Nurse Education in Practice最新文献

{"title":"Effectiveness synchronous e-learning in nursing education: A meta-analysis and subgroup analysis","authors":"Songxian Jin,&nbsp;Jung-Hee Kim","doi":"10.1016/j.nepr.2024.104029","DOIUrl":"10.1016/j.nepr.2024.104029","url":null,"abstract":"<div><h3>Aim</h3><p>This study aimed to identify the best available evidence of the effects of synchronous e-learning in nursing education through a meta-analysis and to compare mean effect sizes between study subgroups.</p></div><div><h3>Background</h3><p>With the rapid development of synchronous e-learning, adequate preparation is essential, as the formulation of effective educational strategies is crucial for learners’ success. However, rather than focusing solely on using technology to implement e-learning, instructors should design education programs that meet learning objectives while considering appropriate technologies and types of interactions.</p></div><div><h3>Design</h3><p>A meta-analysis and a subgroup analysis were conducted.</p></div><div><h3>Methods</h3><p>English and Chinese databases including PubMed, Embase, CINAHL, Web of Science, Cochrane Library and China National Knowledge Infrastructure were searched for relevant articles published between the inception of these databases through May 2023. The search included the establishment of these databases up until May 2023. Using a search strategy, we identified 3273 potentially relevant articles. Ten primary studies were included in the final analysis. We used random effect models to synthesize effect size (ES) and accommodate heterogeneity for the main effect. Sub-group analyses were conducted to analyze the variations in effect size to investigate possible causes of heterogeneity.</p></div><div><h3>Results</h3><p>We found synchronous e-learning to be more effective compared with the control groups, with a pooled random-effects standardized mean difference of 0.51, which is a medium effect size. Regarding learning outcomes, the effect size of reactions to learning (ES = 0.91, confidence interval [CI] = 0.14, 1.67) was higher than that of the psychomotor domain (ES = 0.57, CI = 0.17, 0.98), cognitive domain (ES = 0.63, CI = 0.11, 1.15) and affective domain (ES = 0.40, CI = 0.03, 0.76). In terms of interaction types and study characteristics were more effective if the studies included learner–learner interaction (ES = 0.83, CI = 0.36, 1.29), developed regions (ES = 0.55, CI = 0.17, 0.94), undergraduate nursing students (ES = 0.56, CI = 0.32, 0.80), no randomization (ES = 0.75, CI = 0.40, 1.10) and funding support (ES = 0.78, CI = 0.41, 1.16).</p></div><div><h3>Conclusions</h3><p>Well-designed synchronous e-learning courses should consider learners’ motivations and self-directed learning abilities by providing diverse learning resources and environments. Nurse educators should develop synchronous e-learning teaching strategies that include peer interaction. The affective domain of learning in synchronous e-learning needs to be developed and considered in future research.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching global interdependence to health professions students during the Anthropocene epoch: Findings from documentary analysis of an interprofessional education course","authors":"Sarah Oerther ,&nbsp;Anthony Breitbach ,&nbsp;David Pole","doi":"10.1016/j.nepr.2024.104025","DOIUrl":"10.1016/j.nepr.2024.104025","url":null,"abstract":"<div><h3>Aim(s)</h3><p>To examine the effects of new course material that incorporated the Anthropocene and The Centers for Disease Control's (CDC) 'Climate Effects on Health' framework into an IPE course to enhance students' understanding global interdependence.</p></div><div><h3>Background</h3><p>Teaching global interdependence with a suitable framework and relevant content in an introductory Interprofessional Education course in undergraduate programs is challenging when these early learners who do not have significant clinical experience. Therefore, it is necessary to adapt these courses to provide a framework that all students can relate to regardless of previous experience.</p></div><div><h3>Design</h3><p>The design for this study was qualitative document analysis.</p></div><div><h3>Method</h3><p>The required introductory IPE course was for students on the programs offered by the College of Health Sciences and the School of Nursing. Students (n = 142) from seven health professions programs, including athletic training (n=9), nursing (n=70), nutrition and dietetics (n=8), occupational therapy (n=15), physical therapy (n=31), radiation therapy (n=2) and magnetic resonance imaging and pre-professional students from other majors (n=5) were enrolled in this IPE course. The study used data derived from the final reflections submitted by the students. The CQI analysis focused on students enrolled in a dedicated interprofessional course related to health professions.