Relación de la supervisión a través del aprendizaje dirigido y el desempeño laboral de enfermería / Relationship of supervision through directed learning and nursing job performance

Introducción:La supervisión de enfermería juega un papel fundamental en la implementación de estrategias de aprendizaje dirigido que mejoren el desempeño laboral de los profesionales, garantizando así una atención de calidad. Objetivo:Evaluarla relación que existe entre la supervisión a través del aprendizaje dirigido y el desempeño laboral de enfermería. Metodología: estudio cuantitativo con diseño descriptivo, correlacional de corte transversal desarrollado en el área de urgencias deun Instituto Nacional de Salud de la Ciudad de México, en2022. El universo estuvo conformado por profesionales de enfermería del Instituto Nacional deNutrición, la muestra fue de 90profesionales seleccionados por muestreo aleatorio simple, Se utilizó un instrumento que mide el desempeño laboral y la supervisión a través de una escala tipo Likert que va de nunca a siempre, clasificando las variables en tres categorías: nivel bajo, nivel medio y nivel alto. Resultados:existe una correlación directamente proporcional entre la supervisión a través del aprendizaje dirigido y el desempeño laboral, es decir un nivel medio de la categoría del instrumento, a mayor supervisión mayor desempeño laboral; así como, cuando existe mayor capacitación, comunicación, supervisión programada, hay un mayor desempeño laboral. Conclusiones: Los resultados evidencian que al impulsar la implementación del proceso de supervisión mediante el modelo de aprendizaje dirigido es posible potencializar el desempeño laboral de los profesionales de enfermería. Asimismo, el desempeño laboral del profesional se beneficia mediante las estrategias de supervisión como son: la capacitación continua, la comunicación efectiva, la retroalimentación y la supervisión programada

Introduction:Nursing supervision plays a fundamental role in the implementation of directed learning strategies that improve the job performance of professionals, thus ensuring quality care. Objective: To evaluatethe relationship between supervision through directedlearning and nursing job performance. Methodology: quantitative study with a descriptive, correlational, cross-sectional, cross-sectional design in the emergency department of a National Health Institute in Mexico City, from March to May 2022. The universe was made up of nursing professionals from the National Instituteof Nutrition, the sample was 90professionals selected by simple random sampling. An instrument was used to measure job performance and supervision through a Likert-type scale ranging fromnever to always, classifying the variables into three categories: low level, medium level and high level. Results: there is a directly proportional correlation between supervision through directed learning and job performance, i.e. a medium level of the instrument category, the higher the supervision the higher the job performance; as well as, when there is more training, communication, programmed supervision, there is higher job performance. Conclusions: The results show that by promoting the implementation of the supervision process through the directed learning model, it is possible to enhance the work performance of nursing professionals. Likewise, the professional's work performance benefits from supervision strategies such as: continuous training, effective communication, feedback and programmed supervision

Psychometric Testing of a Structured Assessment Instrument for Non-technical Skills (NANTS-no) for Use in Clinical Supervision of Student Nurse Anesthetists.

BACKGROUND: This study evaluated psychometric properties of a structured behavioral assessment instrument, Nurse Anaesthetists' Non-Technical Skills-Norway (NANTS-no). It estimated whether reliable assessments of nontechnical skills (NTS) could be made after taking part in a workshop. An additional objective was to evaluate the instrument's acceptability and usability. METHODS: An explorative design was used. Nurse anesthetists (n = 46) involved in clinical supervision attended a 6-hour workshop on NTS, then rated NTS in video-recorded simulated scenarios and completed a questionnaire. RESULTS: High reliability and dependability were estimated in this setting. Participants regarded the instrument as useful for clinical supervision of student nurse anesthetists (SNAs). CONCLUSIONS: Findings suggest that NANTS-no may be reliable for performing clinical assessments of SNAs and encouraging critical reflection. However, further research is needed to explore its use in clinical settings.

Impact of having a certified nurse specialist in critical care nursing as head nurse on ICU patient outcomes.

