Kurup, Chanchal , Cant, Robyn , Reid-Searl, Kerry , Johnson, Trish , Barlow, Melanie , Heaton, Leeanne
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 84, no. (2023), p.
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- Description: This integrative literature review aimed to examine preregistration nursing simulation-based education aligned to patient safety. Understanding quality standards and simulation best practices used to guide the simulation activities also featured. Eight data bases were searched using a standardized search strategy. A total of 33 studies met the inclusion criteria. Six patient safety standards featured in over 38 simulation scenarios, particularly the management of deteriorating patients. Students’ patient safety knowledge and simulated performances consistently returned significant gains following the interventions. Manikin-based, face to face delivery was the most commonly described simulation modality, followed by virtual simulation and virtual reality programmes. The evidence supports simulation as a beneficial technique for teaching patient safety in nursing education. In future, well planned controlled experimental studies are needed to deliver more evidence. Simulation design best practices aligned to international guidelines could be reported in more depth. © 2023
Interprofessional simulation of birth in a non-maternity setting for pre-professional students
- McLelland, Gayle, Perera, Chantal, Morphet, Julia, McKenna, Lisa, Hall, Helen, Williams, Brett, Cant, Robyn, Stow, Jill
- Authors: McLelland, Gayle , Perera, Chantal , Morphet, Julia , McKenna, Lisa , Hall, Helen , Williams, Brett , Cant, Robyn , Stow, Jill
- Date: 2017
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 58, no. (2017), p. 25-31
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- Description: Background Simulation-based learning is an approach recommended for teaching undergraduate health professionals. There is a scarcity of research around interprofessional simulation training for pre-professional students in obstetric emergencies that occur prior to arrival at the maternity ward. Objectives The primary aims of the study were to examine whether an interprofessional team-based simulated birth scenario would improve undergraduate paramedic, nursing, and midwifery students' self-efficacy scores and clinical knowledge when managing birth in an unplanned location. The secondary aim was to assess students' satisfaction with the newly developed interprofessional simulation. Design Quasi-experimental descriptive study with repeated measures. Setting Simulated hospital emergency department. Participants Final year undergraduate paramedic, nursing, and midwifery students. Methods Interprofessional teams of five students managed a simulated unplanned vaginal birth, followed by debriefing. Students completed a satisfaction with simulation survey. Serial surveys of clinical knowledge and self-efficacy were conducted at three time points. Results Twenty-four students participated in one of five simulation scenarios. Overall, students' self-efficacy and confidence in ability to achieve a successful birth outcome was significantly improved at one month (p < 0.001) with a magnitude of increase (effect) of 40% (r = 0.71) and remained so after a further three months. Clinical knowledge was significantly increased in only one of three student groups: nursing (p = 0.04; r = 0.311). Students' satisfaction with the simulation experience was high (M = 4.65 / 5). Conclusions Results from this study indicate that an interprofessional simulation of a birth in an unplanned setting can improve undergraduate paramedic, nursing and midwifery students' confidence working in an interprofessional team. There was a significant improvement in clinical knowledge of the nursing students (who had least content about managing birth in their program). All students were highly satisfied with the interprofessional simulation experience simulation. © 2017 Elsevier Ltd
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