</p></div><div><h3>Results</h3><p>Ways interprofessional teams can address global challenges like the Anthropocene, climate-related illnesses and severe weather events were revealed in student responses. Three themes that emerged from the student responses included: public health collaborations, holistic health promotion and policy advocacy.</p></div><div><h3>Conclusion</h3><p>Incorporating the concept of Anthropocene and the 'Climate Effects on Health' framework into an IPE course can be a promising approach to shaping students' perception and enhancing their knowledge about global interdependence. By doing so, students can gain a deeper understanding of how human activities have an impact on the climate and ecology of the planet and how severe weather can lead to various health problems.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141398665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ensuring robust OSCE assessments: A reflective account from a Scottish school of nursing","authors":"Sandra Sharp,&nbsp;Austyn Snowden,&nbsp;Ian Stables,&nbsp;Ruth Paterson","doi":"10.1016/j.nepr.2024.104021","DOIUrl":"10.1016/j.nepr.2024.104021","url":null,"abstract":"<div><h3>Aim</h3><p>This paper reflects on the experience of one Scottish University in conducting a face-to-face Objective Structured Examination (OSCE) for large cohorts of student nurses. It outlines the challenges experienced and learning gained.</p><p>Borton’s model of reflection frames this work due to its simplicity, ease of application and cyclical nature.</p></div><div><h3>Background</h3><p>The theoretical framework for the OSCE is critical thinking, enabling students to apply those skills authentically. OSCE’s are designed to transfer classroom knowledge to clinical practice and offer an authentic work-based assessment.</p></div><div><h3>Design</h3><p>Validity and robustness are key considerations in any assessment and in OSCE, the number of stations that students encounter is important and debated. We used a case-study based OSCE approach initially over four stations and following reflection, changed to one long station with four phases.</p></div><div><h3>Results</h3><p>In OSCE examinations, interrater reliability is a necessity, and students expect equity of approach. We identified that despite clear marking criteria, marks were polarised, with students achieving high or low marks with little middle ground. Review of examination papers highlighted that although students’ overall performance was good, some had failed in at least one station, suggesting a four-station approach may skew results. On reflection we hypothesised that using a one station case study-based, phased approach enabled the examiner to build up a more holistic picture of student knowledge and skills. It also provided the student opportunity to develop a rapport with the examiner and standardised patient, thereby putting them more at ease. We argue that this approach is holistic, authentic and student centred.</p></div><div><h3>Conclusions</h3><p>Our experience highlights that a single station, four phase OSCE is preferrable, enabling students to integrate all aspects of the assessment and provides a holistic view of clinical skills and knowledge.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141392156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors associated with self-directed learning among undergraduate nursing students in Vietnam","authors":"Nguyen Ho Anh Thu ,&nbsp;Ha Lai Thi ,&nbsp;Nguyen Thi Hoai Nhi ,&nbsp;Vu Thi Quynh Chi ,&nbsp;Tran Thi My","doi":"10.1016/j.nepr.2024.104031","DOIUrl":"10.1016/j.nepr.2024.104031","url":null,"abstract":"<div><h3>Aim</h3><p>This study purposed to determine nursing students' self-directed learning abilities and related factors.</p></div><div><h3>Background</h3><p>Self-directed learning is a significant and practical approach for nursing students in their lifelong learning.</p></div><div><h3>Design</h3><p>In this study, a descriptive cross-sectional study was used to assess the level of SDL undergraduate of 411 undergraduate nursing students from four academic years.</p></div><div><h3>Methods</h3><p>The Self-directed Learning Abilities and Related Factors Questionnaire was used to measure the Self-directed Learning Abilities of the Nursing Students. Descriptive statistics were used to analyze the data and a logistic regression analysis was performed to evaluate the factors influencing self-directed learning abilities.</p></div><div><h3>Results</h3><p>Of the 411 nursing students, most belonged to the female group. Moreover, most of the nursing students have permanent residence in rural areas. The average score of general self-directed learning abilities of nursing students was 3.88 ± 0.3. Only 33.8 % of the respondents had a high level (mean score ≥ 4) of self-directed learning abilities. There was a significant relationship between place of residence, grade obtained in previous level education, current grade point average, academic workload, assessment methods, learning resources and self-directed learning abilities (p&lt;0.05).