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1.
Curationis ; 47(1): e1-e8, 2024 Mar 26.
Artigo em Inglês | MEDLINE | ID: mdl-38572843

RESUMO

BACKGROUND:  Transitioning to a professional role is difficult for newly qualified professional nurses. Given the challenges that these nurses experience during the transition to practice, support is essential for them to become efficient, safe, confident, and competent in their professional roles. OBJECTIVES:  The purpose of this study was to explore the transition experiences of newly qualified professional nurses to develop a preceptorship model. METHOD:  This study employed a qualitative approach to purposively collect data. Concept analyses were conducted applying the steps suggested by Walker and Avant, and the related concepts were classified utilising the survey list of Dickoff, James and Wiedenbach's practice theory. RESULTS:  A preceptorship model for the facilitation of guidance and support in the clinical area for newly qualified professional nurses was developed. The model consists of six components, namely, the clinical environment, the operational manager and preceptor, the newly qualified professional nurse, the preceptorship, the assessment of learning, and the outcome. CONCLUSION:  The study revealed that newly qualified professional nurses face many transition challenges when entering clinical practice. They are thrown far in, experience a reality shock, and are not ready to start performing their professional role. The participants agreed that guidance and support are needed for their independent practice role.Contribution: The preceptorship model for newly qualified professional nurses would be necessary for the transition period within hospitals. This preceptorship model may be implemented by nursing education institutions as part of their curriculum to prepare pre-qualifying students for the professional role.


Assuntos
Educação em Enfermagem , Enfermeiras e Enfermeiros , Humanos , Competência Clínica , Preceptoria , Currículo , Papel Profissional
2.
Nurs Adm Q ; 48(2): 87-96, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38564719

RESUMO

Culture is the driving frame within which all human action takes form. This article explores the elements and characteristics of culture and applies them to the nursing professional community of practice. As it drills down to the work in the cultural context, it argues for the central role of the preceptor in evidencing the influence of culture. For onboarding nurses and the nursing community, the preceptor becomes the carrier of culture, demonstrating the impact of culture in a way that exhibits its influence and impact on nursing practice and patient care.


Assuntos
60563 , Preceptoria , Humanos
4.
BMC Med Educ ; 24(1): 297, 2024 Mar 15.
Artigo em Inglês | MEDLINE | ID: mdl-38491437

RESUMO

BACKGROUND: Recently, all medical universities in Sweden jointly developed a framework for Entrustable Professional Activities (EPAs) for work-based training and assessment. This framework is now being introduced nationally in the new 6-year undergraduate medical programme that directly lead to a licence to practise. When EPAs are introduced, it is of central importance to gain clinical supervisors' acceptance to apply the framework in their supervision of students. The aim of this study was therefore to investigate how clinical supervisors, not familiar with EPAs, experience clinical supervision using the framework for EPAs. METHODS: We used a purposive sampling to recruit clinical supervisors. They were given written information on EPAs with a selection of suitable EPAs and the Swedish observation rating scale for assessment of autonomy, and they were offered to attend a 30-minute introductory web course. The participants were informed that EPAs were to be tested, and the students were asked to participate. After the study period the clinical supervisors participated in semi-structured interviews. Inductive qualitative content analysis was used to analyse the transcribed interviews. RESULTS: Three general themes emerged in the qualitative analysis: Promoting Feedback, Trusting Assessments and Engaging Stakeholders. The participants described benefits from using EPAs, but pointed out a need for preparation and adaptation to facilitate implementation. The structure was perceived to provide structured support for feedback, student involvement, entrustment decisions, enabling supervisors to allow the students to do more things independently, although some expressed caution to rely on others' assessments. Another concern was whether assessments of EPAs would be perceived as a form of examination, steeling focus from formative feedback. To understand the concept of EPA, the short web-based course and written information was regarded as sufficient. However, concern was expressed whether EPA could be applied by all clinical supervisors. Involvement and adaption of the workplace was pointed out as important since more frequent observation and feedback, with documentation requirements, increase the time required for supervision. CONCLUSIONS: EPAs were accepted as beneficial, promoting structured feedback and assessments of the students' autonomy. Preparation of supervisors and students as well as involvement and adaptation of the workplace was pointed out as important.


