The balancing act of competence assessment in placement: postgraduate critical care nursing students’ and preceptors’ experiences. A qualitative study

Abstract

Aim

To explore how postgraduate critical care nursing students and preceptors experience the assessment of students’ competence in placement.

Background

Assessing postgraduate critical care nursing students` competence in placement is a complex and essential part of precepting students.

Design

Explorative qualitative study.

Methods

Four focus group interviews and four individual interviews were employed with 15 postgraduate critical care nursing students and 12 preceptors in Norway. Data were analysed by inductive content analysis.

Results

The critical care nursing students felt vulnerable due to constantly being assessed despite their previous work experience as nurses. They experienced the need to appear humble and self-critical when assessing themselves. The “chemistry” between students and preceptors could influence the assessment. The preceptors experienced that it was a great responsibility to assess whether the students had sufficient competence and struggled to balance their roles as critical care nurses and preceptors. Clear assessment criteria including both technical- and non-technical skills, regular assessment meetings and support from teachers were regarded valuable.

Conclusions

Placements with competence assessment contribute to both students´ and preceptors’ professional development. Clear frameworks and constructive feedback from preceptors are crucial for students’ learning process. The preceptors should build on the students’ previous competence as nurses to create a safe learning environment. How students are met in the community of practice can be of importance for their learning outcomes and desire to stay in the profession. Given the need for highly qualified critical care nurses, prioritizing quality education for students in placements is essential.