OBJECTIVES: This study evaluated the impact of the presence of a certified nurse specialist in critical care (CNS) as ICU head nurse in an open ICU on clinical outcomes. METHODS: The presence of a CNS as ICU head nurse was implemented in practice in April 2017. To evaluate the impact on patient outcomes before and after the implementation, patients were divided into two groups: before (April 2014 to March 2017; 1988 patients) and after (April 2017 to March 2019; 1664 patients). Patients' demographic data were collected from the ICU database. RESULTS: Multivariable logistic regression analysis revealed that the presence of a CNS as ICU head nurse was associated with lower ICU mortality (odds ratio (OR): 0.52, 95% CI: 0.36-0.73, p < .001) and fewer patients receiving mechanical ventilation in the ICU (OR: 0.20, 95% CI: 0.15-0.26, p < .001). CONCLUSION: CNSs are defined as one type of advanced practice nurses. Having a CNS as a head nurse in the ICU may have helped improve patient outcomes by leveraging these practical skills in nursing management.

Nursing students' perspective on a caring relationship in clinical supervision.

BACKGROUND: Nursing students spend approximately half of their time in clinical practice. It is important that clinical supervisors understand nursing students' path of learning and can support their growth and development during the different and multifaceted learning situations offered in the clinical-practice period. OBJECTIVE: Based on nursing students' perspective and rooted in the didactics of caring science, to examine how a learning and constructive caring relationship between nursing students and supervisors in clinical practice can be formed. DESIGN: Qualitative and quantitative concurrent triangulation design of mixed methods. METHODS: Focus group interviews with Finnish nursing students (n = 21) in the qualitative part of the study. In the quantitative part, a closed questionnaire with closed answers was analysed using descriptive statistics. The analysis process was conducted using inductive content analysis. ETHICAL CONSIDERATIONS: Ethical issues were considered throughout the research process according to ethical principles and scientific guidelines. Informed consent was obtained from the informants, confidentiality regarding the data material was guaranteed and quotations were anonymized. RESULTS: A caring relationship between nursing students and supervisors is based on mutual respect, the ethos of responsibility, motivation, willingness and professionalism. Dignity and a caring ethical approach, where nursing students feel they belong, are recognized, seen and heard enables learning and professional development. It is also significant that the supervisor's actions and reflections are ethically defensible, equal and protect nursing students from suffering and various power relationships in clinical practice. CONCLUSION: A good cooperative relationship and shared responsibility between the nurse education institution, which offers theory and prepares nursing students for the encounter with clinical practice and the healthcare organizations is crucial for enabling a caring relationship in clinical supervision.

The learning environment and supportive supervision promote learning and are based on the relationship between students and supervisors - A qualitative study.

During clinical education, teaching and supervision are essential. Teaching is a process intended to facilitate students' learning, and to lead and support the students in discovering knowledge by themselves. But, the understanding of learning is not only to understand the students' learning process but also to understand conditions that influence that process. Therefore the aim of this study was to identify what factors support students learning in the ambulance service from both the students' and supervisors' perspectives. An inductive qualitative study design with four group interviews and content analysis was used. One main theme was identified including the sub-themes; reflection in practice, preparations for clinical education, motivation to learn, mutual trust in students' abilities and contextual factors supporting learning Conclusion: Reflection, preparations, motivation, trust, sense of belonging in a community and the context are essential factors supporting undergraduate nursing students' learning. However, supervisors sometimes had a hard time reflecting, teaching and supporting learning about care and caring science. The lack of knowledge and/or interest about caring science among supervisors needs to be addressed in the ambulance service otherwise it will be difficult to support undergraduate nursing students' learning about caring skills.

Levels of Innovativeness Among Nurse Leaders in Acute Care Hospitals.

OBJECTIVE: The purposes of the study were to describe levels of innovativeness in nurse executives, clinical directors, and nurse managers in acute care settings in the United States and to compare innovativeness between the groups. BACKGROUND: Nurse leaders must navigate the complex ever-changing landscape of healthcare. New strategies are necessary for managing resources and improving patient outcomes. METHODS: A survey was posted in the American Organization of Nurse Executives newsletter using the Scales for Measurement of Innovativeness to measure innovativeness. The sample included 137 nurse leaders in executive and management positions in acute care settings. RESULTS: The largest percentage of nurse leaders across all leadership roles fell into the innovativeness category of early majority. Of the total sample, only 2 individuals were categorized as innovators, and only 15 as early adopters. Fifty-one individuals were early majority; 49 were in the late majority; and 20 individuals were at the lowest category of innovativeness, that of laggards. Both nurse executives and clinical directors had significantly higher levels of innovativeness compared with nurse managers. Graduate-level education and certification were not associated with higher levels of innovativeness. CONCLUSIONS: Understanding the levels and components of innovativeness may assist nurse leaders to affect change in themselves and their organizations.