Assuntos
Internato e Residência , Estudantes de Medicina , Humanos , Educação Baseada em Competências , Projetos Piloto , Suécia , Preceptoria , Competência Clínica
5.
Curr Pharm Teach Learn ; 16(4): 231-243, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38458841

RESUMO

INTRODUCTION: To date, there are no formal self-reflection tools routinely used by pharmacists within the Australian pharmacy profession. The study involved utilizing the Clinical Supervision Skills Competency Tool (CSSCT) at a metropolitan teaching hospital in Victoria, Australia. It explored pharmacists' perceptions of the CSSCT and its impact on their ability to self-reflect and develop their supervisory practices. METHODS: The qualitative study involved adapting the Clinical Supervision Skills Review Tool (CSRT), a clinician-validated tool. Prior to tool completion, participants attended an orientation session on the CSSCT. Thematic analysis and an inductive approach was then applied to data collected from two semi-structured focus group sessions and an online survey, for those not able to attend the focus groups. RESULTS: A total of 19 pharmacists were recruited and completed the CSSCT. The three major themes regarding the CSSCT identified were: feasibility of the tool, aspects of the CSSCT, and future planning. Use of rating scales and breakdown of the supervisory competencies were perceived to be helpful. Conversely, the tool's length, pharmacists' high workloads and time pressures, were identified as potential barriers to using the tool. CONCLUSIONS: Given pharmacists internationally currently lack a formal tool to enhance their supervisory methods, the CSSCT or similar tools emerge as valuable resources for steering pharmacists towards self-reflection and goal setting. Notably, the CSSCT sheds light on previously overlooked yet critical aspects of clinical supervision in the pharmacy context, including the wellbeing and cultural sensitivity of learners.


Assuntos
Serviços Comunitários de Farmácia , Farmacêuticos , Humanos , Austrália , Preceptoria , Competência Clínica
6.
J Nurs Adm ; 54(4): 235-239, 2024 Apr 01.
Artigo em Inglês | MEDLINE | ID: mdl-38501818

RESUMO

OBJECTIVE: The aim of this study was to assess nurse preceptor burnout and examine related factors. BACKGROUND: Nurse preceptors are essential to the provision of optimal hospital-based care. Preceptors guide and support nurses' transition from professional training to practice as well as movement within practice roles. METHODS: As a component of the DevelopYou database, nurse preceptors (N = 210) were surveyed electronically using the BHLex Preceptor Role Questionnaire. Data retrieved from this data set were analyzed. RESULTS: Twenty-eight percent (n = 60) of participants experienced burnout. Most (n = 203, 96.7%) enjoyed their role. Reasons for becoming a preceptor included a love for teaching, a desire to help others, and feelings of responsibility to the profession and the institution. Strategies to enable perceived value of the role focused on activities involving person-to-person interactions. CONCLUSIONS: On the basis of the results of this analysis, it is apparent that nurse preceptors want to feel valued and supported by administration and have opportunities to interact regularly with colleagues.


Assuntos
Esgotamento Profissional , Preceptoria , Humanos , Emoções , Inquéritos e Questionários
7.
BMC Med Educ ; 24(1): 349, 2024 Mar 29.
Artigo em Inglês | MEDLINE | ID: mdl-38553678