</p></div><div><h3>Conclusions</h3><p>The self-directed learning ability level was low in this nursing student sample. Therefore, this study may increase nursing educators' attention to designing appropriate strategies to improve students’ self-directed learning abilities.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling CPR training challenges in nursing education: Pedagogical strategies for success","authors":"Masoomeh Habibi Baghi ,&nbsp;Mahmood Abolghasemi ,&nbsp;Masoumeh Zakerimoghadam ,&nbsp;Morteza Rezaiezadeh ,&nbsp;Mojtaba Vahidi Asl","doi":"10.1016/j.nepr.2024.104040","DOIUrl":"10.1016/j.nepr.2024.104040","url":null,"abstract":"<div><h3>Aim</h3><p>This study explored the challenges nursing students face while learning CPR and identified experiential learning strategies to address these challenges.</p></div><div><h3>Background</h3><p>Nursing students often experience challenges and anxiety during clinical learning, including CPR training. Given the experimental nature of CPR training, experiential learning models like mARC can significantly enhance the learning experience by addressing these prevalent challenges.</p></div><div><h3>Design</h3><p>This study adopts an interpretivist approach within a qualitative methodology and uses a phenomenological design.</p></div><div><h3>Method</h3><p>Semi-structured interviews and the Delphi method were used to gather firsthand experiences from 37 educational supervisors, nursing professors and nursing students undergoing CPR clinical training at five public medical universities.</p></div><div><h3>Results</h3><p>Four main challenges and eighteen sub-challenges of CPR training were identified, elaborated and modeled. Additionally, thirteen experiential learning strategies, based on the mARC experiential learning model (more Authentic, Reflective, Collaborative), were mapped to address these challenges.</p></div><div><h3>Conclusions</h3><p>Among the four main challenges of CPR training identified by this study, the lack of pedagogy appears to be the underlying cause of the other three. This underscores the significance of integrating effective pedagogical approaches into nurse education strategies and initiatives.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001690/pdfft?md5=50a9544266fc511e31d17d8beb884877&pid=1-s2.0-S1471595324001690-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Review of the Australian nurse teacher professional practice standards: An e-Delphi study","authors":"Christine Taylor ,&nbsp;Creina Mitchell ,&nbsp;Hellen Kaneko ,&nbsp;Belinda Foley ,&nbsp;Julie Shaw","doi":"10.1016/j.nepr.2024.104045","DOIUrl":"10.1016/j.nepr.2024.104045","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of the study was to review the 2010 Australian nurse teacher professional practice standards (‘the Standards’) to see if they were still relevant to current nursing educator practice in any practice setting, such as academia or clinical settings.</p></div><div><h3>Background</h3><p>It has been over 10 years since ‘the Standards have been reviewed. Nurse education practice has met many challenges in the past decade, so it is timely to evaluate whether the Standards are still relevant to nursing educators today.</p></div><div><h3>Design</h3><p>A modified Delphi technique was used for this study.</p></div><div><h3>Methods</h3><p>Delphi surveys were used to obtain consensus on the relevance of the Standards’ statements to any nursing educator. Links to two electronic surveys were sent to an expert panel of nursing educator leaders. Also, two online focus groups of nursing educators from any practice setting or level of experience were held. Results from the first survey and focus groups led to word changes and additional statements, which were included in the second Delphi survey.</p></div><div><h3>Results</h3><p>Forty participants responded to the first survey and 38 to the second. Fifteen nursing educators attended the focus groups. There was ≥85 % agreement on all statements in the first survey. with similar high agreement responses in the second survey. Changes in the Standards included language used around culture, inclusion of ‘sustainability of the program’ and ‘demonstrates knowledge and expertise in teaching and educational practice’.</p></div><div><h3>Conclusions</h3><p>The Australian nurse teacher professional practice standards remain highly relevant to nursing educators across all practice settings. In response to feedback from nursing educators some changes to language and additional standard statements were included in the revised standards.