Australian final year nursing students' and registered nurse supervisors' perceptions of a gerontology clinical learning experience: A preliminary appraisal.

Current international research suggests universities providing nursing education should focus on shifting students' attitudes towards valuing clinical learning derived from aged care settings, offering support and education for aged care facility staff supervising nursing students' learning in the aged care setting, and encouraging nursing graduates to consider pursuing careers in gerontology nursing. Against this international backdrop, one Australian School of Nursing designed a structured clinical learning experience to offer final year nursing students an opportunity to further their knowledge and understanding of the complexities of the role of the gerontology registered nurse. Additionally, this clinical learning experience included provision for nursing academics to offer support and expertise to the aged care facility staff around the role of supervising and assessing final year nursing students' clinical learning. The aim of this paper is to present fifteen final year nursing students' and nine registered nurse supervisors' evaluations of the gerontology clinical learning experience and the success of the learning experience towards meeting the project aims. Mostly participants reported positive experiences and agreed the experience illuminated the role of the gerontology registered nurse. Participants in this study also provided suggestions about the benefits and barriers of the clinical learning experience.

Challenges on-the-way of nursing administration at public hospitals in Kabul, Afghanistan.

PURPOSE: The purpose of this study was to determine the challenges faced by the nursing administration at public hospitals in Kabul, Afghanistan. METHODS: A cross-sectional study design was used to recruit 86 nursing managers and head nurses from 17 public hospitals in Kabul. The participants rated the frequency of 13 challenges that hinder their performance. RESULTS: There were 14 nursing managers and 72 head nurses in the study. Almost 80% of the participants were male with the majority falling in the 35-44 year age bracket. Both nursing managers and head nurses were equally affected by all 13 challenges, except the lack of recognition where head nurses were affected more than the nursing managers (p = .003). The most frequent challenges for both were staff absenteeism and then too many responsibilities. CONCLUSION: There are multiple challenges that hinder the performance of nursing administration that need to be addressed through appropriate national policy and strategies. IMPLICATIONS FOR NURSING MANAGEMENT: The findings of this study can inform policy makers and draw their attention to overcome the challenges faced by nursing management. This will ultimately improve satisfaction leading to improved patient and organisational outcome. The national policy and strategy should address areas that could enable nurses to maintain a balance between household and professional responsibilities; and also encourage the enrolment of female nurses in the profession.

Coping with interpersonal mistreatment: the role of emotion regulation strategies and supervisor support.

AIM: To examine whether the impact of mistreatment by patients on nurses' burnout can be exacerbated or attenuated depending on emotion-regulation strategies, and to explore the moderating role of supervisor support in the relationship between mistreatment and deep acting. BACKGROUND: Aggression from patients is known to contribute significantly to nurse burnout. To date, the moderating role of emotion regulation strategies in the mistreatment-outcomes relationship has seldom been considered. METHODS: The sample consisted of 105 nurses who were working while studying for their Master's degree. Data were collected using self-reported questionnaires. The research hypotheses were tested using hierarchical regression analyses. RESULTS: Mistreatment and surface acting significantly contributed to nurse burnout. Deep acting had a buffering effect on the relationship between mistreatment and depersonalisation. The results also indicate that supervisor support was negatively associated with surface acting and may increase deep acting in response to mistreatment. CONCLUSION: The use of an effective strategy for regulating emotions and supervisor support can protect nurses from the depletion of emotional resources. IMPLICATIONS FOR NURSING MANAGEMENT: By introducing emotion-regulation skills training and by encouraging the availability of support from supervisors, health-care organisations can help nurses better cope with emotionally charged interactions.

Education Methods for Improving the Ability to Use Nursing Information, with a Focus on Issues Related to the Role of the Head Nurse: A Post-Workshop Evaluation.

The use of information technology in medical setting is becoming increasingly prevalent; therefore, it is necessary to examine education methods that promote improvements among nursing professionals in the ability to use nursing information. With a focus on the role of the head nurse, the aim of this study, which consisted of two separately organized workshops, was to examine the effectiveness of behavior modification to resolve workplace issues identified by nursing professionals. After participating in these workshops, all nursing professionals demonstrated an increased ability to use nursing information and effectively resolve issues through behavior modification.