RESUMO

BACKGROUND: Clinical practicum is crucial for strengthening nursing students' clinical competence. However, nursing students often experience considerable stress during clinical practicum, and so they employ coping strategies to alleviate it. There is almost no empirical evidence on the change trajectory of perceived stress, coping strategies, and clinical competence among nursing students during a one-year clinical practicum. This study aimed to investigate the trajectory of change in perceived stress, coping strategies, and clinical competence among undergraduate nursing students during a one-year clinical practicum. METHODS: This study used a longitudinal cohort design. Undergraduate nursing students were recruited from a science and technology university in Taiwan to participate from February 2021 to January 2022. Perceived stress, coping strategies, and clinical competence among students in basic training practicum (T1), advanced training practicum (T2), and comprehensive clinical nursing practicum (T3) were surveyed by using the Perceived Stress Scale (PSS), Coping Behaviour Inventory (CBI), and Clinical Competence Scale (CCS). PSS, CBI, and CCS in T1, T2, and T3 were compared using a generalized estimating equation (GEE) to deal with correlated data. The level of statistical significance was set at α = 0.05. RESULTS: A total of 315 undergraduate nursing students completed the questionnaire. The study results show that the overall perceived stress of the students is the highest in T2 and the lowest in T3. The main source of stress of the students is 'taking care of patients' at T1 and 'lack of professional knowledge and skills' at T2 and T3. Students' perceived stress in 'taking care of patients' gradually decreases over time. The four coping strategies of CBI, which are 'stay optimistic', 'problem-solving', 'transference' and 'avoidance' in this order, remain the same ranking in three surveys.The main stress coping strategy used by students is 'stay optimistic', while the coping strategy 'avoidance' is used more frequently in T2 than in T1 and T3. Students' mean scores of the overall clinical competence and in the 'general nursing' and 'management' subscales in T3 are higher than those in T1 and T2. However, their mean scores in 'self-growth' and 'positivity' subscales are the highest in T1 and the lowest in T2. CONCLUSIONS: The results show that through experiential learning in clinical practicum at different stages time after time, students' overall perceived stress is the lowest and their overall clinical competence is the highest in T3. The main coping strategy used when students managed stress is 'stay optimistic'. According to the results, we suggest that clinical educators provide students with appropriate guidance strategies at different stages of stress and continue to follow up the clinical competence and retention rates of these nursing students in the workplace in the future.


Assuntos
Bacharelado em Enfermagem , Testes Psicológicos , Autorrelato , Estudantes de Enfermagem , Humanos , 60670 , Estudos Longitudinais , Bacharelado em Enfermagem/métodos , Competência Clínica , Preceptoria , Estresse Psicológico
8.
BMJ Open ; 14(3): e078765, 2024 Mar 25.
Artigo em Inglês | MEDLINE | ID: mdl-38531589

RESUMO

INTRODUCTION: Mental health nurses work in potentially unpredictable, stressful and complex environments that can lead to burn-out and high staff turnover. Clinical supervision is a formal and professional agreement between two or more people that aims to strengthen individuals' competencies and organisational strengths. Effective clinical supervision has been noted as a method of reducing workplace issues within mental health nursing, but there is not currently a synthesis of evidence in this area. The key objective of this scoping review is to identify, map and analyse the available evidence reporting on the impact of clinical supervision on workforce outcomes for mental health nurses. METHODS: A scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses-Scoping Review Extension method will be conducted exploring clinical supervision for mental health nurses. A search for academic literature from Medline, CINAHL, Embase and PsycINFO will be combined with grey literature sourced through Google to identify potentially relevant studies. Studies identified by the search strategy will be managed using Covidence, and two authors will screen all identified articles. Reference lists of included studies will be handsearched to identify any potentially relevant studies missed by the search strategy. ANALYSIS: A summary tool including predefined categories (such as author, date published, workforce outcome measured) will be used to summarise the included studies in this scoping review. Additionally, a narrative synthesis approach will be used to report the outcomes of included studies and provide further analysis. ETHICS AND DISSEMINATION: This scoping review protocol described research that will use secondary analysis of publicly available information, and therefore, does not require ethics approval. The findings of this research will be disseminated through publication in a peer-reviewed academic journal and relevant conference presentations.


Assuntos
Enfermagem Psiquiátrica , Humanos , Preceptoria , Projetos de Pesquisa , Literatura de Revisão como Assunto , Recursos Humanos , Local de Trabalho
9.
Nurse Educ Pract ; 76: 103932, 2024 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-38471238

RESUMO

BACKGROUND: The clinical practicum is the practical course that causes the most anxiety in nursing undergraduates. Although high-fidelity simulation education has been demonstrated to boost nursing students' self-efficacy and decrease anxiety in patient care, it is also associated with excessive psychological stress. Assessment-simulation-animation-based (ASA-based) education has been developed to solve the drawbacks of simulation-based education while preserving positive learning outcomes. OBJECTIVES: To compare the effects of ASA-based education and traditional education in reducing anxiety and improving self-efficacy of junior nursing students in their maternity clinical practicum. DESIGN: This study used a two-group pre-post quasi-experimental design. The comparison group was studied first followed by the experimental group. SETTINGS: Department of Nursing and affiliated medical center at a medical university in southern Taiwan. PARTICIPANTS: We enrolled 114 junior nursing students from two different class years. METHODS: A convenience sample of junior nursing students was used in this study, with 55 in the experimental group and 59 in the comparison group. The intervention included online ASA-based education videos with pamphlets and was conducted three days a week for five weeks encompassing the maternity nursing clinical practicum. We developed and applied the Clinical Situation Anxiety Scale (CS-AS) and Clinical Situation Self-Efficacy Scale (CS-SES) before and after the intervention. Qualitative feedback was assessed after the intervention. Data were collected from both the comparison and experimental groups during the fall and spring terms of both the 2019-2020 and 2020-2021 academic years. RESULTS: Compared with the comparison group, the total CS-AS and CS-SES scores significantly improved from before to after the intervention in the experimental group. The students responded to the intervention by demonstrating clinical consistency, knowing what to do and how to do it and more confidently practicing health education. CONCLUSION: Our results suggest that ASA-based education with videos and pamphlets contributed to reducing anxiety and increasing self-efficacy in nursing students during their maternity clinical practicum.