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001744/pdfft?md5=bc1f0f1be7494424da5b47f5c331efd3&pid=1-s2.0-S1471595324001744-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141591788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Achieving a representative sample in health research","authors":"Mousa Alavi ,&nbsp;Fateme Lohrasbi ,&nbsp;Deependra Kaji Thapa ,&nbsp;Erik Biros ,&nbsp;Claudia Lai ,&nbsp;Michelle Cleary","doi":"10.1016/j.nepr.2024.103986","DOIUrl":"10.1016/j.nepr.2024.103986","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140960192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of supervisory support on clinical learning as experienced by Czech Nursing and health professional students in the context of patient safety events: A qualitative study","authors":"Daniela Javornická ,&nbsp;Helena Kisvetrová ,&nbsp;Eva Prušová ,&nbsp;Renáta Váverková ,&nbsp;Peta J Greaves ,&nbsp;Alison Steven","doi":"10.1016/j.nepr.2024.104041","DOIUrl":"10.1016/j.nepr.2024.104041","url":null,"abstract":"<div><h3>Aim</h3><p>To explore the influence of supervisory and mentoring relationships on the clinical learning experiences of Czech Nursing and health professional students in the context of patient safety events</p></div><div><h3>Background</h3><p>Clinical experience is integral to healthcare education, shaping skills, behaviours, values and professional identity. During clinical placements, students may encounter memorable patient safety events and experience varied reactions from mentors/supervisors/others. Some research has highlighted challenges faced by students on clinical placement. Few studies involve multiple professions, most emanating from Western Europe, the UK, the USA and Australia with little relating to central European countries such as the Czech Republic.</p></div><div><h3>Design</h3><p>Two stage interpretivist qualitative study based in social constructionism</p></div><div><h3>Methods</h3><p>Convenience sample across 13 undergraduate and 18 postgraduate health professions courses. Stage 1 (2022): using SLIPPS Learning Event Recording Tool translated into Czech. 20 students’ (Midwifery=11, Nursing=1, Paramedic=1, Occupational therapy =7) submitted 21 patient safety learning event narratives. Stage 2 (2022): Focus group with 2 nursing and nine midwifery students. Phased thematic analysis involving multiple researchers.</p></div><div><h3>Results</h3><p>Three themes illustrate the circumstances and impact of placement mentoring/supervision experiences, conceptualised as: ‘Clinical and Emotional Companionship’, ‘Clinical and Emotional Abandonment’ and ‘Sense of agency - Professional and personal growth’. ‘Companionship’ reflected the students’ feelings of being welcomed, respected, heard, trusted and supported. Conversely ‘abandonment’ emerged from feelings of being unheard, vulnerable, humiliated, afraid, leaving students feeling abandoned, lonely and ‘useless’. Notwithstanding these conditions, students showed the ability to identify patient safety issues with agency evident in reactions such as stepping-in to try to ameliorate a situation, rather than speaking-up. Professional and personal growth was also apparent in their narratives and a conceptual diagram illustrates the students’ learning journeys in a patient safety context.</p></div><div><h3>Conclusion</h3><p>The findings and new conceptualisations around abandonment and companionship emerging from this study expand the evidence base regarding the profound impact of clinical experience and mentorship/supervision on learning and students’ emotional wellbeing. A sense of companionship appears to play a buffering role even in challenging circumstances of involvement in or witnessing compromised patients’ safety. Allowing students a sense of belonging, to vent, grow, feel supported and safe to ask/learn - contributing to ‘emotional safety for learning’, promotes students’ behaviour that may prevent/minimize hazards or ameliorate the aftermath. However, we must not simply bla","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001707/pdfft?md5=42830fe4313232f25fb1e53f80c1ff5e&pid=1-s2.0-S1471595324001707-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The second victim phenomenon: A qualitative study among bachelor’s degree nursing students within the clinical learning environment","authors":"Andrea Albert-Galbis ,&nbsp;Rosa M. Pérez-Cañaveras ,&nbsp;Mojtaba Vaismoradi ,&nbsp;M. Flores Vizcaya-Moreno","doi":"10.1016/j.nepr.2024.104038","DOIUrl":"10.1016/j.nepr.2024.104038","url":null,"abstract":"<div><h3>Aim</h3><p>This study explores and describes the second victim phenomenon in nursing students in association with the characteristics of the clinical learning environment and the clinical supervision process.</p></div><div><h3>Design</h3><p>Qualitative design using conventional content analysis and summative content analysis approaches.