Diferencias y similitudes entre las competencias de una supervisora de enfermería y una enfermera clínica especialista / Differences and similarities between the competencies of a nursing supervisor and an advanced clinical nurse specialist

Introducción: Con el objetivo de contribuir al desarrollo de una regulación profesional más específica, el presente estudio se centró en identificar diferencias y similitudes entre las competencias de la supervisora de enfermería y la enfermera clínica especialista en una unidad de cuidados intensivos. Material y métodos: Se llevó a cabo un análisis crítico de la literatura publicada entre 2003 y 2013, que fue identificada a través de búsquedas sistemáticas en bases de datos electrónicas, revistas de gestión sanitaria y práctica avanzada y listas de referencias de los 17 artículos incluidos. Resultados: «Gestión y administración» y «práctica clínica directa» fueron identificadas como competencias específicas de la supervisora de enfermería y la enfermera clínica especialista respectivamente. «Colaboración», «liderazgo» e «investigación» emergieron como competencias compartidas por ambos perfiles, aunque con operacionalización diferente. Conclusiones: Estos hallazgos implican que la regulación, formación e implantación de estos perfiles debe abordar tanto sus competencias específicas como el enfoque distintivo a adoptar en la operacionalización de las compartidas

Introduction: With the aim of contributing to the development of a more specific professional regulation, the present study was to identify differences and similarities between the competencies of the nursing supervisor and clinical nurse specialist in an intensive care unit. Material and methods: A critical analysis of the literature published between 2003 and 2013 was conducted, identified through systematic searches in electronic databases, health management and practitioner journals and reference lists of the 17 items included. Results: «Management and administration» and «direct clinical practice» were identified as specific competencies of nursing supervisor and clinical nurse specialist respectively. «Collaboration», «leadership» and «research» emerged as competencies shared by both profiles, but with different a operationalization way of conducting it. Conclusions: These findings imply that regulation, education and implementation of these profiles must address their specific skills as the distinctive approach taken in operationalizing shared

The Effects of Supervisors' Support and Mediating Factors on the Nurses' Job Performance Using Structural Equation Modeling: A Case Study.

Nurses are the largest group and an important part of the providers in the health care systems that who a key role in hospitals. Any defect and deficiency in their work can result in irreversible outcomes. This study aimed to determine the effect of supervisors' support and mediating factors on the job performance (JOBPER) of 400 nurses working in the teaching hospitals affiliated to Shiraz University of Medical Sciences, using structural equation modeling. The results showed that the supervisor's support had a significant negative effect on work-family conflict (t = -2.57) and a positive effect on organizational commitment (t = 4.03); Work-family conflict had a significant positive effect on job stress (t = 11.24) and a negative effect on organizational commitment (t = -3.35) and JOBPER (t = -2.29). Family-work conflict had a positive effect on job stress (t = 4.48) and a negative effect on organizational commitment (t = -2.54). Finally, job stress had a negative effect (t = -3.30), and organizational commitment showed a positive effect (t = 5.96) on the studied nurses' JOBPER. According to the results, supervisor's support could influence JOBPER through reducing work-family conflict and increasing organizational commitment. Therefore, to improve the nurses' JOBPER in the hospitals, some strategies are recommended.

Evaluation of time management behaviors and its related factors in the senior nurse managers, Kermanshah-Iran.

BACKGROUND & OBJECTIVE: Time management is an extensive concept that is associated with promoting the performance of managers. The present study was carried out to investigate the time management behaviors along with its related factors among senior nurse mangers. MATERIALS AND METHODS: In this descriptive-analytical study, 180 senior nurse managers were selected using census method. The instrument for data collection was a standard time behavior questionnaire. Data were analyzed by descriptive and analytical statistics. RESULTS: The findings showed that among the dimensions of time management behaviors, setting objectives and prioritization, and mechanics of time management dimensions obtained the highest and lowest frequency, respectively. Comparison of the mean scores of time management behaviors indicated a significant difference in the gender (p<0.05), age (p<0.001), education (p=0.015), job experience (p<0.001), managerial experience (p<0.001) and management rank management (p<0.029). CONCLUSION: On the whole, senior nurse managers enjoyed a favorable time management skill. Given the importance of time management behaviors, it seems that teaching these behaviors more seriously through regular educational programs can effectively promote the performance of senior nurse managers.

Mobile learning: a workforce development strategy for nurse supervisors.