Assuntos
Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Feminino , Gravidez , Bacharelado em Enfermagem/métodos , Estudantes de Enfermagem/psicologia , Autoeficácia , Preceptoria , Ansiedade/psicologia , Competência Clínica
11.
J Prof Nurs ; 50: 16-34, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38369368

RESUMO

BACKGROUND: The demand for nurse practitioners (NP) is growing; however, the NP role transition is difficult. NP role transition starts with NP student entering the program and can last for as long as two years post-graduation. NP clinical education and preceptorship model is outdated and is in need of restructuring. PURPOSE: The purpose of this literature review was to describe and explain the issues and resources within the NP clinical education and preceptorship that is used to support NPs' role transition both before and after graduation. METHODS: The search years included 2010-2022. The following search terms were used: graduate nurse, advanced nursing, nurse practitioner, APRN, masters prepared, advanced nurse, nursing student, practicum, residency programs, residencies, school, program, clinical, clinical education, nursing education, health education, training, clinical site, student, preceptor, preceptorship, apprenticeship, mentor, mentorship, transition, role transition, role change, nurse's role, primary care, qualitative research, collaboration, and clinical competence. RESULTS: In this review pre-graduation persistent issues with availability of clinical sites and preceptors as well as lack of consistency in competency based clinical education assessment practices were identified. Difficult transition to practice post-graduation showed inconsistent and limited support available to further develop the newly graduated entry level NPs' clinical skills. CONCLUSION: Restructuring the old clinical education and preceptorship model used during the pre-graduation NP role transition stage is necessary to improve NP role transition process and graduate the required number of practice ready NPs.


Assuntos
Educação em Enfermagem , Profissionais de Enfermagem , Humanos , Papel do Profissional de Enfermagem , Preceptoria , Escolaridade , Profissionais de Enfermagem/educação , Competência Clínica
12.
J Nurses Prof Dev ; 40(2): 118-122, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38373267

RESUMO

Nursing professional development practitioners rely on nurse preceptors to guide the development of nursing staff and students. A lack of experienced preceptors may require individuals who have limited to no experience in precepting to serve in the preceptor role. Nursing professional development practitioners should be prepared to effectively support and develop novice preceptors. This article analyzes the development and implementation of a novel educational resource that assists the novice preceptor in facilitating nursing student clinicals.


Assuntos
Recursos Humanos de Enfermagem , Estudantes de Enfermagem , Humanos , Preceptoria , Escolaridade , Competência Clínica
13.
Nurs Open ; 11(2): e2076, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38375681

