his.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Kullén Engström, Agneta
Publications (3 of 3) Show all publications
Blomberg, K., Isaksson, A.-K., Allvin, R., Bisholt, B., Ewertsson, M., Kullén Engström, A., . . . Gustafsson, M. (2016). Work stress among newly graduated nurses in relation to workplace and clinical group supervision. Journal of Nursing Management, 24(1), 80-87
Open this publication in new window or tab >>Work stress among newly graduated nurses in relation to workplace and clinical group supervision
Show others...
2016 (English)In: Journal of Nursing Management, ISSN 0966-0429, E-ISSN 1365-2834, Vol. 24, no 1, p. 80-87Article in journal (Refereed) Published
Place, publisher, year, edition, pages
John Wiley & Sons, 2016
Keywords
clinicalgroup supervision, newly graduated nurses, occupational stress, workplace
National Category
Nursing
Research subject
Medical sciences
Identifiers
urn:nbn:se:his:diva-10758 (URN)10.1111/jonm.12274 (DOI)000368263600021 ()25421164 (PubMedID)2-s2.0-84956505898 (Scopus ID)
Available from: 2015-03-18 Created: 2015-03-18 Last updated: 2017-12-04Bibliographically approved
Gustafsson, M., Kullén Engström, A., Ohlsson, U., Sundler, A. J. & Bisholt, B. (2015). Nurse teacher models in clinical education from the perspective of student nurses: A mixed method study. Nurse Education Today, 35(12), 1289-1294
Open this publication in new window or tab >>Nurse teacher models in clinical education from the perspective of student nurses: A mixed method study
Show others...
2015 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 35, no 12, p. 1289-1294Article in journal (Refereed) Published
Abstract [en]

OBJECTIVES:

The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses.

DESIGN AND SETTINGS:

The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design.

PARTICIPANTS:

The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study.

METHODS:

A questionnaire including the CLES+T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception.

RESULTS:

Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor.

CONCLUSIONS:

In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students.

Place, publisher, year, edition, pages
Elsevier, 2015
Keywords
Clinical education, Mixed methods, Nurse teacher, Nursing education, Student nurse, Triangulation
National Category
Nursing
Research subject
Medical sciences
Identifiers
urn:nbn:se:his:diva-10835 (URN)10.1016/j.nedt.2015.03.008 (DOI)000365372700025 ()25846197 (PubMedID)2-s2.0-84946490890 (Scopus ID)
Available from: 2015-04-15 Created: 2015-04-15 Last updated: 2017-12-04Bibliographically approved
Sundler, A. J., Björk, M., Bisholt, B., Ohlsson, U., Kullén Engström, A. & Gustafsson, M. (2014). Student nurses' experiences of the clinical learning environment in relation to the organization of supervision: A questionnaire survey. Nurse Education Today, 34(4), 661-666
Open this publication in new window or tab >>Student nurses' experiences of the clinical learning environment in relation to the organization of supervision: A questionnaire survey
Show others...
2014 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 34, no 4, p. 661-666Article in journal (Refereed) Published
Abstract [en]

Aim: The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. Background: The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. Method: A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. Results: In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p < 0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. Conclusion: The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere.

Place, publisher, year, edition, pages
Elsevier, 2014
Keywords
Clinical education, Clinical learning environment, Clinical placement, Preceptors, Questionnaire, Student nurses, Supervision
National Category
Nursing
Identifiers
urn:nbn:se:his:diva-8609 (URN)10.1016/j.nedt.2013.06.023 (DOI)000333781600031 ()23850574 (PubMedID)2-s2.0-84895100809 (Scopus ID)
Available from: 2013-10-31 Created: 2013-10-31 Last updated: 2017-12-06Bibliographically approved

Search in DiVA

Show all publications