Digital technology provides opportunities for using mobile learning strategies in healthcare environments. To realise the vision of the National Workforce Development Strategy there needs to be innovation of health professionals to further develop knowledge and skills of clinical supervisors to access and gain an understanding of the value of mobile learning at the workplace. The use of digital technology by clinical supervisors was explored in 2012 as part of a teaching development grant to evaluate the use of Web 2.0 technology to develop a community of practice about clinical supervision. Prior to developing the virtual network of clinical supervisors, feedback about the use of Web 2.0 technology by clinicians was sought via an online survey. Over 90% of respondents used social media, 85% understood what a blog and wiki were and approximately half of the respondents used smart phones. More than one-third indicated they would participate in a virtual community of practice and would like to receive information about clinical facilitation at least once per week. Findings indicate both inhibitors and opportunities for workforce development within healthcare environments that need to be addressed. Support of graduate-ready nurses can be achieved through an integrated outlook that enables health professionals within organisations to undertake mobile learning in situ. A flexible and collaborative approach to continuing professional development within organisations could enhance practice development and could positively impact on workforce development.

Usability of a virtual community of practice for workforce development of clinical supervisors.

Workplaces are being transformed by technological change. There is great potential for innovation at educational institutions and in the workplace. Creative and effective use of information communication technology in learning and teaching and for continuing professional development of health professionals is imperative. To determine the usability of a virtual community of practice for clinical supervisors, an online survey was administered prior to attendance at professional development workshops. Clinical supervisors were targeted because they were senior nurse leaders and could promote and model the use of the virtual network within their organisations. Survey findings indicated that a community of practice would be useful for communication about clinical supervision and obtaining information from the University. However, respondents were less certain they would share information by actively contributing to the public mobile learning resources. This study indicates there is considerable potential to build capacity of healthcare professionals through workforce development. Support for clinical supervisors to understand and use mobile learning strategies for continuing professional development and promote life-long learning can assist with realising the vision of the National Workforce Development Strategy.

Burnout y satisfacción laboral de los supervisores de Enfermería / Burnout and job satisfaction in Nursing Supervisors

OBJETIVO: conocer el perfil del profesional que lleva a cabo las funciones de supervisión de Enfermería, identificar las funciones que realiza habitualmente, conocer la percepción sobre el grado de satisfacción laboral y determinar los niveles y prevalencia de burnout en dichos profesionales. MATERIAL Y MÉTODO: estudio descriptivo transversal y analítico realizado en el servicio de salud de Castilla-La Mancha (SESCAM) en 2013,con supervisores de Enfermería del SESCAM, supervisores de otros hospitales del sistema nacional de salud y con enfermeras de plantilla del SESCAM. La recogida de datos se ha llevado a cabo mediante un cuestionario de auto cumplimentación al que se accedía por medio de una plataforma online y que recoge variables demográficas, profesionales, sobre burnout, y sobre satisfacción laboral (estas últimas de cuestionarios validados).RESULTADOS: han participado 160 supervisores del SECAM, 406 de otros hospitales y 350 enfermeras de plantilla. Una media de 49,4 profesionales depende de los supervisores de Enfermería. Uno de cada siete supervisores del SESCAM tiene burnout, sensiblemente por encima de la media de los supervisores de otros centros hospitalarios (1:6)y significativamente por debajo (1:10) de las enfermeras de plantilla del SESCAM. La satisfacción laboral media es de 42 puntos sobre 63.El 90% de los profesionales manifestó estrés moderado o mucho estrés en la última semana. CONCLUSIONES: existe un alto grado de percepción de estrés reciente unido a altos índices de burnout que se contrarresta con una acepta blesatisfacción laboral, aunque consideramos que es necesario trabajaren este sentido para mejorar estos parámetros

OBJECTIVE: to understand the profile of the professional in charge of the Nursing Supervisor job, to identify the tasks usually conducted, to learn about the perception of the level of job satisfaction, and to determine the levels and prevalence of burnout in said professionals. MATERIALS AND METHOD: a transversal and analytical descriptive study conducted in the health service of Castile-La Mancha (SESCAM)in 2013, on SESCAM Nursing Supervisors, nursing supervisors from other hospitals in the national health system, and on the SESCAM nursing staff. Data collection has been conducted through a self-completion questionnaire, which was accessed through an on-line platform, and collected demographical and professional variables, as well as variables on burnout and job satisfaction (the latter were from validated questionnaires).RESULTS: one hundred and sixty (160) SESCAM supervisors took part in this study, as well as 406 from other hospitals, and 350 staff nurses. A mean of 49.4% professionals depended on Nursing Supervisors. One out of seven SESCAM supervisors presented burnout, noticeably over the average in supervisors from other hospitals (1:6), and significantly below (1:10) nurses from the SESCAM staff. The mean job satisfaction was 42 out of 63 points. A 90% of the professionals reported moderate or high stress during the last week. CONCLUSIONS: there is a high level of perception of recent stress, together with high burnout rates, which is balanced by an acceptable level of job satisfaction, though we consider that more work is required regarding this, in order to improve these parameters

Management of everyday work in Emergency Departments - an exploratory study with Swedish Managers.