RESUMO

AIMS: To review the contemporary international literature on nurse preceptor competencies and map the components and their descriptors. REVIEW METHODS: A mapping review. DATA SOURCES: Articles reporting evidence-based and validated Registered Nurse (RN) preceptor competencies published between 2013 and 2022 were identified. Open access databases such as PubMed and Google Scholar and the library healthcare databases Scopus and CINAHL were searched. The authors collaborated at each review stage that included screening, article selection, tabulation, mapping and preparation of findings. RESULTS: Seven quantitative studies were included. Three were based on existing nurse preceptor competency data sets and four were purposely developed using collaborative research methods. Each study validated findings through a survey of nurse stakeholders. Three key competencies shared across all studies were 'facilitating teaching', 'being a role model' and 'evaluating student's performance'. The number of competency categories ranged from three to 10 and the accompanying item descriptors from 9 to 83. Although terminology describing data sets was inconsistent, similarity was seen across competency domains. CONCLUSION: The contemporary nursing preceptor role is considered an emerging specialist education role. The results offer a set of validated preceptor competency descriptors, applicable to practice, that provide insight into ways employers may recruit, support and retain nurse preceptors. IMPLICATIONS FOR THE PROFESSION: The mapped results provide a concise summary of nurse preceptor competency research internationally that can inform further development of RN preceptors. IMPACT: This review addresses the lack of consensus around nursing preceptor competencies for clinical supervision of undergraduate nursing students. Seven competency domains were identified describing key preceptor role capabilities. The domains Facilitator', 'Role model' and 'Evaluator' featured across the included studies: 'More than 300 competency descriptors were reported'. Our review results could better prepare RN preceptors for their important role. Employers of RN preceptors could use the results to design performance competencies that may enhance nursing preceptorship. REPORTING METHOD: This review adheres to the PRISMA-ScR EQUATOR guidelines as the recommended reporting method for mapping reviews.


Assuntos
Bacharelado em Enfermagem , Enfermeiras e Enfermeiros , Estudantes de Enfermagem , Humanos , Papel do Profissional de Enfermagem , Preceptoria/métodos
14.
Musculoskelet Sci Pract ; 70: 102921, 2024 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-38354619

RESUMO

PURPOSE: First contact practitioner (FCP) roles have been developed to supplement the primary care workforce in managing the burden of musculoskeletal conditions. In order to quality assure and standardise capability of these clinicians an educational framework was developed by NHS England. The Roadmap to Practice (2020) was the curriculum designed to support and develop capability for FCP roles. This secondary analysis of a broader research project aimed to understand the factors affecting the supervisory experience from both a supervisor and supervisee perspective. METHODS: A qualitative design using group interviews and an online survey was utilised to examine the experiences of these clinicians on their journey navigating and supporting the Roadmap to Practice portfolio process. FINDINGS: Three principal themes were identified that affected the supervisory process; preparation of both supervisors and supervisee; the person (supervisor) and the practicalities associated with supervision. CONCLUSION: There were numerous factors influencing the quality of clinical supervision. Adequate preparation of the supervisor and supervisee is critical to success. The attributes of the supervisor were important in the enhancing the quality of supervisory process. Time afforded to undertake supervision and access to appropriate supervisors need to be adequate and accounted for in workforce planning. A paradigm shift in workplace culture is required so clinical supervision is seen as an integral component in maintaining quality and assuring patient safety.


Assuntos
Competência Clínica , Preceptoria , Humanos , Inquéritos e Questionários , Currículo , Projetos de Pesquisa
15.
Nurs Older People ; 36(2): 22-27, 2024 Apr 02.
Artigo em Inglês | MEDLINE | ID: mdl-38323475

RESUMO

The professional nurse advocate (PNA) role is the key enabler of delivery of the NHS England Advocating and Educating for Quality Improvement (A-EQUIP) model of professional nursing leadership and clinical supervision. The aim of the PNA role is to provide clinical, educational and well-being support to nurses through restorative clinical supervision. This article describes the PNA role and the A-EQUIP model and discusses some of the challenges experienced by nurses in relation to delivering care to older people and current workforce pressures. The author suggests that restorative clinical supervision may support nurses to manage these challenges and enhance their practice in the care of older people, and describes part of a workforce improvement project to illustrate this in practice. Finally, the author considers some of the barriers to implementation of restorative clinical supervision.


Assuntos
Competência Clínica , Preceptoria , Humanos , Idoso , Inglaterra
16.
Nursing (Ed. bras., Impr.) ; 27(307): 10062-10067, jan.2024. ilus
Artigo em Inglês, Português | LILACS, BDENF - Enfermagem | ID: biblio-1537122

RESUMO

Objective Structured Clinical Examination (OSCE) é um modelo de avaliação com uma série de estações, nas quais o aluno deverá executar ações específicas que englobam competências. São avaliados comportamento, domínio e habilidades. Objetivo: relatar a utilização da simulação realística como ferramenta de avaliação de residentes de enfer- magem. Método: Estudo descritivo, tipo relato de experiência, sobre o uso de um método de avaliação formativa utilizando a simulação realística em julho de 2023. Resultados: Foi realizada a observação direta das atividades desenvolvidas pelos residentes e preenchido o check list individual de cada cenário. Debriefing contribuiu com a discussão reflexiva em grupo. Conclusão: Ao acompanhar o desenvolvimento enquanto ele ocorre, a avaliação formativa com uso do método OSCE, possibilita perceber como o residente tem absorvido o saber, quais possíveis pontos de melhoria e se os objetivos estão sendo alcançados. A simulação utilizada como ferramenta pode complementar o treinamento prático em situa- ções clínicas reais.(AU)


