Nursing students’ appreciation of clinical supervision during work-integrated learning

Abstract

Background: Effective clinical supervision in learning-conducive environments is required to enhance students’ work-integrated learning. Conversely, ineffective clinical supervision can jeopardise students’ learning and skills development.

Aim: The aim of the study was to explore and describe the aspects of clinical supervision during work-integrated learning that students of a designated nursing education institution appreciated.

Setting: The study was conducted at an institution in South Africa that offered a 3-year diploma programme in nursing science. The students took part in work-integrated learning at five public hospitals and 20 clinics.

Methods: Descriptive qualitative research with an appreciative inquiry approach was done. Second and third-year students were purposively selected and took part in four focus group discussions. Data saturation determined the sample size of 45 participants. The 5-D Appreciative Inquiry Model applied.

Results: The participants appreciated opportunities to learn how to integrate theory in practice under the supervision of professional nurses in learning-conducive clinical environments and enabling relationships with facilitators and lecturers. They wished for ongoing cooperation between the institutions involved to ensure well-resourced facilities and manuals for standardised nursing procedures.

Conclusion: Nursing students require clinical supervision to benefit optimally from work-integrated learning. The supervision should be provided by hospital and clinic staff, as well as clinical facilitators and lecturers in learning-conducive environments created through cooperation between the institutions involved in the students’ training.

Contribution: The research findings indicate the support that students require to use learning opportunities to become clinically skilled in integrating theory and practice.