A model for guidance and reflection in practice studies for nursing students

Abstract

A qualitative study conducted at a university in Norway examines how a guidance model can affect students’ learning situations in practice studies in specialised health care. Different factors in practice studies can affect the learning situation of nursing students. This qualitative study is characterized by a hermeneutical design approach. Two focus group interviews were conducted. Three different perspectives were examined in the interviews: working with a patient case during practice studies; the collaboration between nursing students and supervisors; and the collaboration between nursing students and teacher. Themes that arose were used to cluster and further analyse the data. The study shows that working with a patient case means that nursing students focus more on practice studies, concentrating on one specific task. Furthermore, it appears that nursing students experienced increased continuity and collaboration with their supervisors, as they experienced that the supervisor had ownership of the patient cases prepared at the ward. The nursing students wanted the teacher to be more prepared and focused on the learning outcomes. We recommend more research on roles and role clarification for supervisors and teachers, as well as the responsibilities of the university and the institutions that offer internships.

A model for guidance and reflection in practice studies for nursing students