Objective Structured Clinical Examination (OSCE) is an assessment model with a series of stations in which the student must perform specific actions that encompass competencies. Behavior, mastery and skills are assessed. Objective: To report on the use of realistic simulation as an assessment tool for nursing residents. Method: This is a descriptive experience report on the use of a formative assessment method using realistic simulation in July 2023. Results: The activities carried out by the residents were directly observed and an individual checklist was completed for each scenario. Debriefing contributed to reflective group discussion. Conclusion: By monitoring development as it happens, formative assessment using the OSCE method makes it possible to see how the resident has absorbed the knowledge, what possible points for improvement and whether the objectives are being achieved. Simulation used as a tool can complement practical training in real clinical situations.(AU)


El Examen Clínico Objetivo Estructurado (ECOE) es un modelo de evaluación con una serie de estaciones en las que el estudiante debe realizar acciones específicas que engloban competencias. Se evalúan el comportamiento, el dominio y las habilidades. Objetivo: Informar sobre el uso de la simulación realista como herramienta de evaluación para residentes de enfermería. Método: Estudio descriptivo del uso de un método de evaluación formativa mediante simulación realista en julio de 2023. Resultados: Se observaron directamente las actividades realizadas por los residentes y se cumplimentó una lista de comprobación individual para cada escenario. El debriefing contribuyó a la discusión reflexiva en grupo. Conclusión: La evaluación formativa mediante el método OSCE permite, a través del seguimiento de la evolución a medida que ésta se produce, ver cómo el residente ha asimilado los conocimientos, cuáles son los posibles puntos de mejora y si se están alcanzando los objetivos. La simulación utilizada como herramienta puede complementar la formación práctica en situaciones clínicas reales.(AU)


Assuntos
Preceptoria , Enfermagem Ortopédica , Treinamento por Simulação
17.
Nurse Educ Pract ; 75: 103875, 2024 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-38277800

RESUMO

BACKGROUND: Preceptors play an important role in teaching and guiding nursing students to transit to the role of registered nurses. Nursing students are trained to acquire the skills and knowledge in providing good quality care to patients. However, the preceptors in the clinical area may face challenges in providing care to their patients in addition to their preceptor role. It is vital to explore and gain insights on the preceptorship experience to better understand their challenges and facilitate their preceptorships and the learning experience of the nursing students. AIMS: This study explored the preceptors' experience to understand their challenges and support received in the facilitation of the preceptorship and learning experience of the nursing students in an acute care hospital in Singapore. METHODS: Semi-structured interviews were conducted from June to October 2021 with ten registered nurses working in an acute hospital. Thematic analysis was conducted. RESULTS: Three main themes emerged from the thematic analysis: (1) preceptor-student relationship; (2) barriers and challenges to successful preceptorship; and (3) outcomes of successful preceptorship. CONCLUSIONS: This study provided valuable insights in the experience of the preceptors in Singapore. Recommendation for nursing management and leaders to establish support system in promoting recognition of preceptors, establish dialog sessions between stakeholders. Nursing education to provide support and to review the efficacy of the current preceptorship program to identify correlation with successful precepting experience for both preceptors and nursing students. Despite challenges faced by the preceptors, their experience had been positive and they are committed in precepting the nursing students.