</p></div><div><h3>Methods</h3><p>From September 2022 to July 2023, in-depth semi-structured individual interviews were conducted with a purposive sample of 10 undergraduate nursing students.</p></div><div><h3>Results</h3><p>Six main themes were developed: ‘defining the physical and psychological responses after the most significant patient safety incident’, ‘analyzing the characteristics of patient safety incidents’, ‘creating a safe learning environment to provide the best care for patients’, ‘developing mentorship capabilities and qualities for an ideal follow up of students as a second victim’, ‘providing resources and integrating support structures to second victim nursing students during their clinical learning’, and ‘considering the cooperation and coordination between the health institution and the higher education institutions.’</p></div><div><h3>Conclusion</h3><p>Nursing students become second victims during their clinical placement. The clinical learning environment and mentoring characteristics influence the second victim experience.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001677/pdfft?md5=b979e652f0c3d12b3a238d612a809459&pid=1-s2.0-S1471595324001677-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141471776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clinical learning experiences of healthcare professional students in a student-led clinical learning environment (SLCLE) – A mixed methods evaluation","authors":"Sunita Channa ,&nbsp;Annie Topping ,&nbsp;Carol Willis ,&nbsp;Teresa Melody ,&nbsp;Ruth Pearce","doi":"10.1016/j.nepr.2024.104035","DOIUrl":"10.1016/j.nepr.2024.104035","url":null,"abstract":"<div><h3>Aim</h3><p>To evaluate healthcare professional (HCP) students clinical learning experiences’ whilst undertaking placements in a student-led clinical learning environment (SLCLE) and any changes in self-reported ratings of confidence.</p></div><div><h3>Background</h3><p>The English NHS Long Term Workforce Plan (2023) highlights the need to expand domestic education of HCPs to meet workforce shortages. The demand for quality clinical placements to support the preparation of HCP students remains a challenge globally. A creative solution has been the development of student-led learning clinical environments in healthcare settings. SLCLEs provide high-quality learning experience, increase clinical placement capacity whilst maintaining patient care standards. A multisite NHS Trust adopted this model as evidence suggests HCP students will be better prepared on qualification to adopt registered practitioner professional responsibilities. This model has been integrated across three hospital sites within a large teaching hospital, providing care for a diverse population and designed to accommodate students from a range of HCP disciplines and higher educational institutions.</p></div><div><h3>Design</h3><p>A mixed methods convergent design.</p></div><div><h3>Methods</h3><p>An online survey was administered to SLCLE allocated nursing and allied health profession (AHP) undergraduate and graduate-entry first, second and third-year students (n=132). Face to face focus groups/individual interviews were undertaken with a purposive sample of student participants (n=80) to evaluate their experiences of clinical learning in SLCLEs. Survey data were analysed using descriptive statistics and paired t-tests, interviews using framework method.</p></div><div><h3>Results</h3><p>Undergraduate and graduate-entry students from four UK universities completed the survey (n=132), 103 students (78 %) responded. Most were year 2 students (n=43/42 %), pursuing nursing programmes (n=82/80 %). Most considered the SLCLE met their expectations (n=76/74 %), reported increased confidence post-placement (n=84/82 %), felt supported by staff (n=80/78 %), peers (n=93/90 %) and clinical educators (n=93/90 %). Self-reported confidence scores post-SLCLE were significantly higher than pre-SLCLE. On-line pre-placement information was infrequently accessed yet identified as an omission. Four themes were identified: (i) preconceptions and initial anxiety; (ii) empowerment, growth and a unique learning experience; (iii) collaborative inter-professional learning and support; and (iv) insights and anticipations.</p></div><div><h3>Conclusions</h3><p>The SLCLE allocation enhanced students’ confidence and knowledge. Support from clinical educators, ward staff and doctors was perceived as invaluable for creating a positive learning culture. Peer support and opportunities to lead care delivery contributed to students’ professional development. The format and method for providing pre-placement inf","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001641/pdfft?md5=e48cd11099f0e6ad2a0481874f8e05d2&pid=1-s2.0-S1471595324001641-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141555757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}