INTRODUCTION: Through their formal mandate, position and authority, managers are responsible for managing everyday work in Emergency Departments (EDs) as well as striving for excellence and dealing with the individual needs of practitioners and patients. The aim of the present study is to explore managers' experiences of managing everyday work in Swedish EDs. METHOD: A qualitative and exploratory design has been used in this study. Seven managers were interviewed at two EDs. Data was analysed using qualitative content analysis with focus on latent content. RESULTS: Managers experience everyday work in the ED as lifesaving work. One of the characteristics of their approach to everyday work is their capability for rapidly identifying patients with life-threatening conditions and for treating them accordingly. The practitioners are on stand-by in order to deal with unexpected situations. This implies having to spend time waiting for the physicians' decisions. Management is characterised by a command and control approach. The managers experience difficulties in meeting the expectations of their staff. They strive to be proactive but instead they become reactive since the prevailing medical, bureaucratic and production-orientated systems constrain them. CONCLUSION: The managers demonstrate full compliance with the organisational systems. This threatens to reduce their freedom of action and influences the way they perform their managerial duties within and outside the EDs.

The relationship between the managerial skills and results of "performance evaluation "tool among nursing managers in teaching hospitals of Iran University of Medical Science.

Performance of different organizations, such as hospitals is mainly influenced by their managers' performance. Nursing managers have an important role in hospital performance and their managerial skills can improve the quality of the services. Hence, the present study was conducted in order to assess the relationship between the managerial skills and the results of their performance evaluation in Teaching Hospitals of Iran University of Medical Science in 2013. The research used the cross sectional method in 2013. It was done by distributing a managerial skills assessment questionnaire, with close-ended questions in 5 choice Likert scale, among 181 managers and head nurses of hospitals of Iran university of Medical Sciences; among which 131 answered the questions. Another data collection tools was a forms to record evaluation marks from the personnel records. We used Pearson and Spearman correlation tests and SPSS for analysis and description (frequency, mean and standard deviation). Results showed that the managerial skills of the nursing mangers were fair (2.57 out of 5) and the results of the performance evaluation were in a good condition (98.44). The mangers' evaluation results and the managerial skills scores were not in a meaningful correlation (r=0.047 np=0.856). The research showed no correlation between different domains of managerial skills and the performance evaluation marks: decision making skills (r=0.074 and p=0.399), leadership (correlation coefficient 0.028 and p=0.654), motivation (correlation coefficient 0.118 and p=0.163), communication  (correlation coefficient 0.116 and p=0.122), systematic thinking  (correlation coefficient 0.028 and p=0.828), time management (correlation coefficient 0.077 and p=0.401) and strategic thinking  (correlation coefficient 0.041 and p=0.756). Lack of any correlation and relation between managers' managerial skills and their performance evaluation results shows need to a fundamental revision at managers' performance evaluation form.

Measuring student nurse professional socialisation: the development and implementation of a new instrument.

The role of the clinical teacher is poorly understood, particularly the role they play in supporting the professional socialisation of student nurses. In part this lack of understanding is due to the inadequacy of existing tools to measure the phenomenon. This paper reports on the development and trial of a tool that attempts to illuminate the effects this role has on the development of the newest members of the profession. Selected results of the trial with Australian undergraduate Bachelor of Nursing students and their Clinical Teachers demonstrate that Clinical Teachers are important adjunct socialising agents particularly for mature students and students who enter the profession for altruistic reasons. Further, female Clinical Teachers indicate that they are more involved in certain aspects of student professionalisation than their male counterparts. The development of the tool followed interviews with Clinical Teachers and graduates from 2 universities. The tool trial then used a multi-site cohort study design, with N=196 students (from 3 universities) and N=58 Clinical Teachers (from 2 universities).