Assuntos
Educação em Enfermagem , Estudantes de Enfermagem , Humanos , Preceptoria , Singapura , Competência Clínica , Hospitais
18.
Addict Sci Clin Pract ; 19(1): 8, 2024 Jan 20.
Artigo em Inglês | MEDLINE | ID: mdl-38245783

RESUMO

BACKGROUND: The opioid epidemic has resulted in expanded substance use treatment services and strained the clinical workforce serving people with opioid use disorder. Focusing on evidence-based counseling practices like motivational interviewing may be of interest to counselors and their supervisors, but time-intensive adherence tasks like recording and feedback are aspirational in busy community-based opioid treatment programs. The need to improve and systematize clinical training and supervision might be addressed by the growing field of machine learning and natural language-based technology, which can promote counseling skill via self- and supervisor-monitoring of counseling session recordings. METHODS: Counselors in an opioid treatment program were provided with an opportunity to use an artificial intelligence based, HIPAA compliant recording and supervision platform (Lyssn.io) to record counseling sessions. We then conducted four focus groups-two with counselors and two with supervisors-to understand the integration of technology with practice and supervision. Questions centered on the acceptability of the clinical supervision software and its potential in an OTP setting; we conducted a thematic coding of the responses. RESULTS: The clinical supervision software was experienced by counselors and clinical supervisors as beneficial to counselor training, professional development, and clinical supervision. Focus group participants reported that the clinical supervision software could help counselors learn and improve motivational interviewing skills. Counselors said that using the technology highlights the value of counseling encounters (versus paperwork). Clinical supervisors noted that the clinical supervision software could help meet national clinical supervision guidelines and local requirements. Counselors and clinical supervisors alike talked about some of the potential challenges of requiring session recording. CONCLUSIONS: Implementing evidence-based counseling practices can help the population served in OTPs; another benefit of focusing on clinical skills is to emphasize and hold up counselors' roles as worthy. Machine learning technology can have a positive impact on clinical practices among counselors and clinical supervisors in opioid treatment programs, settings whose clinical workforce continues to be challenged by the opioid epidemic. Using technology to focus on clinical skill building may enhance counselors' and clinical supervisors' overall experiences in their places of work.


Assuntos
Analgésicos Opioides , Inteligência Artificial , Humanos , Analgésicos Opioides/uso terapêutico , Preceptoria , Aconselhamento/métodos , Tecnologia
19.
Nurs Open ; 11(1): e2028, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-38268257

RESUMO

AIM: The present study aimed to explain the barriers to effective clinical supervision from the perspective of nurses. DESIGN: Qualitative descriptive study. METHODS: The present study enrolled 21 nurses selected by purposive sampling. Data were collected through semi-structured interviews, which were digitally recorded and immediately transcribed verbatim, and analysed using content analysis method. RESULTS: From the nurses' perspective, the influential barriers included poor academic, ethical, communicational, professional competencies at the passive management level, defects in supervision prerequisites, conventional beliefs, ineffective organization, shortage of workforce at the level of inappropriate context, lack of motivation and poor accountability at inadequate professional maturity level. PUBLIC CONTRIBUTION: The following items affect how clinical supervision is implemented: Motivation, accountability at the personal level, sufficient workforce, conducive conditions, effective organization of resources, and preparing the individual for supervision at the organizational level to implement effective clinical supervision.


Assuntos
Motivação , Preceptoria , Humanos , Competência Profissional , Pesquisa Qualitativa , Registros
20.
Issues Ment Health Nurs ; 45(1): 85-95, 2024 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-38190426

RESUMO

This study explored the impact of an innovative approach to clinical supervision for mental health nurses which integrates Safewards, named Group Reflective integrated Practice with Safewards - GRiP-S. Qualitative data was collected through 10 individual semi-structured interviews with nursing staff who had participated within the clinical supervision approach. Interviews provided insights into the nursing staff's perception and experience of the clinical supervision approach. Through interpretive phenomenological analysis six themes emerged (i) illuminating embodied practice of Safewards, (ii) building confidence through empowering connections, (iii) creating a culture of positive change, (iv) identifying internal motivation for and external barriers to supervision engagement, (v) navigating a global pandemic, and (vi) the transformative role of reflection. Findings demonstrated that the GRiP-S approach assisted mental health nurses' adoption of Safewards interventions in practice, while supporting the development of a cohesive staff team. The impact of COVID-19 within the study setting was addressed and nurses identified how the Safewards model assisted in navigating challenges during this time. Findings further supported prior research on the role of the supervisor and supervisee relationship. This study supports the integration of Safewards within reflective clinical supervision for mental health nursing staff to assist in Safewards fidelity and nursing staff personal and professional development.


Assuntos
Recursos Humanos de Enfermagem , Enfermagem Psiquiátrica , Humanos , Preceptoria , Atitude do Pessoal de Saúde , Recursos Humanos de Enfermagem/psicologia , Motivação
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